We accept learning as the fundamental purpose of our school and therefore are willing to examine all practices in light of the impact on learning.. - DuFour, DuFour, Eaker, Many

We are committed to working together to achieve our collective purpose. We cultivate a collaborative culture through development of high-performing teams.. - DuFour, DuFour, Eaker, Many

We assess our effectiveness on the basis of results rather than intentions. Individuals, teams, and schools seek relevant data and information, and use that information to promote continuous improvement. - DuFour, DuFour, Eaker, Many

 A re Respectful of Other’s Opinions and Listen with an Open Mind; Limit the Use of Electronics for Breaks  C ollaborate in Group Work  T ake Responsibility for Engaging in Learning and Continuous Growth It’s Okay to have Fun! Suffering is Optional.

Participants will be able to develop a scale for tracking student progress towards achieving a learning goal.

0 I know nothing about this learning goal. 1 I really don’t understand what is included in a scale, I might be able write a goal and start a scale with some help. 2 I understand the parts of a scale and can communicate a learning goal but don’t think I can construct a scale by myself. 3 I can construct and use a scale to track student progress toward achieving the learning goal. 4 In addition to constructing and using a scale, I can design formative assessments to evaluate student performance at each of the scale scores. Participants will be able to develop and use a scale to track student progress toward achieving the learning goal.

MarzanoResearch.com

Four Critical Questions that Define the Work of a PLC ? What is it we expect our students to learn? How will we know when students have learned? How will we respond when students have NOT learned? How will we respond when students have learned? - DuFour, DuFour, Eaker, Many

DANCE PARTNERS

What Marzano’s research says - High Probability Strategies - Marzano Research Laboratory

 A Scale is an attempt to create a continuum that articulates distinct levels of knowledge and skill relative to a specific topic.  It can be thought of as an applied version of a learning progression.  A well written scale should make it easy for teachers to design and score assessment tasks that can be used to generate both formative and summative scores. - Dr. Robert Marzano

Courtesy: Hamilton Elementary 1 st Grade Team

Source: MarzanoResearch.com

Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal

Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal Participant will construct a scale to track student progress toward achieving a learning goal. Scales should:  be related to the learning goal  articulate the levels of performance using the taxonomy  be written in student language  provide consistent feedback to students  encourage students to improve. No major errors or omissions regarding the score 3.0 content

Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal Participant will construct a scale to track student progress toward achieving a learning goal. Scales should:  be related to the learning goal  articulate the levels of performance using the taxonomy  be written in student language  provide consistent feedback to students  encourage students to improve. No major errors or omissions regarding the score 3.0 content Participant recognizes and describes specific terminology such as:  Learning Continuum  Target Learning Goal  Simpler Content  More Complex Content No major errors or omissions regarding the score 2.0 content

Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal Participant will construct a scale to track student progress toward achieving a learning goal. Scales should:  be related to the learning goal  articulate the levels of performance using the taxonomy  be written in student language  provide consistent feedback to students  encourage students to improve. No major errors or omissions regarding the score 3.0 content Participant recognizes and describes specific terminology such as:  Learning Continuum  Target Learning Goal  Simpler Content  More Complex Content Participant is able to communicate a clear learning goal.  Goal is a statement of what a student will know or be able to do.  Goal is not written as an activity or assignment.  Goal supports the standards/benchmark for the course. No major errors or omissions regarding the score 2.0 content

Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal. 4.0 Participant will design unobtrusive and obtrusive assessments to evaluate 2.0, 3.0, & 4.0 student performances. No major errors or omissions regarding the score 4.0 content Participant will construct a scale to track student progress toward achieving a learning goal. Scales should:  be related to the learning goal  articulate the levels of performance using the taxonomy  be written in student language  provide consistent feedback to students  encourage students to improve. No major errors or omissions regarding the score 3.0 content Participant recognizes and describes specific terminology such as:  Learning Continuum  Target Learning Goal  Simpler Content  More Complex Content Participant is able to communicate a clear learning goal.  Goal is a statement of what a student will know or be able to do.  Goal is not written as an activity or assignment.  Goal supports the standards/benchmark for the course. No major errors or omissions regarding the score 2.0 content

Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal In addition to score 3.0 performance, in-depth inferences and applications with partial success No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 0.5With help, a partial understanding of the score 2.0 content, but not the score 3.0 content 0.0 Even with help, no understanding or skill demonstrated

Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal. 4.0 Participant will design unobtrusive and obtrusive assessments to evaluate 2.0, 3.0, & 4.0 student performances. No major errors or omissions regarding the score 4.0 content 3.5In addition to score 3.0 performance, in-depth inferences and applications with partial success 3.0 Participant will construct a scale to track student progress toward achieving a learning goal. Scales should:  be related to the learning goal  articulate the levels of performance using the taxonomy  be written in student language  provide consistent feedback to students  encourage students to improve. No major errors or omissions regarding the score 3.0 content 2.5No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content 2.0 Participant recognizes and describes specific terminology such as:  Learning Continuum  Target Learning Goal  Simpler Content  More Complex Content Participant is able to communicate a clear learning goal.  Goal is a statement of what a student will know or be able to do.  Goal is not written as an activity or assignment.  Goal supports the standards/benchmark for the course. No major errors or omissions regarding the score 2.0 content 1.5Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 0.5With help, a partial understanding of the score 2.0 content, but not the score 3.0 content 0.0 Even with help, no understanding or skill demonstrated

