High Stakes Assessments in a High School Setting

Implications of High Stakes Assessments

Assessments are used to further and improve student learning.  High-stakes assessments are assessments given with awareness that significant consequences are based on the results.  This type of exam is an assessment of learning because students’ data from the test are compared to specific standards. As the name indicates, “the stakes are high”, from the outcome of the test.  The Scholastic Assessment Test, known by all high school students in the United States as the SAT and the ACT and are the leading high stakes assessment tests.  Of course there are other high stakes assessments administered to students throughout their school years.

The SAT and ACT are used for admission to Universities and colleges in America. High school students take the test(s) during junior and senior year.  The purpose of the SAT and ACT is to determine a student’s readiness to enter college, measuring what they learned in high school.  The SAT measures the literacy, writing and mathematical skills and the ACT measures English, mathematics, reading and science.  A student applies to college by filling out the admissions application which requires the SAT or ACT results.  These high stakes assessments have been used for decades to decide if a student is the right fit for the college or University.  One can get an idea of the importance placed on the SAT or ACT with one internet search.  Prep courses, practice classes, webinars, and many more sites on how to improve your score.  American high school students know the importance of the score.

As teachers we are expected to analyze assessment data to determine strengths, weaknesses, and specific student needs.  Noting that assessments can be biased, many types of assessment are used to evaluate students’ progress.  The SAT and ACT are different because the teacher is not administering or using the data for the current class.  Students who are performing to the standards or above are expected to be successful on these tests because the test is supposed to be a reflection of what they have already learned.  With that being said, teachers are now in a situation to focus on specific content on these tests.

A positive for teachers and school is the data received.  I show two specific schools below and how they compare to the national average.  The data can help teachers focus on specific content needed to ensure students are learning what they need to learn.  The data can be broken down even more to assist teachers and administration to specifics.  On the flip side creativity in lesson planning can be inhibited because these tests can dictate what will be taught in the classroom.    

“While the SAT is not taught in American high schools, it is meant to be a reflection of the CORE Curriculum and to predict college success. The College Board states that any student capable of getting a high GPA in an American high school should be able to excel on the SAT.”  (Green Test Prep, 2018)

Analysis of Simi Valley School District:  One of the school districts I will apply to teach high school mathematics is the Simi Valley School district.   Royal High School is an above average, public school located in the school district.  It has approximately 2,000+ students in grades 9-12 with a student-teacher ratio of 25 to 1.  Average SAT composite score for Royal High School is 1190 out of 1600 and ACT composite score is 27 out of 36 based on data from the schools website.  Simi Valley High School has approximately 2250+ students in grades 9-12 with an average SAT composite score 1590 and ACT composite score 24 based on data from the schools website.

A perfect SAT score is 2400 with a national average of 1500; a perfect ACT score is 36 with a national average of 21.  There has been criticism that the test questions reflect high income areas.  Revisions have been made to the SAT from criticism and a new SAT with a 1600 score was first revised in 2005 and again in 2016.  The two schools I reported on scores are based on 2400 point SAT.   

“The following scores correlate with the following percentiles for the new scoring scale of the SAT:

1600 = 99.93rd percentile
1480 = 99th percentile
1340 = 93rd percentile
1150 = 72nd percentile
1010 = 48th percentile” (Green Test Prep, 2018)

Royal High School SAT is below the national average while Simi High School is slightly above the national average.  SAT results show Royal High School is above the national average and higher than Simi High Schools composite score.  A quick observation indicates that Royal High School instruction might be more ACT focused while Simi High appears to be SAT driven.  I thought it was important to note that both the SAT and ACT offer accommodations to students with specific needs. 

Working with high school students for over fourteen years now I have witnessed the impact of how students associate a score or number to their entire future.  Students start to think about their future, what college they would want to go to and what they will do as work/career.  Certain Universities and colleges have success attached to their names and they work hard for that honor.  These institutions want incoming students reflecting specific scores among other admission requirements.  These are the scores or numbers students strive to achieve to have a chance to go to college or University. 

A positive and negative are generated from these high stake assessments for the student.  The positive of this type of testing/assessment is it can motivate students to work hard and benefit from the high school experience to the fullest.  The negative is the stress and anxiety resulting from not being able to achieve a desired result.  I personally feel this is a good life lesson.  A number does not define who you are or how successful you will be; it is working hard and learning and growing from your experiences and pressures of life. Of course a high school student will digest that on a different level. 

