Learning Goals and Scales:The New Frontier

Facilitators: Laura Woodham and Laura SachsSpecial Guest: Leesburg Elementary Learning Goals and Scales Writing TeamHeather Gelb, Sherry Jackson, Jessica Noblin, and Durenda McKinney

Lake County Schools Investing In Excellence!

College and Career Readiness

Academic Services C² Collaborative Cohort

January 24, 2012FCIM

1. Reflect – Where are you?Score 4.0: In addition to 3, I develop a manageable system of implementation to build capacity at my school and help teachers meet the unique needs of their students.

Score 3.0: I can create meaningful scales tied to standards-based instruction and model how to use them to plan for (PLAN), guide (DO), assess (CHECK), and inform (ACT) instruction.

Score 2.0: I can create meaningful scales tied to standards-based instruction and can explain how to use them to plan for, guide, assess, and inform instruction.

Score 1.0: With help, I can outline a process for developing meaningful scales tied to standards-based instruction and use scales in informal ways.

Score 0.0: Even with help, I do not understand the process of creating a scale and have limited, or no, use of scales.

Shifting Gears

Thoughtful Questions

Learning Goals and Scales: The New Frontier

I DO

• Deconstruct Marzano’s Design Question 1 and define learning goals and scales.

WE DO

• Examine an examples of a school-wide implementation plan and connect the process to the FCIM.

YOU DO

• Generate ideas for building capacity and understanding of learning goals and scales at your school.

Jan

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3 Learning Goal: Capacity Builders will understand Learning Goals and Scales and be able to develop systems for establishing and communicating them at their schools.

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Participants will utilize the components of the FCIM to develop a systems approach for school-wide implementation of learning goals and scales.

Shifting GearsComplete the following…

What is your current understanding of learning goals and scales?

NEXT STEPS:How might you develop/ adapt your current system of Implementation?

Benchmarks: DQ11. Provide Clear Learning Goals2. Track Student Progress3. Celebrate Student Success

Sum-It-UpEssential Question:How do we revolutionize the way we teach, lead, and learn for 21st century success?

Common Language:• Learning Goal• Scale &Rubric• Activities•Indicators

•Student-Friendly

•Standards•Objectives•Systems

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Reflect Why are you at level ____?What evidence do you have that you are there?

2. Reflect – Why are you at level ____?3. What evidence do you have that you are there?Score 4.0: In addition to 3, I develop a manageable system of implementation to build capacity at my school and help teachers meet the unique needs of their students.

Score 3.0: I can create meaningful scales tied to standards-based instruction and model how to use them to plan for (PLAN), guide (DO), assess (CHECK), and inform (ACT) instruction.

Score 2.0: I can create meaningful scales tied to standards-based instruction and can explain how to use them to plan for, guide, assess, and inform instruction.

Score 1.0: With help, I can outline a process for developing meaningful scales tied to standards-based instruction and use scales in informal ways.

Score 0.0: Even with help, I do not understand the process of creating a scale and have limited, or no, use of scales.

Academic Services

Lake County Schools

Vision Statement• A dynamic, progressive and collaborative learning community

embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.

 Mission Statement• The mission of the Lake County Schools is to provide every student

with individual opportunities to excel.

• Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology.

Academic Services

Academic ServicesCurriculum & Instruction ~ Professional Development ~ Teaching &

Learning• The Office of Academic Services encompasses the core business of Lake County Schools.

We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement.  

Assurances• We will ensure that we work with district staff and school administrators to design and

collaborate on systems that address professional learning needs related to improving student outcomes.

• We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards.

• We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns.

• We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty.

Academic Services

21st Century Skills Tony Wagner, The Global Achievement Gap

1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

Academic Services

Four CornersWhen it comes to learning goals and

scales, I might be a because .

Paddle Boat Barge

Tugboat Speedboat

Framing• Instructional Review and Learning Goals

& Scales.▫ Recognizing the process▫ Manageable systems

• Define Learning Goals and Scales• Welcome guest Leesburg Elementary ▫ Process▫ Journey

Design Question 1

• What will I do to establish?

• What will I do to communicate?

• How will student progress be tracked?

• How will we celebrate student success?

Plan Do

CheckAct

Learning Goal

• Emphasizes the knowledge students would potentially gain

• Are written in standard form1. Student will understand …2. Student will be able to …3. Student understand and be able to …

• Acknowledges two forms of knowledge1. Declarative2. Procedural

ASCD. (2012).

Simple ScaleMarzano’s Simple Scale

Score 4.0: In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

Score 3.0: No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught.

Score 2.0: No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes.

Score 1.0: With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.

Score 0.0: Even with help, no understanding or skill demonstrated.

Can do the simpler less complex

Reaches the goal

Can do with help

Even with help …

Reaches the goal, applies beyondWhere student goal setting lives.

“I can demonstrate that I can do this.”

“I’m getting this.”

“I am following but need some help.”

“ I don’t understand.”

Unwrapping the Standards

Plan

Rubric Writing TeamPlanPlan

Classroom Implementation

Check

Do

Rubric Classroom Utilization

Check

Check

Using Learning Goals and Scales in the Classroom

Check

Do

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How might you implement this process with fidelity?

Unwrapping a Benchmark

Act

Plan

YOUR TURN

Score 4.0: In addition to level three indicators, I can also differentiate main ideas and essential messages in complex literary and informational texts.

Score 3.0: I can identify sequence of events, determine the main idea, and summarize text in order to draw logical conclusions.

Score 2.0: I need more practice locating relevant details, identifying sequence of events, and determining the main idea or essential message in grade level text.

Score 1.0: I need help to locate relevant details and determine the main idea or essential message in grade level text.

Score 0.0: I cannot determine the main idea or essential message in grade level text.

Plan

How did you do?

Connecting to Common Core

Act

COMMON CORE WILL BRING US TO NEW FRONTIERS.

Plan

Connecting to Common Core

Summing it up

Think about your role as a Capacity Builder…

Generate an important question you would pose regarding learning goals as you …

Act

Plan Do

Check

Act

Next Steps

How might you Develop/adapt your current system of Implementation?

Act

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Who will you share your plan with?

Exit Ticket - Where are you? What questions do you still

have?Score 4.0: In addition to 3, I develop a manageable system of implementation to build capacity at my school and help teachers meet the unique needs of their students.

Score 3.0: I can create meaningful scales tied to standards-based instruction and model how to use them to plan for (PLAN), guide (DO), assess (CHECK), and inform (ACT) instruction.

Score 2.0: I can create meaningful scales tied to standards-based instruction and can explain how to use them to plan for, guide, assess, and inform instruction.

Score 1.0: With help, I can outline a process for developing meaningful scales tied to standards-based instruction and use scales in informal ways.

Score 0.0: Even with help, I do not understand the process of creating a scale and have limited, or no, use of scales.