Four Critical Questions that Define the Work of a PLC ? How will we know when students have learned? How will we respond when students have NOT learned? How will we respond when students have learned? What is it we expect our students to learn? - DuFour, DuFour, Eaker, Many

A learning goal identifies what students will learn or be able to do as a result of instruction, separate from what they do to demonstrate the learning. Learning activities and assignments help students reach learning goals. MAKE A DISTINCTION BETWEEN LEARNING GOALS AND LEARNING ACTIVITIES OR ASSIGNMENTS

SubjectLearning GoalActivityAssignment PhysicsStudents will be able to analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time. Students will watch a video that demonstrates the relationship between velocity, distance, acceleration, and time. Students will design, construct, and launch a water bottle rocket with small groups to assess understanding. Read pp and complete a graphic organizer and the chapter review questions.

Participants will be able to develop and use a scale to track student progress toward achieving the learning goal. MarzanoResearch.com

Four Critical Questions that Define the Work of a PLC ? How will we respond when students have NOT learned? How will we respond when students have learned? What is it we expect our students to learn? How will we know when students have learned? - DuFour, DuFour, Eaker, Many

If goals provide clear targets for learning Then feedback facilitates the process of reaching those targets.

Why is this not an example of a scale or rubric? Water Bottle Rocket LabPossible PointsScore Creativity15 Listening/Following Directions Outside 10 Followed Criteria10 Team Effort10 Launched15 Time-of-Flight is a minimum of 3 Seconds 20 Calculations20 Learning Goal: Students will be able to analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time.

 In depth understanding of the Learning Goal  Declarative/Procedural Knowledge  Requires Strategic and Extended Thinking  Articulation of a logical continuum of thinking  Foundational Knowledge to Critical Thinking  Taxonomies: Webb’s, Bloom’s, Marzano’s  Opportunity for students to extend thinking  Score 4.0 on the scale

Organize Learning Goals into a Scale Advanced = 4.0 More Complex Content Proficient = 3.0 Target Learning Goal (Complex Content) Progressing = 2.0 Simpler Content

Development of a Scale for Student Learning: Example Student Learning Goal: ScaleComments Score 4.0 Score 3.0 Score 2.0 Score 1.0With help, partial success Score 0.0Even with help, no success Students will be able to analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time. The student will: - define velocity, acceleration, gravity, change in velocity - understand the effect of force on an object in motion The student will be able to predict the effect of design changes on position, velocity, and acceleration of an object in motion.

EXERCISE 3.1 Simpler and More Complex Content for Learning Goals DANCE PARTNERS

4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard The student will: No major errors or omissions regarding the score 4.0 content 3.5In addition to score 3.0 performance, in-depth inferences and applications with partial success 3.0 The student will: No major errors or omissions regarding the score 3.0 content (simple or complex) 2.5No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content 2.0 The student recognizes and describes specific terminology such as: The student will: No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes 1.5Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 0.5With help, a partial understanding of the score 2.0 content, but not the score 3.0 content 0.0 Even with help, no understanding or skill demonstrated

Learning Goal: Participant will be able to develop and use a scale to track student progress toward achieving Score: the learning goal. 4.0 Participant will design unobtrusive and obtrusive assessments to evaluate 2.0, 3.0, & 4.0 student performances. No major errors or omissions regarding the score 4.0 content 3.5In addition to score 3.0 performance, in-depth inferences and applications with partial success 3.0 Participant will construct and use a scale to track student progress toward achieving the learning goal. Scales should:  be related to the learning goal  articulate the levels of performance using the taxonomy  be written in student language  provide consistent feedback to students  encourage students to improve. No major errors or omissions regarding the score 3.0 content 2.5No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content 2.0 Participant recognizes and describes specific terminology such as:  Learning Continuum  Target Learning Goal  Simpler Content  More Complex Content Participant is able to communicate a clear learning goal.  Goal is a statement of what a student will know or be able to do.  Goal is not written as an activity or assignment.  Goal supports the standards/benchmark for the course. No major errors or omissions regarding the score 2.0 content 1.5Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 0.5With help, a partial understanding of the score 2.0 content, but not the score 3.0 content 0.0 Even with help, no understanding or skill demonstrated

Participants will be able to develop and use a scale to track student progress toward achieving the learning goal. MarzanoResearch.com

4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard The student will: No major errors or omissions regarding the score 4.0 content 3.5In addition to score 3.0 performance, in-depth inferences and applications with partial success 3.0 The student will: o No major errors or omissions regarding the score 3.0 content (simple or complex) 2.5No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content 2.0 The student recognizes and describes specific terminology such as: The student will: No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes 1.5Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 0.5With help, a partial understanding of the score 2.0 content, but not the score 3.0 content 0.0 Even with help, no understanding or skill demonstrated