I thought about school with out high stakes assessments and came to the conclusion that it would not be good overall for the student and for the schools.  There is important data and motivation that high stakes assessments provide.  I was left with the questions after my research and reading - Is there a test or assessment that can truly measure the knowledge and capability of an individual (student)? For now this is what we have!

 

Reference:

Abdao, D. (2015). High Stakes Assessments. Retrieved https://abdao.wordpress.com/2015/07/18/high-stakes-assessment/

American Psychological Association (2018). Appropriate Use of High-Stakes Testing in Our Nation’s Schools. Retrieved http://www.apa.org/pubs/info/brochures/testing.aspx

Niche (2018). Schools Near You. Retrieved https://www.niche.com/k12/schools-near-you/

Green Test Prep. (2018). What is the SAT? Understanding the Scholastic Assessment Test. Retrieved https://greentestprep.com/resources/sat-prep/what-is-the-sat/

Simi Valley High School (2018). Retrieved http://www.svhs.simi.k12.ca.us/sarc

Royal High School (2018). Retrieved http://rhs.simi.k12.ca.us/

 

Multicultural Mathematics

The Importance of Multicultural Mathematics

When you look at architecture, geography, computers, landscapes or even a sports field right triangles are not the first thing that might come to your mind but if you are looking you should be able to see right triangles all around your environment.  Right triangles and trigonometry is a lesson learned in high school Geometry that can reflect world diversity by showing a common knowledge and application through mathematics.  As a teacher I have the ability to engage the class with not only how to apply trigonometric ratios to solve for a missing side or acute angle of a right triangle but to show the rich history and world use of the math the students are going to learn.  Trigonometry was developed for use by astronomers and surveyors.  Trigonometry dates back to early Egypt and was further developed by the Greeks.  Indian mathematician’s updated trigonometry based on the sine function and Muslim astronomers compiled the findings of the Greeks and Indian’s.  In the 13^th century Germans defined the trigonometric ratios and then Isaac Newton continued the study through calculus and differential equations.

It is important to introduce students to multicultural content so they can see how the world has shaped what they are learning mathematically and how mathematics has shaped the world they live in.  Students often see mathematics, especially geometry, as definitions, formulas and problems that have no purpose.  Students may show more interest if they have some cultural connection to the material and see how application of something as simple as a right triangle is used and applied in different cultures around the world.  From the great Pyramids to the Eiffel tower students can engage in a world view application of mathematics.

Developing cultural competence in the classroom starts with me, the teacher.  Getting to know my students as individuals, their backgrounds and cultures and building my knowledge to engage my students.  Having applied problems and projects where students research and incorporate a culture(s)into the mathematics is another way to develop cultural competence in the classroom.  Knowing your school demographic, community socioeconomics, language(s) spoken and learning and growing along with your students. Students demonstrate cultural competence through their project work, problem presentation and interactions in the classroom. 

 

Reference

Honlyn Limited (2004). The History of Trigonometry. Retrieved http://www.trigonometry-help.net/history-of-trigonometry.php

Miller R. (2011). The Importance of Culturally Competent Teachers. Retrieved https://www.huffingtonpost.com/randy-miller/the-importance-of-cultura_b_787876.html

 

Differentiated Instruction for SLI student and Readiness

Students Whom Differentiated Instruction Would be Appropriate

 

What is differentiated instruction?  Differentiated instruction is when a teacher (like I am hoping to become) attempts to meet the needs of every student in the classroom through formative assessments, adjusting lessons, offering additional materials, and so forth.  Students have different learning styles, different abilities, and unique personalities that differentiated instruction enable a teacher to elevate each student’s requirements and preferences.  This sounds like a tall order for the teacher!

“Keep in mind that differentiation shouldn’t be something that complicates your day or life. Although additional work and effort are required up front, the payoff comes later in the lesson of study or even in the school year. The payoff comes when students achieve more in your classrooms, become more involved in classroom discussions, smile more during their school days, and, yes, even score higher on various assessments.” (Preszler, 2006).

