the office of academics, talent development and school performance and accountability shift happens:...

THE OFFICE OF ACADEMICS, TALENT DEVELOPMENT AND SCHOOL PERFORMANCE AND ACCOUNTABILITY

SHIFT HAPPENS:

FROM COMPLIANCE TO COMMITMENTLearning Goals & Scales: A District Initiative

NOT USING- PROVIDING RIGOROUS LEARNING GOALS AND PERFORMANCE SCALES

BEGINNING- PROVIDING RIGOROUS LEARNING GOALS AND PERFORMANCE SCALES

DEVELOPING- PROVIDING RIGOROUS LEARNING GOALS AND PERFORMANCE

SCALES

APPLYING- DEMONSTRATING WITHITNESS

INNOVATING- DEMONSTRATING WITHITNESS

DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS

2EMPLOYEE EVALUATIONSOFFICE OF TALENT DEVELOPMENT

DESIGN QUESTION 1

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9,360 datamarks

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4

Cadre Responses

My school is at the

beginning level with

learning goals and

scales.

My teachers need additional support in this area.

Need further

clarification.

Have made significant improvement over last year.

We have grown a lot in this area but still need a lot of work.

Scales are generic,

not specific.

We will be using PLCs to better our understanding next year.

I don't feel that my teachers REALLY understand how to do these on their own.

Need to work on scales being performance-based.

EMPLOYEE EVALUATIONSOFFICE OF TALENT DEVELOPMENT

Describe the level of implementation with learning goals and performance scales at your school.

Your Personal Pre-Assessment

5

4In addition to level 3, my teachers can: develop formative assessments to determine student mastery at each level of the performance scale.

3My teachers can: develop performance scales for standards based learning goals that guide progress to mastery.

2

My teachers can:• create clear learning goals aligned to content standards• differentiate between:

• learning goal and learning target• goal and activity/assignment• performance scale and scoring rubric

• Define the following key terms: activity, assignment, formative assessment, learning goal, learning target, monitoring, performance scale, rigor, rubric, standard, tracking student progress

1With help my teachers have a partial understanding of the simpler details and processes.

* What is a personal goal that you have for this session?

Hattie’s Visible Learning: Influences and effect sizes related to student achievement

Persistence/Engagement

Pre-Term Birth Weight

Prior Acheivement

Piagetian Programs

Self-Report Grades

0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6

0.48

0.54

0.67

1.28

1.44

Effect Size

Infl

uen

ce

Hinge Point = 0.40

6Employee EvaluationsOffice of Talent Development

Marzano: Percentile Gain for Specific Instructional Strategies

Building Vocabulary

Interactive Games

Identifying Similarities & Differences

Setting Goals/Objectives

Tracking Student Progress and Scoring Scales

0 5 10 15 20 25 30 35 40

20

20

20

25

34

% Gain

Str

ate

gy


Current State of Affairs


• What is it that we want our students to learn?

• How will we know if each of our students is learning

what we deemed essential?

• How will we respond when some of our students do

not learn?

• How will we enrich and extend learning

opportunities for those students already proficient?

Four Critical Questions (for a PLC)


Design Question 1


11

ROME WASN’T BUILT IN A DAY…


1. Establish a Common Language

12

MAFSLAFSNGSS


RIGOR

COGNITIVE COMPLEXITY

STUDENT AUTONOMY

Rigor is automatically embedded in the standards.

Level of Performance

Level of AutonomyLevel of Thinking


Learning Goal vs. Activity

LEARNING GOAL

Defines what a student is expected to know, understand, or be able to do

Based on the Florida Standards (MAFS/LAFS/NGSSS)

ACTIVITY/ASSIGNMENT

Ways for students to apply, practice, and demonstrate their knowledge, deepen their understandings, and polish procedures/

processes


TARGETLEARNING

GOAL Standards

based

End Point

Written in student centered language

Contains Declarative/Procedural Knowledge

Level 3 on the

Performance Scale

TARGET Learning Goal


Performance Scales and Rubrics

PERFORMANCE SCALE

– Long-term – does not change on a daily basis

– Learning Progression – Linked to the

Florida Standards (MAFS/LAFS/NGSSS)

SCORING RUBRIC

– Short-term– Grading tool– Linked to

Activity/Assignments


2. Aligning Learning Goals to Standards

If we don’t know where we are going, we will probably wind up

somewhere else.

17

MAFSLAFSNGSS


Unwrapping a Standard

Verbs = COGNITIVE TASKS

Nouns/noun phrases =

CONTENT


3. Developing Performance Scales


Scales serve as a road map in guiding student mastery of content.