4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard The student will: No major errors or omissions regarding the score 4.0 content 3.5In addition to score 3.0 performance, in-depth inferences and applications with partial success 3.0 The student will: analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time. o No major errors or omissions regarding the score 3.0 content (simple or complex) 2.5No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content 2.0 The student recognizes and describes specific terminology such as: The student will: No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes 1.5Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 0.5With help, a partial understanding of the score 2.0 content, but not the score 3.0 content 0.0 Even with help, no understanding or skill demonstrated

4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard The student will: No major errors or omissions regarding the score 4.0 content 3.5In addition to score 3.0 performance, in-depth inferences and applications with partial success 3.0 The student will: analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time. o calculate change in velocity, acceleration, position as a function of time o attend to meaning of quantities (not just how to compute) o attend to precision No major errors or omissions regarding the score 3.0 content (simple or complex) 2.5No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content 2.0 The student recognizes and describes specific terminology such as: The student will: No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes 1.5Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 0.5With help, a partial understanding of the score 2.0 content, but not the score 3.0 content 0.0 Even with help, no understanding or skill demonstrated

4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard The student will: No major errors or omissions regarding the score 4.0 content 3.5In addition to score 3.0 performance, in-depth inferences and applications with partial success 3.0 The student will: analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time. o calculate change in velocity, acceleration, position as a function of time o attend to meaning of quantities (not just how to compute) o attend to precision No major errors or omissions regarding the score 3.0 content (simple or complex) 2.5No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content 2.0 The student recognizes and describes specific terminology such as: velocity acceleration position frame of reference The student will: No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes 1.5Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 0.5With help, a partial understanding of the score 2.0 content, but not the score 3.0 content 0.0 Even with help, no understanding or skill demonstrated

4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard The student will: No major errors or omissions regarding the score 4.0 content 3.5In addition to score 3.0 performance, in-depth inferences and applications with partial success 3.0 The student will: analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time. o calculate change in velocity, acceleration, position as a function of time o attend to meaning of quantities (not just how to compute) o attend to precision No major errors or omissions regarding the score 3.0 content (simple or complex) 2.5No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content 2.0 The student recognizes and describes specific terminology such as: velocity acceleration position frame of reference The student will: describe an object’s motion understand the effect of force on an object in motion calculate speed No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes 1.5Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 0.5With help, a partial understanding of the score 2.0 content, but not the score 3.0 content 0.0 Even with help, no understanding or skill demonstrated

4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard The student will: evaluate design changes and predict the effect of these changes on position, velocity, and acceleration of an object in motion. No major errors or omissions regarding the score 4.0 content 3.5In addition to score 3.0 performance, in-depth inferences and applications with partial success 3.0 The student will: analyze the motion of an object in terms of its position, velocity, and acceleration (with respect to a frame of reference) as functions of time. o calculate change in velocity, acceleration, position as a function of time o attend to meaning of quantities (not just how to compute) o attend to precision No major errors or omissions regarding the score 3.0 content (simple or complex) 2.5No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content 2.0 The student recognizes and describes specific terminology such as: velocity acceleration position frame of reference The student will: describe an object’s motion understand the effect of force on an object in motion calculate speed No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes 1.5Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 0.5With help, a partial understanding of the score 2.0 content, but not the score 3.0 content 0.0 Even with help, no understanding or skill demonstrated

“Two strategies seem especially promising for schools. One is to expand the quality and variety of formative assessments; a second is to promote and organize collective inquiry into and discussion of student progress and achievement based on a range of assessments.” — Judith Warren Little, (2006) p. 9.Why Common Formative Assessments? Tracking Student Progress

ScaleComments Score 4.0 Inferential Understanding (Beyond Standards) More Complex Content Score 3.0 Essential Complex Content (Based on the Standards) Target Learning Goal Score 2.0 Essential Foundational Knowledge Simpler Content  Start with Score 3.0 and write your Target Learning Goal  Continue to develop Score 2.0 and Score 4.0  Include specific indicators that would demonstrate acceptable performance for that score.

 Combine two PLCs  Share your scale  Each member of the host PLC will ask questions and provide constructive feedback.  Revise your scale, if necessary.

Participants will be able to develop and use a scale to track student progress toward achieving the learning goal. MarzanoResearch.com

Teachers work together in collaborative teams Clarify what students must learn. Gather evidence of student learning. Analyze that evidence & determine how to respond. Identify the most powerful teaching strategies. “Reflective teaching must be based on evidence of student learning, and reflection is most powerful when it is collaborative.” (John Hattie, 2009) The Most Powerful Strategy for Improving Student Learning:

“Two strategies seem especially promising for schools. One is to expand the quality and variety of formative assessments; a second is to promote and organize collective inquiry into and discussion of student progress and achievement based on a range of assessments.” — Judith Warren Little, (2006) p. 9.Why Common Formative Assessments? Tracking Student Progress