It's About Teaching and Learning
September 2017 Edition
Personalized Education ~ Powerful Results
The purpose of the Curriculum Newsletter is to provide the Wheatland-Chili Central School District's teaching staff information aligned to the District-Focused Instructional Initiatives as well as the most up-to-date guidance from the New York State Education Department.
The Office of Curriculum is committed to academic excellence which empowers all individuals to become motivated learners and challenges them to excel as citizens in a global society.
Characteristics of Standard-Based Instruction (SBI) Walkthrough Tool
Last year, the Curriculum Council members participated in a series of workshops with Paula Rutherford, author of Meeting the Needs of Diverse Learners. As a result of the workshops, the Council created the Six Characteristics of Standard-Based Instruction (SBI) that we believed here at Wheatland-Chili that would have the biggest impact on All of the students as well as the instructional teaching practices K-12. The six Characteristics are:
- Expectations are the Same for All
- Students.Standards-based Planning Process is Used.
- Standards Guide All Instructional Decisions.
- The Focus is Always on Student Learning.
- Formative Assessment Leads to Instructional Decisions.
- Purposeful Use of Instructional Practice Resulting in Higher Engagement and Achievement.
Based on feedback from the State Education Department's District Technical Assistance Team (DTAR), the Standard-Based Instruction (SBI) Characteristics have been re-identified for the 2017-2018 as the focus for the Walkthroughs. The administrative team will conduct three Walkthroughs per week for 5 -10 minutes each. Each quarter, the Walkthrough data will be analyzed by the Curriculum Council to address the district and/or schools’ instructional needs and priorities. The data will be shared quarterly with all teaching staff. For the District to better support teachers, Professional Development will be offered throughout the year to ensure the SBI Characteristics are being implemented with fidelity. The characteristics in bold and italics are designated as the Focus SBI Characteristics of the Walkthrough Tool.
Wheatland-Chili Central School District Characteristics of Standard-Based Instruction (SBI) Walkthrough Tool 2017-2018
Created June 5, 2017
Characteristics of Standard-Based Instruction (SBI)
1. Expectations are the Same for All Students.
1a. Opportunities to extend learning are provided.
1b. Students engage in self-assessment and reflection.
1c. Questioning that leads students to essential understandings.
1d. Multiple and relevant resources present for student self-selection.
1e. Clear visual expectations.
2. Standards-based Planning Process is Used.
2a. Teacher and student use of content specific vocabulary.
2b. Teacher anticipates possible student misunderstandings.
2c. Assessments (pre-assessments, formative and/or summative) are aligned to standards.
2d. Learning tasks designed to align with the standards.
2e. Purposeful differentiated groups.
3. Standards Guide All Instructional Decisions.
3a. Students can show and/or explain what they have learned as aligned to instructional goals.
3b. Individual lessons are explicitly connected to essential understandings, key concepts, and /or big ideas to frame teaching and learning.
3c. Standards, essential questions/understandings, and/or learning targets in student-friendly language are posted and communicated.
4. The Focus is Always on Student Learning.
4a. Teacher provides timely and specific feedback.
4b. Structure and pacing of lesson conducive to depth and understanding.
4c. Students and/or teacher make connections between content, the real world, and prior knowledge.
4d. Teacher communicates/displays passion for lesson/content.
4e. Student voice/dialogue (related to the learning target) with peers and/or teacher ("dialogue vs. monologue").
4f. Students demonstrate their understanding of the learning target through active participation.
4g. Tasks designed to engage students and consider student’s interests/differentiated tasks.
4h. Explicit written and/or verbal directions.
4i. Variety of grouping patterns with opportunity for student processing.
5. Formative Assessment Leads to Instructional Decisions.
5a. Teacher uses assessment form a previous lesson or within a lesson to adjust instruction.
5b. Students help create or use assessments, checklists, or rubrics/
5c. Multiple opportunities for demonstrate learning that incorporates student choice.
5d. Teacher circulating for assessment (facilitating learning, listening in, teacher-student interaction, checks for understanding-gather data).
5e. Varied forms of assessment (i.e., exit tickets, 3-2-1, flip charts, anchor charts, checklists, work samples, rubrics, interactive notebooks, projects, etc.)
6. Purposeful Use of Instructional Practice Resulting in Higher Engagement and Achievement.
6a. Students engage in authentic, inquiry-based experiences.
6b. Students actively engaged in high-level cognitive activities that promote productive struggle (persistence and effort).
6c. Technology is integrated into purposeful instruction.
6d. Students have choice to complete tasks, access to materials, and formation of groupings.
6e. Opportunities for all to respond and demonstrate learning.
6f. Every student is involved, working with peers, groups, teacher/staff, and/or community.
6g. Student led learning, discussion, and performance.