1. "We know that true transformation in schools can only happen when there is a clear target that is known and owned by those who are implementing the goal and to those who are striving to achieve it" ​ - Rich Newman TRUE TRANSFORMATION

2. Your Personal Pre-Assessment 2 4 In addition to level 3 I can: develop formative assessments to determine student mastery at each level of the performance scale. 3 I can: develop performance scales for standards based learning goals that guide progress to mastery. 2 I 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 1 With help I have a partial understanding of the simpler details and processes. * What is a personal goal that you have for this session?

3. DOMAIN 1: GREATEST IMPACT ON STUDENT ACHIEVEMENT

4. DESIGN QUESTION 1 Office of Employee Evaluations Office of Talent Development

5. 1. COMMON LANGUAGE

6.  Activity/Assignments  Learning Goal  Learning Target  Performance Scale  Scoring Rubric  Rigor 6 CLARIFYING KEY TERMS

7. RIGOR COGNITIVE COMPLEXITY STUDENT AUTONOMY Rigor is automatically embedded in the standards. Level of Performance Level of Autonomy Level of Thinking 7 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

8. Performance Scales and Rubrics PERFORMANCE SCALE – Long-term – Learning Progression – Linked to the Florida Standards (MAFS/LAFS/NGSSS) SCORING RUBRIC – Short-term – Grading tool – Linked to Activity/Assignments 8

9. 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 9 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

10. Classify These Statements Learning Goal Activity/ Assignment Statements 1. Students will draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. 2. Students will produce a book report on a book of their choice, including a table of contents, with proper pagination and format throughout. 3. Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth. 4. Students will describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. 5. Students will practice solving 10 equations in cooperative groups. 6. Fluently add and subtract multi-digit whole numbers using the standard algorithm.  Is the content focus clear?  Is it clear which cognitive task, applied to the content, is expected? 10

11. Classify These Statements Learning Goal Activity/ Assignment Statements X 1. Students will draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. X 2. Students will produce a book report on a book of their choice, including a table of contents, with proper pagination and format throughout. X 3. Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth. X 4. Students will describe how English policies and responses to colonial concerns led to the writing of the Declaration of Independence. X 5. Students will practice solving 10 equations in cooperative groups. X 6. Fluently add and subtract multi-digit whole numbers using the standard algorithm. 11

12. 2. ALIGNING LEARNING GOALS TO STANDARDS If we don’t know where we are going, we will probably wind up somewhere else. 12

13. 13 TARGET LEARNING GOAL Standards based End Point Written in student centered language Contains Declarative/ Procedural Knowledge Level 3 on the Performance Scale WHAT IS A TARGET LEARNING GOAL?

14. Scales serve as a road map in guiding student mastery of content.  teacher to track students’ performance  students to track their own academic progress Why Scales? 14

15. 4 3 2 1 LEARNING GOAL Complex learning goal (Extend/Enrichment) Targets Target learning goal derived from the standard Targets Simpler content that builds to level 3 Targets With help, partial success at 2 content Targets

16. 4 3 2 1 PERFORMANCE SCALE 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

17. PERFORMANCE SCALE OUTLINE 4 3 2 1 In addition to 3, in-depth inferences and applications that go beyond what was taught 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 With help, a partial understanding of some of the simpler details and processes

18. COMPONENTS OF EACH LEVEL OF THE SCALE LEARNING GOALSSTUDENT EVIDENCE 4 Complex learning goal (Extend/Enrichment) Targets I can: Progress monitoring tasks for real world application 3 Target learning goal derived from the standard Targets I can: Progress monitoring tasks for mastery of the standard 2 Simpler content that builds to level 3 Targets I can: Progress monitoring tasks for initial processes and/or standards 1 With help, partial success at level 2 Targets I can: Progress monitoring tasks for prerequisite skills

19. 19 Marzano’s “Super 7” – High Yield Strategies

20.  Marzano’s research has shown that the Super 7 Elements from Design Questions #2 (6, 11, 12), Design Questions #3 (17, 18, 20), & Design Question #4 (22) lesson segments addressing content, have the greatest impact on student achievement.  Standards require more clarity in the progressions of knowledge being addressed in class, more application of knowledge by students along with more and deeper inferential thinking, and the creation of sound evidence for conclusions and claims. 20

