1. Clear Learning Targets
Quality Classroom
Ground Rules
Mission
Statement
SMART
Goals
Data
Center
Folder
Student-Led
Conferences
Class
Meetings
Quality Tools & PDSA
Quality Classroom

2. PLC Crucial Questions
What do we want each student to learn, know, or be able to do?
What evidence do we have of the learning?
How will we respond when some students don’t learn?
How will we respond to those who have already learned?

3. Student Questions What do I need to know? Where am I now?
How do I get there?
What happens if I struggle or fail?

4. Goal Process Classroom & Student
Identify the Learning Expectation
Deconstruct it to enabling targets
Transform to student friendly version
“I Can” statements
Create accurate classroom assessments
Use w/students to chart growth
Data center
Data folder

5. Kinds of Targets Knowledge
Master content knowledge
Know it outright
Know where to find it or how to do it
Use knowledge to reason
Demonstrate performance skills
Create quality products
Stiggins Wiggins Marzano McRel
Rick Stiggins

6. Setting Goals/Objectives
Marzano - Generalizations from research:
Instructional goals narrow students’ focus.
2. Instructional goals should be aligned to the school goals and curricular goals.
3. Students should be encouraged to personalize the goals.
Robert J. Marzano

7. When students know what they are learning, their performance, on average, has been shown to be
27 percentile points higher
than students who do not know what they are learning.
What are the learning targets?

8. I have to complete this by……
The objective is….
I have to complete this by……
I need to learn…..
Robert J. Marzano

9. Activities/Assignments
Today
Read Chapter 2 in ..
Finish Adverb assignment…
Work on myth..
Robert J. Marzano

10. Learning Goals As a result of what we do today, you will be
able to demonstrate that you:
Understand the technique of foreshadowing in mysteries.
Can revise writing to improve use of descriptive adverbs.
Robert J. Marzano

11. Activities/Assignments or Learning Goals?????
Do the odd numbered problems on pages 44 & 45. Show your work
Unit review - Define four components of a culture.
Understand the relationship between fractions and decimals.
Using 3 resources - write a report on Charles Dickens.
Practice 5 new words at home.
Design menu’s that include a balance of foods from the food pyramid. One day for a teen-ager, one day for a toddler and one day for an adult.
Demonstrate your understanding of exponents.
Know the role culture plays in incidents of cooperation and conflict in the present day world.
Uses strategies to gather and record information for research topics.
Asks and answers questions using appropriate terms
Knows nutritional guidelines to be considered for food and meal planning

12. Activities/Assignments or Learning Goals?????
Do the odd numbered problems on pages 44 & 45. Show your work
Unit review - Define four components of a culture.
Understand the relationship between fractions and decimals.
Using 3 resources - write a report on Charles Dickens.
Practice 5 new words at home.
Design menu’s that include a balance of foods from the food pyramid. One day for a teen-ager, one day for a toddler and one day for an adult.

13. What is your classroom focus?
Learning OR
Activities & Assignments
Is this a Paradigm Shift?

14. SMART GOALS? M easurable A ttainable R esults-oriented T ime-bound
S pecific, strategic
M easurable
A ttainable
R esults-oriented
T ime-bound

15. Why SMART Goals? Clear & Understandable Vision of the Target
Targets as SMART goals.
SMART goals direct our “focus”
SMART goals help define exactly what the “future state” looks like and how it will be measured.
Mountain is an Education Consultant

16. What Gets Measured Gets Done
When you measure progress,
have a powerful influence on student achievement
you stay on track,
reach your target dates,
experience the excitement of achievement
. . .which spurs you on to continued effort required to reach your goals.

17. SMART Goal - SIP to Classroom
Original: During the school year, SAMPLE school will increase students’ proficiency in vocabulary skills in the non-proficient student subgroups as measured by the ITBS vocabulary sub test assessment
Kid Friendly: This year, Mr. Park’s 3rd grade class…
will have a better understanding of words as measured by a 10% reduction of errors in vocabulary on weekly writing assignments.