A disability, listed by the IDEA (Individual’s with Disabilities Education Act), Speech or Language Impairment (SLI) is a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance. It would be appropriate to differentiate learning in a High School Geometry class for a student with such a disability.  Formative assessments I plan to use in my classroom are: Homework/Self-Assessment, Oral Question and Answer, Pair-Think-Share, White Board magic, and Exit Ticket. 
The Formative assessment that would need modification based on the students’ needs would be the Pair-Think-Share.  Pairing of students for this assessment would be a high priority.  I would reach out to specific students that are grasping the content at a high level and have the maturity to partner with the disabled student.  This modification differentiates the learning environment and helps the disabled student through a peer tutoring type experience.  I would also give additional time and attention to this pairing during this part of the lesson so that the content is being learned at a high level from both students.  I can also modify the problem given to the pairing, differentiating the content, for the student with the disability into specific steps and include key words and add graphics or pictures when applicable.  The learning environment of the classroom would be a high priority for the learning needs of a student with SLI. As a teacher I would need to be sensitive to calling on a student with SLI during an Oral Question and Answer Formative Assessment, instead I could set up a daily text/email with the student still assessing their learning while meeting their specific needs.   The Learning environment of the classroom should also be supportive and productive for all students - a place where learning math will be fun, interesting and productive.

Three resources that will support the SLI student(s) in the class : 

• Strategies for Speech or Language Impairment http://do2learn.com/disabilities/CharacteristicsAndStrategies/SpeechLanguageImpairment_Strategies.html
• LD Online: Educators Guide to Learning Disabilities and ADHD http://www.ldonline.org/spearswerling/Specific_Language_Impairment
• Project Ideal http://www.projectidealonline.org/v/speech-language-impairments/

Based on the above modifications of the Formative Assessment I would be consistently checking for understanding, making sure the seating position in the class allows for clear access to visual and verbal cues, and using co-operative learning such as peer tutoring.  Proper assessment is key for all students, especially those with disabilities, to be successful and competent with the content they are to master. “The assessment process is multi-tiered, multidisciplinary and occurs in a continuous cycle—from planning through to final assessment and evaluation. The assessment process begins at the classroom level, with the teacher using informal techniques such as observation, reading inventories and other diagnostic tools to explore how the student is learning and to identify areas of strength and concern.” (Speech and Language Disorders, nd).

Early detection, tracking attendance, social interaction and grades are all tools for identifying and addressing struggling students in the classroom.  The readiness level of a student refers to capability to learn and apply new concepts. Formative Assessments are a means to gauge the readiness level of each student .  Differentiating instruction for students at different readiness levels requires a full breakdown of the content.  Tiered instruction is a strategy where a lesson is organized from least complex to most complex.  A great way to organize the levels is from Bloom’s Taxonomy knowledge dimensions: Remember, Understand, Apply, Analyze, Evaluate, and Create.  For example, in the High School Geometry class the current lesson it about the Pythagorean Theorem.  The lesson would start with a very simple application of the theorem, a simple triangle.  As the lesson progresses students could be grouped or paired based on their readiness level and given a set of problems tiered to meet their need(s). 

In my lesson on the Pythagorean Theorem for example - some students may struggle with the algebra while other students may be ready for application.  Having a lesson prepared by readiness levels will allow me to group the students - and work with each groups needs.  The students who are ready for application could work on a project incorporating technology and writing skills.  These students need little instruction which allows my time to work with students needing algebra review and more explanation.  Never wanting students to feel in the low group or high group I feel it would be important to be discrete in the groupings and assignment work. 

 

References

Weselby, C. (2017). What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. Retrieved https://education.cu-portland.edu/blog/classroom-resources/examples-of-differentiated-instruction/

Preszley, J. (2006). Strategies That Differentiate Instruction. Retrieved https://education.ky.gov/educational/diff/documents/strategiesthatdifferentiateinstruction4.12.pdf

Do2Learn. (2017). Disabilities. Retrieved http://do2learn.com/disabilities/Overview.html

Dr. Bloom, B. (2015). Bloom’s Taxonomy of Learning Domains. Retrieved http://www.nwlink.com/~donclark/hrd/bloom.html

n.a. (2017). Speech and Language Disorders. Retrieved https://speechandlanguagedisabilities.weebly.com/classroom-implications.html

 

Formative and Summative Assessments for High School Geometry Standard

Formative and Summative Assessments for a Geometry Standard

The standard I have chosen to write assessments for is a high school geometry standard: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. 

