1. 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

2. 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

3. 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

4.  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.

5. Go to the SCPS home page and click “Employee Login” at the bottom right-hand corner of the page. Click on the hyperlinked TEXT beneath the “Teacher Evaluation System” heading in the center of the screen. S c r o ll Our links and resources can be accessed from the menu on the left-hand side of the page or by scrolling to bottom of the page, beneath the chalkboard banner and news updates. 1 2 3 Instructional Excellence & Equity

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

7. http://www.havefunteaching.com/worksheets/graphic-organizers/kwl-kwhl/kwl-graphic-organizer-landscape.pdf

8. Learning Goal: Participant will be able to develop a scale for tracking 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

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

10. Four Critical Questions that Define the Work of a PLC ? 1 2 3 4 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

11. DANCE PARTNERS

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

14.  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

15. Courtesy: Hamilton Elementary 1 st Grade Team

18. Four Critical Questions that Define the Work of a PLC ? 1 2 3 4 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

19. Monitor Learning with Scales & Formative Assessments to Track Student Progress & Inform Instruction Plan Activities & Assignments to support the Learning Goal Develop Units with Multiple Learning (Lesson) Objectives Generate Assessments Formative and Summative Create Clear Learning Goals & Develop Scales Align with Standards for Learning Over Time A Scale is written for a single Learning Goal. Unpack Standards/Benchmarks Effectively "Chunk" the Standards (Combine, or Break-Apart Standards/Benchmarks) Instructional Excellence & Equity

21. 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

22. 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 647-682 and complete a graphic organizer and the chapter review questions.

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

24. Four Critical Questions that Define the Work of a PLC ? 1 2 3 4 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

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

27. 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. Select a different frame of reference and predict an object’s motion relative to the new frame of reference. 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. Calculate velocity, and acceleration Attend to precision and to meaning of quantities (not just how to compute) Graph, and interpret data for velocity vs. time to describe the motion of an object. Analyze the velocity and acceleration of an object over time. 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: Graph and interpret data for an object’s position vs. time to describe its motion Calculate speed. Distinguish between speed and velocity. Understand the effect of force on an object in motion 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 Instructional Excellence & Equity

29. 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.

31.  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

32. 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

33. 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.

34. EXERCISE 3.1 Simpler and More Complex Content for Learning Goals DANCE PARTNERS http://www.marzanoresearch.com/reproducibles/designing_teaching.aspx#reproducibles

35. 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

37. 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

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

40. Instructional Excellence & Equity

41. 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. 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 Instructional Excellence & Equity

42. 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. Calculate velocity, and acceleration Attend to precision and to meaning of quantities (not just how to compute) Graph, and interpret data for velocity vs. time to describe the motion of an object. Analyze the velocity and acceleration of an object over time. 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 Instructional Excellence & Equity

43. 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. Calculate velocity, and acceleration Attend to precision and to meaning of quantities (not just how to compute) Graph, and interpret data for velocity vs. time to describe the motion of an object. Analyze the velocity and acceleration of an object over time. 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 Instructional Excellence & Equity

44. 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. Calculate velocity, and acceleration Attend to precision and to meaning of quantities (not just how to compute) Graph, and interpret data for velocity vs. time to describe the motion of an object. Analyze the velocity and acceleration of an object over time. 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: Graph and interpret data for an object’s position vs. time to describe its motion Calculate speed. Distinguish between speed and velocity. Understand the effect of force on an object in motion 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 Instructional Excellence & Equity

45. 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. Select a different frame of reference and predict an object’s motion relative to the new frame of reference. 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. Calculate velocity, and acceleration Attend to precision and to meaning of quantities (not just how to compute) Graph, and interpret data for velocity vs. time to describe the motion of an object. Analyze the velocity and acceleration of an object over time. 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: Graph and interpret data for an object’s position vs. time to describe its motion Calculate speed. Distinguish between speed and velocity. Understand the effect of force on an object in motion 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 Instructional Excellence & Equity

46. “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

51. 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.

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

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

54. 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:

55. “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