1. LEARNING GOALS AND PERFORMANCE SCALES PLC FOCUS FOR BVS 2015-2016

2. WHY BEHIND THE WHAT? To increase student performance

4. DESIGN QUESTION 1 You will show evidence that you are using this in your next Bridges Evaluation!

5. KEY TERMS: LEARNING GOALS AND PERFORMANCE SCALES Activity- generally, activities refer to events students engage in while at school and during school time using schools resources available as appropriate Assignment- generally, assignments refer to events that students engage in at home or outside the classrooms, usually during non-class time and using non-school resources as appropriate Formative Approach to Assessment: Any assessment used by educators to evaluate student knowledge and understanding of particular content, and then to adjust and plan further learning experiences accordingly to improve student achievement in that area. Formative assessments are administered while students are learning new information and skills. Frequency of these assessments is directly related to student academic achievement.

6. Learning Goal - a learning goal takes a course standard that will take students weeks, months, or even all year to master and is chunked into targets (scales or progress points) that guide students toward successful mastery. An effective learning goals provide both student and teacher with a clear understanding of what students should know, understand or be able to do. The target learning goal (standard/standards) is the level 3. Learning Target - the destination for the lesson—what to learn, how deeply to learn it, and exactly how to demonstrate their new learning. The precise "chunk" of the particular content students are to master. Performance Scale- A continuum that articulates distinct levels of knowledge and skill relative to a specific learning goal. It can be thought of as an applied version of a learning progression. Rigor- begins by addressing standards and then incorporating levels of cognitive complexity (level of thinking), level of student performance, and level of student autonomy

7. Scoring Rubric- a guide listing specific criteria for grading or scoring academic papers, projects, or tests Standard- (The Florida Standards) Identified concepts, skills, or knowledge students need to master in particular content areas, usually organized by grade levels. Student Centered Language- academic language that is developmentally appropriate, student-friendly, and culturally respectful Tracking Student Progress (element 2)- teachers and students track progress on the performance scale using student evidence of learning to demonstrate proficiency of rigorous standards Student Evidence- Specific observable behaviors that students engage in response to the teacher’s use of particular instructional strategies; evidence that demonstrates proficiency through a direct observation or an examination of artifacts; evidence may include: 1.a project, written work, performance, or presentation scored with a rubric 2.formative assessments 3.observations

8. HOW WE WILL ADAPT THIS FOR VIRTUAL SCHOOL Much of this is incorporated into our courses. Working in your subject area, and using the DBA questions based on DOK from last year’s PLC work, we will create learning goals and a self assessment for each DBA/Module Exam. We will look at the standards, the content, and the assessments to determine what students really need to understand. We will use the performance scale template provided to create custom scales for your subject area (subject where you have the most students) Each subject area will use the same learning goals and self assessments scales we create as a team in our PLC this year.

9. WHAT WE ARE USING NOW

10. HOW WE WILL CONTINUE TO DEVELOP THIS We will use this self-assessment, but we will make them specific to our content. Merge these documents

11. WHAT THIS WILL LOOK LIKE SAMPLE – Self-Assessment with Learning Goals The NEW self assessment scale (what we will create together for each DBA or MODULE

12. 4 3 2 1 I understand the basic economic questions and can apply them to my life; I can give a personal example of a choice, scarcity, and opportunity cost; I understand the laws of supply and demand and how curves can shift; I understand the functions of money and how supply affects the value. I am confident that I would be able to help other students understand these skills and concepts. I understand the basic economic questions and can apply them to my life; I can give a personal example of a choice, scarcity, and opportunity cost; I understand the laws of supply and demand and how curves can shift; I understand the functions of money and how supply affects the value. I understand the basic economic questions; I can define choice, scarcity, and opportunity cost; I have a basic understanding of the laws of supply and demand and how curves can shift; I can define money and explain some uses for it. I need a little extra time to practice and master these skills and concepts. I am trying to understand the basic economic questions, choice, scarcity, and opportunity cost. I need some help understanding the laws of supply and demand and how curves can shift. I still need to review the functions of money and how money supply affect value. I feel frustrated and confused with the material.

14. PLC GOAL To create a self-assessment and performance scale for each DBA, module or each exam for your course.

15. PLC MEETING LOCATIONS HOPE—room 261 World Languages—269 Vocational / Technical— media center Math—284 ELA — media center Social Studies—media center Science—conference room