We accept learning as the fundamental purpose of our school and therefore are willing to examine all practices in li

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. Please sit three to a table and complete the first two columns in your KWL. . - 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. Please sit three to a table and complete the first two columns in your KWL. . - 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. Please sit three to a table and complete the first two columns in your KWL. - DuFour, DuFour, Eaker, Many

4. Are Respectful of Other’s Opinions and Listen with an Open Mind; Limit the Use of Electronics for Breaks • Collaborate in Group Work • Take Responsibility for Engaging in Learning and Continuous Growth It’s Okay to have Fun! Suffering is Optional. Group Norms

5. Instructional Excellence & Equity 1 Go to the SCPS home page and click “Employee Login” at the bottom right-hand corner of the page. 2 Click on the hyperlinked TEXT beneath the “Teacher Evaluation System” heading in the center of the screen. 3 Scroll 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.

6. Participants will be able to develop a scale for tracking student progress toward achieving a learning goal. Today’s Learning Goal

7. Tell us what you know and KWL… http://www.havefunteaching.com/worksheets/graphic-organizers/kwl-kwhl/kwl-graphic-organizer-landscape.pdf

9. Tracking my progress 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 What is it we expect our students to learn? 2 How will we know when students have learned? ? 4 How will we respond when students have learned? 3 How will we respond when students have NOT learned? - DuFour, DuFour, Eaker, Many

11. DANCE PARTNERS Class Building

12. Dance Card

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. Learning Continuum Scale - Dr. Robert Marzano

15. Courtesy: Hamilton Elementary 1st Grade Team

18. Four Critical Questions that Define the Work of a PLC 1 What is it we expect our students to learn? 2 How will we know when students have learned? ? 4 How will we respond when students have learned? 3 How will we respond when students have NOT learned? - DuFour, DuFour, Eaker, Many

19. Instructional Excellence & Equity

20. Learning Goals Chart

21. Make a Distinction Between Learning Goals and Learning Activities or Assignments • 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.

22. Learning Goals, Activities & Assignments: Example

23. Tracking my progress 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 What is it we expect our students to learn? 2 How will we know when students have learned? ? 4 How will we respond when students have learned? 3 How will we respond when students have NOT learned? - DuFour, DuFour, Eaker, Many

25. Scales and the Use of Feedback

26. SCALES?

27. Instructional Excellence & Equity

29. Scale Non-Example • Why is this not an example of a scale or rubric? 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 Developing Scales

32. Marzano’s Generic Scale • 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: 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 be able to predict the effect of design changes on position, velocity, and acceleration of an object in motion. The student will: - definevelocity, acceleration, gravity, change in velocity - understand the effect of force on an object in motion

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

36. Using the taxonomy

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

39. Scale Development for Student Learning

40. Instructional Excellence & Equity

41. Instructional Excellence & Equity

42. Instructional Excellence & Equity

43. Instructional Excellence & Equity

44. Instructional Excellence & Equity

45. 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

47. www.Marzanoresearch.com