Teachers use scales to track students’ performance.

Students use scales to track their own academic progress.

Why Scales?


4

3

2

1

STUDENT PERFORMANCE AT EACH LEVEL

In addition to 3, in-depth inferences and applications that go beyond what was taught

The student can demonstrate mastery of the standard(s)

No major errors or omissions regarding the simpler details and processes

With help, a partial understanding of some of the simpler details and processes

4

3

2

1

LEARNING GOALComplex learning goal (Extend/Enrichment)TargetsTargets

Target learning goal derived from the standardTargetsTargetsSimpler content that builds to level 3TargetsTargets

With help, partial success at 2 contentTargetsTargets

COMPONENTS OF EACH LEVEL OF THE SCALE

LEARNING GOALS STUDENT EVIDENCE

4 Complex learning goal (Extend/Enrichment)TargetsTargets

• Progress monitoring tasks for real world application

3 Target learning goal derived from the standardTargetsTargets

• Progress monitoring tasks for mastery of the standard

2 Simpler content that builds to level 3TargetsTargets

• Progress monitoring tasks for initial processes and/or standards

1 With help, partial success at level 2TargetsTargets

• Progress monitoring tasks for prerequisite skills

PERFORMANCE SCALE OUTLINE

4

3

2

1


Standards-based target learning goal

The student will recognize or recall specific vocabulary, such as: • key terms

The student will understand/perform basic processes, such as: • processes


3rd Grade Life Science Benchmark

4

3

2

1

Students will be able to describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.

The student will recognize or recall specific vocabulary, such as: • Nutrient, ovary, petals, photosynthesis, pistil,

reproduce, stamenThe student will perform basic processes, such as: • Identify the internal structures of a plant• Identify the external structures of a plant




4In addition to 3, in-depth inferences and applications that go beyond what was taught

• Use a real plant to test and explain the result of a damaged organ (root, stem, flower, leaf). Students will write a constructed response describing the outcome.

3Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.

• Create a Four-Tab foldable chart. Students draw example of plant organ and label top page with each plant organ. Student must describe the function of each plant organ under the appropriate tab.

• Student must create a diagram with a picture of the plant. Arrows must illustrate how water and nutrients move throughout the plant

2The student will recognize or recall specific vocabulary, such as: • Nutrient, ovary, petals, photosynthesis, pistil,

reproduce, stamenThe student will perform basic processes, such as: • Identify the internal structures of a plant• Identify the external structures of a plant

• Using an illustration of a plant, have students label each major organ. Students can match the major organ with its function

1With help, a partial understanding of some of the simpler details and processes

8th Grade Reading Informational Text Standard

43

2

1


Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

The student will recognize or recall specific vocabulary, such as: • Argument, assess, claim, delineate, evaluate, evidence,

irrelevant, reasoning, relevant, sound, sufficient, text The student will perform basic processes, such as: • Delineate the argument and specific claims in a grade-

appropriate text • Recognize examples of relevant/irrelevant evidence in

isolation



SPOT THE DIFFERENCE!


4

3

2

1

Describe how animals and plants respond to changing seasons.

The student will recognize or recall specific vocabulary, such as: Animal, plant, and season

• The student will describe the seasons• The student will describe how plants and animals are

affected by different seasons



• Decide who in your school will roll out the Learning Goals and

Performance Scales information to teachers throughout the year.

• Determine expectations for your school. (How many subjects? Who

will guide the process of developing the scales?).

• A performance scale may be up over a period of time (ie. a few days,

a week, several weeks).

• A performance scale may or may not be visible to you.

• Level on the scale is not equal to the DOK level or an actual graded

assignment.

34

Clarifying Points


Culture of

COACHINGThe celebration of small wins rewards the efforts of early

adopters and creates a sense of positive momentum needed

to move “fence sitters” from going through the motions to

genuinely advocating for the change. –Dufour & Fullan


36

MORE TO COME…

SUB-CADRE PRESENTATION

LEARNING GOALS AND SCALES MATERIALS

SUPER SEVEN MATERIALS

Devoted Time Through PLCs

Learning Goals & Performance Scales Point Person


37

ADDITIONAL RESOURCES

Summer Courses for teachers offered

this summer


http://www.marzanoresearch.com/

http://www.cpalms.org/Public/

http://www.broward.k12.fl.us/talentdevelopment/html/mlp-support.html

CONTACT INFORMATION

754.321.5067EMPLOYEE EVALUATIONSOFFICE OF TALENT DEVELOPMENT

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