 A formative assessment is an evaluation of learning during a planned lesson while a summative assessment is an evaluation of learning at the end of a planned lesson.  A formative assessment is for both the student and the teacher and should reveal the students level of understanding.  A formative assessment enables a teacher to refine and or revise a lesson to ensure the standard is meet by each student in the classroom.  Formative assessments can be for a grade or not for a grade.  A summative assessment tests how much a student has learned at the end of the planned lesson.  A summative assessment could be a standardized chapter test or cumulative test, for a grade that demonstrates a student’s knowledge of a subject, and application of the knowledge learned.  Only future curriculum is affected with the data received from the summative assessment.

Formative Assessment #1:  For all five of my objective I would assign daily homework as a formative assessment to reinforce the concepts learned each day of class.  My homework assignments will be unique: 

Day 1 Objective 1 = 5 homework problems from the specific objective

Day 2 Objective 2 = 5 homework problems from Objective 2 and 3 homework problems from Objective 1

Day 3 Objective 3 = 5 homework problems from Objective 3 followed by 3 problems from Objective 2 and 2 problems from Objective 1; and so forth. 

Some high schools work on A/B 90 minute schedules and I would adjust my objectives and lesson and homework accordingly.  The goal of the formative assessment is the homework assignments will gradually build with each new objective to revisit and reinforce concepts learned until the standard and total lesson is completed.  As the amount of problems decrease when new objectives are introduced the complexity and critical thinking skills will increase challenging students to apply concepts, knowledge and work towards an excellent understanding of content, thoroughly identifying how topics are applied.

Formative Assessment #2:  Randomly choose students throughout the class time to state the Pythagorean Theorem. Every class during the week I would randomly choose 5 students (or total students in class divided by five or class days) – like a verbal pop quiz.  This would be a good verbal assessment of Objective 1 and have students commit to memory the Pythagorean Theorem which is used and applied in upper level mathematics classes. 

Performance Based Summative assessment #1: (5-10 minutes) Have students answer the following question to demonstrate their depth of understanding and coherence after all objectives have been covered: “How do you use trigonometric ratios to solve for a missing side or angle of a right triangle?” 

Performance Based Summative assessment #2: (5-10 minutes) Have students answer the following question to demonstrate their depth of understanding and coherence after all objectives have been covered: “Use the given image, angle C is a right angle, to find the value of sin A and cos B. What relationship does the ratios of sin A and cos B share? What is the value of tan A and tan B? "

 

Performance Based Summative assessments will be graded on a point system to show students level of learning and understanding:

(3) Superior – Shows thorough understanding of the concepts. Uses appropriate strategies to solve problems. Computations are correct. Written explanations are exemplary. Diagrams are accurate and appropriate. Goes beyond requirements of problem.

(2) Satisfactory with minor flaws – Shows understanding of the concepts. Uses appropriate strategies to solve problems. Computations are mostly correct. Written explanations are effective. Diagrams are mostly accurate and appropriate. Satisfies all requirements of problem.

(1) Nearly Satisfactory with serious flaws – Shows understanding of most of the concepts. May not use appropriate strategies to solve problems. Computations are mostly correct. Written explanations are satisfactory. Diagrams are mostly accurate and appropriate. Satisfies most requirements of the problem.

(0) Unsatisfactory – Shows little or no understanding of the concepts. May not use appropriate strategies to solve problems. Computations are incorrect. Written explanations are not satisfactory. Diagrams are not accurate or appropriate. Does not satisfy requirements of the problem.

The following are five objectives from the above standard:

Objective 1: Students in my geometry class will be able to define, show and solve the Pythagorean Theorem by the end of the class.

 Objective 2: Students in my geometry class will be able to recognize, comprehend and compute the converse of the Pythagorean Theorem and related theorems about obtuse and acute triangles by the end of class.

Objective 3: By the end of class my geometry students will be able to distinguish, identify and interpret the lengths of two sides of a 45-45-90 and 30-60-90 triangle when the length of the third side is known (given).

Objective 4: Student in my geometry class will be able to identify and explain tangent, sine and cosine ratios for an acute angle of a right triangle by the end of class time.

Objective 5. By the end of class, students in my geometry class will be able to solve right triangle problems by correct selection and use of the tangent, sine and cosine ratios.