18. Classroom to Student
Classroom SMART Goal (Kid Friendly): This year, Mr. Park’s 3rd grade class will have a better understanding of words as measured by a 10% reduction in vocabulary errors in weekly writing assignments.
Student Goal (in data folder): This year, I will focus on getting better at learning the meaning of words. I will measure how I’m doing by keeping track of the number of errors I have in vocabulary usage on the weekly writing prompts we do in class.

19. SMART & Student Friendly?
We want to improve math…
Vs.
Mrs. Martin’s class will increase our estimation skills in math by 10% this year as indicated on the bi-weekly quizzes.

20. Goal Process Classroom & Student
Identify the Learning Expectation
Deconstruct it to enabling targets
Transform to student friendly version
“I Can” statements
Create accurate classroom assessments
Use w/students to chart growth
Data center
Data folder
What gets measured gets done.

21. Reading Plan on a Page
Teacher View

22. I can…! Reading Plan on a Page Student View I can statements Student
Connecting teacher and student

23. Unit Plan on a Page (Learning Expectations)
Learning Expectations taken from the red check marked items that are tested skills
Align with Macmillan assessments
In the Process of Revising
Continually working to align to standards and district strategic plan
increase accessibility and effectiveness
Aligns with standards and assessments

24. Communication Arts XYZ School District
3rd Grade -Sequencing
Learning Expectation
3.0 The student…
sequences events from the beginning, middle, and end
Sample Task
Students will identify errors in a teacher provided chain of events from a shared reading and re-order them to be correct. Example text: The Pumpkin Runner by Marsha Diane Arnold

25. Communication Arts XYZ School District
4th Grade -Summarizing/Synthesizing
Learning Expectation
3.0 The student…
will utilize strategies to paraphrase, summarize, and explain main idea and supporting details using grade level text.
Sample Task
After reading Snowflake Bentley by Jacqueline Briggs Martin, summarize what Willie learned by studying snowflakes. Be sure to include the supporting details.
After reading Snowflake Bentley, summarize the method that Willie used to photograph snowflakes successfully.

26. Students Ask What do I need to know? Where am I now?
How do I get there?
What happens if I struggle or fail?

27. Set short term targets that step up to
Classroom SMART Goals
Set short term targets that step up to
long term goal!
Long term (What do I need to Know)
Short Term (How will I get there)
Steps…..target…
Build confidence I can learn this!
Track progress in classroom data center
Students set & track goals in data folder
How close am I to the target?
I can see my progress

28. Scaffold skills Deconstruct into scaffolding
What are the enabling skills?
Reading comprehension
Main idea
Cause & effect
Sequencing

29. Scaffolding
Breaking learning targets into attainable, measurable steps
Provides learners an opportunity to build upon prior knowledge through multiple, increasingly complex opportunities
Learning Expectation
sub skill
sub skill
sub skill
sub skill

30. Why Scaffold?
Break SLE into attainable, measurable learning targets/goals
Indicate progress towards the SLE
Determine differentiation needs
Build learner confidence & reduce frustration
Celebrate Success along the way!

31. We did it!
Fractions to Percents
Fractions to Decimals
Improper to Mixed
Identifies Equivalent Fractions
Fraction - Part of a whole
Hoover Elementary School

32. Communication Arts XYZ School District
3rd Grade -Sequencing
Learning Expectation
3.0 The student…
sequences events from the beginning, middle, and end
Sample Task
Students will identify errors in a teacher provided chain of events from a shared reading and re-order them to be correct. Example text: The Pumpkin Runner by Marsha Diane Arnold
Look at your rubric levels

33. Learning Target Activity

34. Scaffold Activity

35. In my Classroom System
Question : What will I do to establish and communicate learning goals, track student progress and celebrate success?
Are the learning targets clear?

36. SMART Targets - I Can Statements Empower Students
Common focus
Target for achievement
Communicate what is important
Build community & engagement
Motivation and confidence

37. Classroom / Curriculum Goal
District Goal
Goal Alignment
SIP Goal
Classroom / Curriculum Goal
Learning/
Scaffold Target
Success…….