1. Charting the Course  “Start by doing what’s necessary; then do what’s possible; and suddenly you are doing the impossible.” Francis of Assisi.

4. Agenda  Welcome  Review Norms  Introduction  Design Question 1 - Element 1  Design Question 1 - Element 2  Design Question 1 - Element 3  Working on the Work – Creating LG & S with student evidence  Exit Slip

5. NORMS  COMMUNICATE CLEARLY AND LISTEN CAREFULLY  2. RESPECT THE VIEWS OF OTHERS  3. SHARE YOUR IDEAS WILLINGLY.  4. ASK AND WELCOME QUESTIONS FOR CLARIFICATION.  5. BE OPEN TO IDEAS AND VIEWS PRESENTED.  6. HONOR TIME LIMITS AND STAY ON TASK.

6. Introduction  District Focus  Student success  Sharpen or add tools to our tool kit  Ideas for creative performance task and/or artifacts  Grasping the elusive “innovating” in our practice

7. 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

8. Activity 1  Status Check – Designing Learning Goals and Scales

9. Your Personal Pre-Assessment 5 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.

10. Review DQ1 Element 1: Learning Goals and Scales.  https://www.youtube.com/watch?v=pDZ3nHwj3lc https://www.youtube.com/watch?v=pDZ3nHwj3lc

11. Educators & Students must be able to answer……  Where am I going?  Where am I now?  How can I close the gap?  How will I know I’m getting there?  How can I keep it going?

12. 8 th Grade Reading Informational Text Standard 4 In addition to 3, in-depth inferences and applications that go beyond what was taught 3 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. 2 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 1 With help, a partial understanding of some of the simpler details and processes

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15. 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

16. Product Targets The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency.

17. Activity 2  Per grade level, add Students “ I can” statements to the Reading Informational Text LG & S.  Share out.

18. Classroom demonstration from not using to innovating  https://www.youtube.com/watch?feature=player_detailpage&v=VRv4-Keg6gs https://www.youtube.com/watch?feature=player_detailpage&v=VRv4-Keg6gs

19. The scale is created…. How do I use the scales consistently and pervasively throughout my lesson/unit of instruction?

20. The graphic to the right displays the percentile gain when using specific strategies. Use of scales and tracking of student progress provides 34% gain with regards to learning.

21. Students who can identify what they are learning significantly outscore those who cannot. Robert J. Marzano

22. Scales and Self-Efficacy  The use of scales builds confidence in the students and allows them to take ownership of their learning.  They can see learning take place in gradual increments and how the targets connect to the ultimate goal… achieving mastery of the standard.  Confidence and ownership will lead to self-efficacy (a belief that the student can do the work and achieve mastery of the standard)

23. DQ 1 Element 2: Tracking Students’ Progress via LG&S  https://www.youtube.com/watch?feature=player_detailpage&v=hSsDwQTmv Qo https://www.youtube.com/watch?feature=player_detailpage&v=hSsDwQTmv Qo

24. #1-Introducing and Explaining a Scale and Its Targets  Explain what they are:  They are tools that communicate learning expectations and the step by step progression of learning we will follow to reach success with the standard.  Explain why we will use them:  To provide focused direction and structure that makes learning more visible to everyone.  To help students monitor their learning and motivate a growth mindset that will empower them to take control of their own learning. (self-efficacy)

25. How can I explain it?  Spend time developing your explanation  Choose your terms carefully and use them consistently  Keep your introduction simple, explicit, and direct.  Create a PPT (or other form of digital presentation) if you are not sure you can remember everything you want to say.  Select a simile, if appropriate.  Like a road map with stops along the way leading to our final destination(the standard)  Like a “to do list” we use to get to our goal  Like a yard stick to measure our learning

26. Some Things to Consider  Be careful when introducing the targets and scales for a unit of learning.  Try not to overwhelm students with too much information.  Remind them they are not expected to know or learn the content until it’s taught.  It’s okay to be at a level 1 on the scale, but that some of them may be familiar with bits of the content.

27. #2 Make Them Accessible to Students  Why should I do this?  It’s necessary if it’s going to become a natural practice.  Accessibility familiarity regular use  Students will learn to rely on the structure this tool provides to clarify and provide direction.

