1. THE OFFICE OF ACADEMICS, TALENT DEVELOPMENT AND SCHOOL PERFORMANCE AND ACCOUNTABILITY SHIFT HAPPENS: FROM COMPLIANCE TO COMMITMENT Learning Goals & Scales: A District Initiative

2. 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 2 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

3. DESIGN QUESTION 1 7,286 datamarks 9,360 datamarks 26,380 datamarks 3 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

4. 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 EVALUATIONS OFFICE OF TALENT DEVELOPMENT Describe the level of implementation with learning goals and performance scales at your school.

5. Your Personal Pre-Assessment 5 4 In addition to level 3, my teachers can: develop formative assessments to determine student mastery at each level of the performance scale. 3 My 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 1 With help my teachers have a partial understanding of the simpler details and processes. * What is a personal goal that you have for this session?

6. Hattie’s Visible Learning: Influences and effect sizes related to student achievement Hinge Point = 0.40 6 Employee Evaluations Office of Talent Development

7. Marzano: Percentile Gain for Specific Instructional Strategies 7 Employee Evaluations Office of Talent Development

8. Current State of Affairs 8 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

9. 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) 9 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

10. Design Question 1 10 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

11. 11 ROME WASN’T BUILT IN A DAY… EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

12. 1. Establish a Common Language 12 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

13. RIGOR COGNITIVE COMPLEXITY STUDENT AUTONOMY Rigor is automatically embedded in the standards. Level of Performance Level of Autonomy Level of Thinking 13 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

14. 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 14 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

15. TARGET LEARNING GOAL Standards based End Point Written in student centered language Contains Declarative/ Procedural Knowledge Level 3 on the Performance Scale TARGET Learning Goal 15 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

16. 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 16 Employee Evaluations Office of Talent Development

17. 2. Aligning Learning Goals to Standards If we don’t know where we are going, we will probably wind up somewhere else. 17 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

18. Unwrapping a Standard  Verbs = COGNITIVE TASKS  Nouns/noun phrases = CONTENT 18 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

19. 3. Developing Performance Scales 19 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

20. 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? 20 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

21. 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

22. 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

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

24. 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

25. 3 rd 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, stamen The student will perform basic processes, such as: Identify the internal structures of a plant Identify the external structures of a plant With help, a partial understanding of some of the simpler details and processes In addition to 3, in-depth inferences and applications that go beyond what was taught

26. 3 rd Grade Life Science Benchmark 4 In 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. 3 Describe 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 2 The student will recognize or recall specific vocabulary, such as: Nutrient, ovary, petals, photosynthesis, pistil, reproduce, stamen The 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 1 With help, a partial understanding of some of the simpler details and processes

27. 8 th Grade Reading Informational Text Standard 4 3 2 1 In addition to 3, in-depth inferences and applications that go beyond what was taught 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 With help, a partial understanding of some of the simpler details and processes

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29. 29 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT SPOT THE DIFFERENCE!

30. 3 rd Grade Life Science Benchmark 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 With help, a partial understanding of some of the simpler details and processes In addition to 3, in-depth inferences and applications that go beyond what was taught

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34. 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 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

35. Culture of COACHING The 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 35 Employee Evaluations Office of Talent Development

36. 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 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

37. 37 ADDITIONAL RESOURCES Summer Courses for teachers offered this summer EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

38. CONTACT INFORMATION 754.321.5067 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT