New Performance Standards - Primary Organized by grade levels (K-3); Each grade level is followed by work samples that illustrate how the standard is met; Examples of commentary are given; Each standard highlights the elements covered for that grade level in a block of text; Covers reading and writing.
New Performance Standards for Intermediate: Standards are organized by topic not grade level; Examples of student work are given after each topic to show how the student met the standard; Examples of commentary are given; Standard topics are in English Language Arts, Mathematics, Science and Applied Learning.
Standards-Based Bulletin Boards An overview of expectations for classroom bulletin boards…
Language Arts: Title; Standard the students are working on; Elements of the standard that are being; taught –with- Strategies used to teach/learn them; Task; Student Work; Grading rubric; Commentary.
Great titles identify what the board is all about…
Standards should be posted in their entirety…
Elements of the standard that you are working on should be identified…and…
The STRATEGIES you have taught the students (which they’re using) should be listed for each element you’ve identified…
The task is the assignment the students were given…
Student work should be meet the standard or elements, strategies and task that were being worked on…
Your rubric, what you used to evaluate the students’ work, should be posted…
Commentary, either by the teacher or even better – by the student, addresses how the student met the standard or elements…
Science & Social Studies: Generally follows the guidelines of a Language Arts bulletin board. A board, especially for a science experiment, can also follow the guidelines for a math bulletin board.
Math Bulletin Boards: Title; Standard(s); Task; Commentary; Rubric; Circumstance.
Math bulletin boards follow the same general layout of a LA board…
Commentary can be general for the class or specific for each student…
The circumstance is how the task was performed… Whole group- Small work groups- Individually- With chance for discussion/revision- No chance for discussion/revision.
The students’ work should reflect mastery of the standard and be meaningful.
IMPLEMENTAION RUBRIC GROUPS ASSIGNED TO A SECTION; COME TO A CONCENSIS AS TO WHERE WE ARE; CHART THE HIGHLIGHT OF EACH SUBGROUP (ex. F23, F24, etc.)– THEN; BRAINSTORM WHAT EVIDENCE WE SHOULD/COULD HAVE IN OUR CLASSROOMS TO SHOW WE ARE AT THIS LEVEL- chart this SHARE WITH ALL