28. How can I do this?  Post a copy of the current scale and its targets somewhere for easy reference.  Create a copy for your white board so you can refer to it during the lesson if needed.  If academic language is too difficult to understand, put it in terms the students will.  Add the applicable learning target to the classroom activity or assignment.  Prepare handouts for students and their parents.  Have students keep a copy in their notebook for reference and progress monitoring.

29. #3 Begin and Close Each Lesson Focusing on the Target  Why should I do it?  Provides both direction and background for the students.  Students will not have to wonder why they need to know or when they will ever use this information.

30. How can I do this?  Provide an overview of the day’s lesson and ask students to tell their partners what the target of the lesson will be.  Provide a statement informing the student of the focus of the lesson.  Build in a reference to the previous day’s target. Yesterday we worked on ________. Today we’ll continue our study by focusing on _______________.

31. Additional ways….  Communicate the target and and give students a preview of your expectations for them during the lesson. Our lesson today focuses on ___________. By the end of the lesson, I will ask you to identify the connections you make to the target. So let’s get focused!  Close each lesson by going back to the performance scale and fitting the target back into the learning progression of the scale.  Build these stopping points into your current presentations until they become routine.

32. Let’s watch…

33. #4 Relate Instruction to the Target  Why should I do it?  Helps make connections between the classroom activities and the learning target.  Understanding the purpose behind the activities often motivates and empowers students to identify with and personalize their learning.  It reengages the student and helps them integrate the learning process.

34. How can I do this?  Add sticky notes to your lesson plan or set a timer to remind you to do this.  Quietly ask a reliable student to periodically raise his/her hand to ask the question How is what you are talking about relate to our learning target?  Use quick writes, small group discussions, or activity to answer that very question.  Challenge students at the beginning of the period to write down any connections between the lesson and the learning target.

35. #5 Refer to the Learning Progression of the Scale  Why should I do this?  It keeps them focused on the reason for their learning- reminding them of the big picture.  Reminds them that they must master each 2.0 target to get to the 3.0 level.  Will motivate and instill a growth mindset in your students.

36. How can I do this?  Ask students how the activity they are doing relates to what they learned previously or to upcoming targets.  Encourage and expect students to take ownership of their learning by relating knowledge to the learning progression to determine areas of weakness or misconceptions.  Ask students to summarize what they have learned over a period of time, relating it to the learning progression evident on the scale.

37. Additional Ways…  Plan for a specific activity related to the learning progression in the scale (i.e. using it to review for an upcoming test)  Project a template of a performance scale on a magnetic white board on which the scale is always present during instruction. Create magnetic targets that can be affixed to the board.  Physically remove the target being taught in the day’s lesson and keep it handy to remind the students of that day’s focus.  At the close of the lesson, pick up the target and place it back in the progression of the scale.

38. When you are planning…

39. Support Learning: What if students are having difficulty?  Make small student friendly copies of the focus targets (taped on desk or glued in notebook)  Ask for volunteers to model the routine or how they use the tool to self- regulate their learning.  Provide sentence starters to those who need help relating the activity to the target or progression on the scale.

40. Extend Learning  Ask students to develop a simple routine that uses the tool to provide support or direction when needed to verify connection between targets, activities, and the progression of learning.  Ask students to create a method of incorporating targets and scales to self- regulate learning that other students could use.

41. Monitor and Reflect  The more teachers monitor their students and reflect on how they are progressing in the learning process, the better equipped they will be to adjust their instruction to meet student needs. The difference between a good teacher and a great teacher is the relentless inspection of student work. -Rick DuFour The difference between a good teacher and a great teacher is the relentless inspection of student work. -Rick DuFour

42. DQ1 Element 3. Celebrating Success  https://www.youtube.com/watch?feature=player_detailpage&v=rDHNIa4PIlo https://www.youtube.com/watch?feature=player_detailpage&v=rDHNIa4PIlo

43. Grade Level Collaboration  Create learning goals and scales with students evidence and/or performance assessment or artifacts.

44. Your Personal Post-Assessment 5 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.

45. Destination Success … The Road Less Travelled… Perhaps.  “Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do great work.” Steve Jobs.