 

Summary on Unpacking the Standards and Backwards mapping

Summary on Unpacking Standards and Backwards Mapping Relating to High School Geometry

“Understanding and Applying Standards “is the current course I am studying in my online course program Teach-Now to become a qualified and certified secondary mathematics teacher.  In this unit I studied methods of planning a lesson based on a common core standard I selected based on subject specific area.  I chose Geometry and picked two standards that relate to each other: CCSS.Math.Content.HSG.SRT.C.7 - Explain and use the relationship between the sine and cosine of complementary angles and CCSS.Math.Content.HSG.SRT.C.8 - Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.  I learned what it means to unpack a standard, identify the big idea and essential questions, and backwards mapping as it relates to how a teacher designs a lesson based on a specific standard.

 

Unpacking the Standard

Providing students with clear and concise learning objectives is what I learned the main goal of unpacking the standard.  Standard based instruction, like the Common Core State Standard Initiative, helps the teacher in planning for specific key content in a lesson, implementing the key content each student is required to master and assessing each students understanding and application of key concepts of the standard.  To gain full knowledge of the two standards I chose I used the unpacking method on the standard “Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.”  First I identified the verb(s) used in the standard to know what the students need to be able to do to meet the key concepts of the material.  Next I identified the noun(s) used in the standard to for the concepts or what students will know by the end of the unit.  I also noted the context that related the noun and the verb in the standard.  The unpacking phase ends with rewriting the standard in a broken down method that addresses all the requirements and key concepts.  I can now recognize and fully understand the learning goals students need to successfully achieve the standard.  Unpacking a standard gives clarity, continuity, alignment and integration of the desired concepts to be taught.   

 

The Big Idea

Once a standard is unpacked, the Big Idea, or main learning goals will emerge.  Some standards have multiple Big Idea’s which is why unpacking is key in identifying all key concepts students need to master from the standard.  It is important not to add any requirements and to highlight the expectations your desire from the unpacked standard.  Once the Big Idea emerges the teacher can design projects and learning strategies based on each goal.  Big Ideas lead to big learning!

Backward Design Process

Backward design process for a standard begins with identifying the end result or what you want your students to know and apply before you design a lesson plan.  Once the end goal(s) are identified the teacher determines the best assessment for the goal(s).  Now the lesson plan and teaching activities are designed.  A list of concepts, skills and knowledge is needed called learning objectives that students need to demonstrate by the end of the unit or standard.  The assessment plan the teacher chooses evaluate and measure how much each student has learned and if the student can apply the learning objectives successfully.  The teacher can make a formative assessment of the lesson plan in which changes to the lesson can be made to better accommodate the learning needs of the class.  The Backward design process is an effective tool in planning standard based lessons for successful learning. 

Common Core Geometry Unpacked and Backwards

The Common Core State Standards are designed to get students ready for college and careers by helping them be critical thinkers.  Unpacking the standards set by the Common Core allows a teacher to develop a lesson plan that engages students to learn at a higher level by relating curriculum to real life application.  Backwards planning is a process where a teacher can create a learning experience to meet specific learning goals staring from the end result.  The teacher starts by identifying the objectives and learning standards required for students to meet or determining the end result of the lesson.  A list of skills and concepts that students need to master the specific learning objective follows.  Next a final test or assessment is designed that will determine students learned the objectives of the standard.  A series of lessons and projects are then designed to progressively move students to the complete understanding of the objective.  The teacher then decides how to assess the students at each step of the learning process for the unit.  Assessment can be in many forms, from a quiz, project or even verbal questions during class, allowing the teacher to determine if students are learning the material needed to be successful.  Finally the teacher can review and reflect on the lesson plan and make any changes or additions. 

Currently I am teaching a first and second semester online Geometry course through Oaks Christian Online School, but not a teacher in the traditional classroom.  The online course corresponds to the in class curriculum at Oaks Christian High School located in Westlake Village, CA and common core state standards are used.  I chose CCSS.Math.Content.HSG.SRT.C.8: Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems. High school students taking Geometry range from 9^th grade to 11^th grade.  I choose this standard because of the applications of right triangles, trigonometry and the best known and most useful theorem in mathematics, the Pythagorean Theorem. 

The following are goals or proficiencies I want students to achieve by the end of the unit: 

1.       Algebra review for this standard: Finding the square root and rationalizing the denominator.

2.       Understand and use mathematical vocabulary associated with this standard: Sine, Cosine, Tangent, Cosecant, Secant, Cotangent, Opposite, Adjacent, Hypotenuse. 

