Learning Goals, Scales, and Learning Activities Clarity and Purpose

Here is a Learning Goal The teacher will be able to develop a set of priority learning goals with scales that are aligned with NGSSS and Common Core standards assigned to the course taught by the official state course description. What needs to happen to be able to do this?

Scales Scales or progress points need to be developed. A series of levels are outlined that show incremental progress leading to desirable proficiency. Here are a few examples:

Scale: Level 1 The teacher will demonstrate the ability to access course descriptions on the CPALMS website and extract the NGSSS and Common Core standards that students are expected to master in the course being taught. And then what?

Scale: Level 2 The teacher will “ unpack ” the identified standards to determine the knowledge base and/or skills sets students will need in order to meet each standard. And then what?

Scale: Level 3 Based on an analysis of the student’s current knowledge and skills related to the elements identified in the “unpacking” process, the teacher will identify “chunks” of new learning for which instruction must be designed and implemented; and you are now ready for the LG target level…

Scale: Level 4 (Target) The teacher will develop a set of priority learning goals with scales that are aligned with NGSSS and Common Core standards assigned to the course taught by the official state course description; and you can go beyond the LG target level

Scale: Level 5 (Highly Effective) The teacher will design learning activities and learning assignments aligned with the priority learning goals and scales created for the students and implement them using contemporary research-based instructional strategies that engage students in mastery of the academic standards.

Learning Goals Common Core and NGSSS Standards are long term targets. Many standards need to be “chunked” to present to students in “digestible” form.

Learning Goals Learning Goals with Scales is a quality process for “chunking” standards. Contemporary research reveals that one of the most effective instructional strategies for engaging students in mastery of standards is: “LEARNING GOALS WITH SCALES”

Evaluation Indicators Most classroom teacher evaluation systems have indicators that focus directly on proficiency in use of the instructional strategy on “Learning Goals with Scales”. Those few that do not explicitly cite LG have other indicators or components that enable feedback on this strategy.

Evaluation Indicators Most school leader evaluation systems will have indicators starting next year focused on the leader’s monitoring and feedback on teacher proficiency in use of this instructional strategy.

Central Message We have ½ a dozen different models of classroom teacher evaluation in use in Florida (down from 67 models a year ago). A central question for all teachers, regardless of your evaluation model’s framework is: “What will I do to establish and communicate learning goals to my students, track their progress toward their goals, and celebrate success?”

Today’s Session This concurrent session is to share with you two resources to support understanding & effective use of learning goals with scales.

Today’s Session 1.An online self-study module ( a course) on “Learning Goals, Scales, and Learning Activities. 2.An online repository where Florida teachers can share the learning goals and scales that will be developed in the years ahead.

Content of the Module The content of this module has been reviewed by the Florida Department of Education and national experts on contemporary instructional strategies that impact student learning and found to be: Consistent with contemporary research on instructional practices that, done correctly and in appropriate circumstances, have a significant probability of a positive impact on student learning. Appropriate professional learning content for Florida educators at all grades and in all subjects.

About the Module The next few minutes will provide an overview of the content of the module. The actual module is posted online at: (CPALMS) The Thumbdrive you received has details on accessing the module.

Content Aligned with Florida’s plan of action for implementing standards-based instruction. Consistent with all district classroom teacher evaluation systems with indicators focused on proficient use of learning goals with scales.

Module Objectives At the conclusion of this course, the teacher will be able to: create clear learning goals aligned to course standards. develop a scale for each learning goal that guides progress toward mastery.

Module Objectives At the conclusion of this course, the teacher will be able to: align learning activities with the purpose of the learning goal. communicate expectations to learners regarding purposeful learning activities.

Module Objectives The teacher will understand how to: distinguish between learning goals and learning activities. identify clear learning goals.

Course Structure Divided into seven mini-modules. Focused on enabling teachers to create, apply, communicate, and monitor learning goals, scales, and learning activities. Culminates in a finished product that may be submitted for possible inclusion in the Learning Goals Repository on the CPALMS website.

Sections Introduction Clear Learning Goals Scales Purposeful Learning Activities Communicating Expectations and Tracking Progress Module Activities Review

Making Connections Effective standards-based Instruction has a number of elements. The following diagram, embedded in the module, illustrates some of the practices that interact with one another to improve student learning.

Standards-Based Instruction Clear Learning Goals Celebration of how success occured Formative Assessments Praise for rigorous effort Scales Goal Setting Processes Tangible Rewards Timely and Actionable Feedback Purposeful Learning Activities Activities aligned with scales and goal result in engagement Learning goals aligned with NGSSS and COMMON CORE help students grow SCALES enable student and teacher to track progress

LG are not Daily Objectives Learning goals tend to focus on learning that takes 3-10 weeks to master. Not everything that will be learned is expressed in learning goals. Not every fact and detail students are asked to know is tracked via scales. Learning goals focus on priorities from the Common Core and NGSSS.

Scales are for Tracking Progress “Scales” in a learning goal are progression points or levels of growth toward the learning goal. Scales, used properly, allow teacher AND student to track progress toward mastery.

A Team Effort Learning Goals with Scales is revealed by contemporary research to be a “high-effect size” instructional strategy. This means from the array of strategies shown to have an actual positive “cause and effect” relationship with student learning, the effect on learning using ‘Learning Goals with Scales” is much higher than most strategies. As teachers and school leaders deepen understanding of the process of creating learning goals with scales aligned with Common Core and NGSSS, they can be shared with a new tool coming on line.

Learning Goals Repository A central database of peer-approved learning goals, scales, and learning activities. Any registered user may submit goals for consideration and access resources from the Repository.

Video Demo The next slide is a 5 minute video demo of how the repository works. It loads automatically, and will begin to play in about seconds. Adjust your sound as needed to hear the audio portions of the demo

Learning Goals Repository

Summary Learning Goals with Scales is a priority strategy in the repertoire of Florida educators. An Online module is available to help Florida teachers and school leaders learn more about this strategy. An online repository will enable teachers to share what they develop to help each other. Your Thumbdrive has details on access

Support For more support on Common Core and information about the online version of NGCAR-PD as well as other professional learning courses, please visit:

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