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22. Element 6: Identifying Critical Content It articulates the responsibility of the teacher to continually highlight the important content that is being addressed in class. Desired Effect: Students know what content is important and what is not important. Traditional Classroom: The teacher provides cues as to which information is important. Modifications for More Rigor and Depth: The teacher continuously identifies and highlights the content that is critical for students and, by the end of the lesson, these efforts portray a clear progression of information that leads to deeper understanding of the content. 22

23. Element 11: Elaborating on New Information It describes the requirement that students are continually asked to make inferences about the information addressed in class. Equally important, students are asked to provide evidence and support for their inferences. Desired Effect: Students draw conclusions that were not explicitly taught within the chunk. Traditional Classroom: The teacher asks questions that require students to make and defend inferences. Modifications for More Rigor and Depth: The teacher asks questions that not only require students to make inferences about the content but also require them to provide evidence for their inferences. 23

24. Element 12: Recording and Representing Knowledge It points to the need for students to create representations of the information and processes with which they are interacting. Standards highlight the need to expand the types of representations elicited from students including mental models, mathematical models, and other more abstract representations of content. Desired Effect: Students accurately record and represent their understanding of critical content in linguistic and/or nonlinguistic ways. 24

25. Element 12: Recording and Representing Knowledge Traditional Classroom: The teacher asks students to summarize, take notes, or use nonlinguistic representations. Modifications for More Rigor and Depth: Activities that require students to record and represent knowledge emphasize student creation of a variety of types of models (e.g., mental, mathematical, visual, and linguistic) that organize and summarize the important content. 25

26. Element 17: Examining Similarities and Differences It is a strategy that can be applied to all types of information and processes to help students create distinctions regarding their defining characteristics. Desired Effect: Students describe how elements are similar and different and what new information they have learned as a result of their comparisons. Traditional Classroom: The teacher engages students in comparing, classifying, and creating analogies and metaphors. Modifications for More Rigor and Depth: Activities involving comparing, classifying, and creating analogies and metaphors address the “big ideas” and “conclusions” as well as specific details. 26

27. Element 18: Examining Errors in Reasoning It is at the core of instructional changes explicit in the more rigorous standards. Students must continually be provided the opportunity and guidance to examine their own reasoning as well as that of others. Desired Effect: Students can identify and articulate errors in logic or reasoning, or the structure of an argument, and explain new insights resulting from this analysis. Traditional Classroom: The teacher asks students to examine informal fallacies, propaganda, and bias. Modifications for More Rigor and Depth: Analysis of errors includes more efficient ways to execute processes as well as examining and critiquing the overall logic of arguments. 27

28. Element 20: Revising Knowledge It refers to the need for students to constantly update their understanding of information and effectiveness at executing processes. Desired Effect: Students make additions and deletions to previous knowledge that deepen(s) their understanding. Traditional Classroom: The teacher asks students to revise entries in notebooks to clarify and add to previous information. Modifications for More Rigor and Depth: Revision of knowledge involves correcting errors and misconceptions as well as adding new information. Additionally, it involves viewing knowledge from different perspectives and identifying alternative ways of executing DRAFT procedures. 28

29. Element 22: Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation & Testing It might be considered the “centerpiece” strategy of a standards-focused classroom. Students are constantly asked to make predictions and provide support for the logic of their predictions. Additionally, they are provided opportunities (some brief and some extended) to test out the efficacy of their predictions. Desired Effect: Students generate and test hypotheses to enhance their understanding of content and the inquiry process. 29

30. Element 22: Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation & Testing Traditional Classroom: The teacher engages students in decision-making tasks, problem-solving tasks, experimental- inquiry tasks, and investigative tasks. Modifications for More Rigor and Depth: In addition to analyzing the accuracy of original hypotheses, students examine their own thinking and execution of the cognitively complex tasks. 30