3.       State and Apply the Pythagorean Theorem and the Converse of the Pythagorean Theorem.

4.       Prove the Pythagorean Theorem.

5.       Know and apply the basic trigonometric functions defined by the angles of a right triangle.

6.       Use trigonometric functions to solve for an unknown length of a side of a right triangle.

 

 

I will use the following assessments to know students are meeting and understanding the standard:

1.     Assigned daily homework to reinforce concepts learned.  Students will have time to ask homework questions and receive feedback from homework assignment. Ability to call on a student who understood a problem to explain how they arrived at the solution. 

2.     Two to three quizzes prior to the test to assess student’s readiness and understanding of material.  All quiz grades below 70% can retake prior to the test for additional credit and support.

3.     Verbal questions throughout the class time, engaging the class to participate in the learning experience.

Learning experiences or activities I will use to help students meet the standard are as follows:

Student will design their own right triangle word problem and present to the class.  I will encourage students to design the problems as it relates to their own life.  For example:  I play golf and I could design a right triangle to find out how far I need to hit the golf ball or at what angle to the flag from a position on the golf course.   Students will submit their word problem with diagram using paper, poster board, or digital presentation; answer key provided on separate sheet of paper.

Words-Symbols-Models Project:  Students will write in words the trigonometric functions with specific ratio associated with that function, followed by the symbol represented by the specific function anda model to represent the function.  Students can present their work in google slides, Prezi, or presentation method of choice.  I would choose the top three presentations to present to the class and winning designs would receive a homework pass or first release from class for the week.

Students will work in groups of 2-3 on an applied word problem of my choice (involving sailing, gardening, painting, geography) using a right triangle and the Pythagorean theorem to determine the missing distance, find the Perimeter of the figure, Area of the figure, and cost analysis of project in word problem.  This will be an in class project.  Each group will make a drawing/ diagram labeling important parts.  On a separate page the group will present all math used for the drawing/diagram and in finding the cost of the perimeter/area of the project. 

 

Consequences in the Classroom

After the class has acknowledge the rules and procedures the next step is to announce the consequences of following and not following these agreed upon rules.  Consequences should be both positive and negative and established in the first week of class and addressed routinely and frequently over the class year.  Without consequences rules and procedures are meaningless and have no standing with the students.  Consequences must be used in an appropriate way with a mindset of enhancing the learning environment and maintaining and managing a successful classroom. 

Example of positive consequences:  Algebra 2 class of twenty students - Using the "I do it / We do it / You do it together / You do it alone" method, after  I do the example problems on the smart board the students are to work on three specific problems as a class for the We Do It part of the lesson.  Raising hands and participating quietly is crucial for a positive and productive learning environment for all students.  This part of the lesson requires me to remain in the front of the room and guide the students through the problems while having students interact to solve the problems.  Each student that raises their hand I will reply with verbal comments like: "Thank you for raising your hand and following the class rules, what is your question?", "Excellent choice being quiet and waiting to be called on 'students name' what do you think the next step is in solving this problem?".  Using non verbal responses by smiling at students working quietly and giving them a thumbs up when they are sitting quietly waiting for the class to finish as a whole is another way to respond to students in a positive and appreciative way.  For students that demonstrate an excellence of upholding the rules and procedures of the classroom I will send a note home to the parent(s) or guardian acknowledging the students excellent behavior and diligent work in the classroom. 

Example of negative consequences:  Algebra 2 class of twenty students - Using the "I do it / We do it / You do it together / You do it alone" method, while I am demonstrating the "I do it" part of the lesson a student is talking and disrupting the learning - first the student is met with concerned eye contact.  If the behavior continues I will use the students name remaining calm and positive with comments like: "Student name please respect the classroom rules and hold your conversation or comments for after class."; "Verbal warning Students name"; "Just a reminder to the class that being silent is necessary for all students learning, right Students name!".  I would monitor this student during the class time by keeping a close proximity having watchful eye (withitness).  If a student is unable to contain and control breaking the rules and procedures of the class I would initiate a three strike rule: three verbal warnings results in parent/guardian phone call or email. 

A coogle diagram of positive and negative consequences follows:

https://drive.google.com/open?id=100lwQqw-bu68gz4yBmyr6l8tkNxwcdNK

https://coggle.it/diagram/WgUvluojMQABDQqi/f57975feaf72fa3ecc475c43ee482a13341461d584cc4df65dc4a5ad91492f3a