Summer Leadership Institute Opportunities for Professional Development in Learning Goals and Scales Laura Woodham August 9-10, 2012

Common Board Configuration Date: August 9 - 10 Vocabulary: Learning Goal, Scale, Rubric, Formative, Personal, Tracking, Celebrating, and Student Friendly Bell Ringer: Write a personal learning goal Agenda: I do: Guided Lesson We do: Discuss areas of concern and misconceptions about LG&S. Share ideas and resources. You do: Communicate ideas and resources to your school. Learning Goal: Learners will know that there are resources to support teachers with learning goals and scales and understand how to convey them. Benchmark: Learners will plan and prepare for unit lessons; use available technology; promote exchange of ideas and strategies; and promote district and school development. Summarizing Activity: What will you do to communicate what you have learned today? Objective: Learner will analyze LG&S in a classroom scenario, review resources, identify areas of concern and collaborate on ideas for implementation. Homework: Visit DQ1: Learning Goals and Scales in Moodle and share with school leaders. Essential Question: What will I do to communicate and establish learning goals and scales in my school?

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. Summer Leadership Institute

21st Century Skills Tony Wagner, The Global Achievement Gap Critical Thinking and Problem Solving Collaboration and Leadership Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination Critical Thinking and Problem Solving: To compete in the new global economy, companies need their workers to think about how to continuously improve their products, processes, or services. “The challenge is this: How do you do things that haven't been done before, where you have to rethink or think anew? It's not incremental improvement any more. The markets are changing too fast.” Collaboration and Leadership: Teamwork is no longer just about working with others in your building. “Technology has allowed for virtual teams. We have teams working on major infrastructure projects that are all over the U.S. On other projects, you're working with people all around the world on solving a software problem. Every week they're on a variety of conference calls; they're doing Web casts; they're doing net meetings.” Agility and Adaptability: Ability to think, be flexible, change, and use a variety of tools to solve new problems. “We change what we do all the time. I can guarantee the job I hire someone to do will change or may not exist in the future, so this is why adaptability and learning skills are more important than technical skills.” Initiative and Entrepreneurialism: Taking chances and being a risk-taker. “I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero.” Effective Oral and Written Communication: The ability to be clear, concise, focused, energetic and passionate around the points they want to make. “We are routinely surprised at the difficulty some young people have in communicating: verbal skills, written skills, presentation skills. They have difficulty being clear and concise; it's hard for them to create focus, energy, and passion around the points they want to make. If you're talking to an exec, the first thing you'll get asked if you haven't made it perfectly clear in the first 60 seconds of your presentation is, ‘What do you want me to take away from this meeting?’ They don't know how to answer that question.” Accessing and Analyzing Information: The ability to know how to access and analyze large quantities of information. “There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.” Curiosity and Imagination: The development of young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future. “People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.” Summer Leadership Institute

High Effect Size Indicators “The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.” -Florida Department of Education, 2012 Student learning needs and faculty and leadership development needs will vary from school to school and from district to district. However, contemporary research reveals a core of instructional and leadership strategies that have a higher probability than most of positively impacting student learning in significant ways. The indicators below link formative feedback and evaluation to contemporary research on practices that have a positive impact on student learning growth. • Research on the cause and effect relationships between instructional and leadership strategies and student outcomes address the effect size of a strategy: What degree of impact does it have? • In the context of district instructional and leadership evaluation systems, effect size is a statistical estimation of the influence a strategy or practice has on student learning. Effect size calculations result from statistical analyses in research focused on student learning where the correct and appropriate use of a strategy yields better student learning growth than when the strategy is not used or is used incorrectly or inappropriately. • In research terms, those strategies often identified as “high effect size” are those with higher probabilities of improving student learning. Classroom teachers need a repertoire of strategies with a positive effect size so that what they are able to do instructionally, after adapting to classroom conditions, has a reasonable chance of getting positive results. As school leaders and mentor teachers begin to focus on feedback to colleagues to improve proficiency on practices that improve student learning growth, emphasis should be on those strategies that have a high effect size. Where every Florida classroom teacher and school leader has Summer Leadership Institute

Classroom Teacher High Effect Indicators School Leadership High Effect Indicators Learning Goals with Scales Learning Goal with Scales Tracking Student Progress Established Content Standards Multi-tiered System of Supports Clear Goals Text Complexity ESOL Students Feedback Practices Facilitating Professional Learning Clear Goals and Expectations Instructional Resources High Effect Size Strategies Instructional Initiatives Monitoring Text Complexity Interventions Instructional Adaptations ESOL Strategies Tracking Student Progress Clear Goals The Classroom Teacher High Effect Indicators that will be addressed in this session include Learning Goals and Scales, Tracking Student Progress, and Clear Goals. Summer Leadership Institute

Learning Goals & Scales What will I do to establish and communicate learning goals, track student progress, and celebrate success? Essential Question: What will I do to establish and communicate learning goals?

Action Steps Step 1 Make a Distinction Between Learning Goals and Learning Activities or Assignments Step 2 Write a Rubric or Scale for Each Learning Goal Step 3 Have Students Identify Their Own Learning Goals Step 4 Assess Students Using a Formative Approach Step 5 Have Students Chart Their Progress Step 6 Recognize and Celebrate Growth

Simplified Scale Marzano Proficiency Scales CPALM Resources: Marzano’s Proficiency Scales Bank (http://itembank.marzanoresearch.com/default.aspx CPALM Marzano Proficiency Scales CPALM

Teacher’s Simplified Scale

Beginning the Lesson WORD Know Think I know Have Heard GUESS DEFINITION Rational Numbers Irrational Numbers Integers Whole Numbers Natural Numbers Real

Student Friendly Scale ___I understand the Real Number System and can explain the relationships between subsets within the Real Number System verbally and in writing. ___ I know strategies to help me remember the relationships of subsets of the Real Number System and can explain the Real Number System to another person. ___ I can identify subsets of the Real Numbers System and place them appropriately on our graphic organizer. ___ I need help with real numbers.

Using a Formative Approach Teacher uses the assessment to differentiate the activities 2 students will investigate A small group creates a diagram Another group uses resources to define, find examples, and complete a diagram Teacher works with a small group of students

Group 1 Teachers works with student to identify and place definitions real numbers subsets and provides questions which ask the students to identify where a number might belong. Determine if there are any numbers which would not belong on the chart and explain their reasoning. Group 2 Students generate the identify the subsets and their definition within the group and the GO is completed by each member of the group.

Group 3 Creates a color coded diagram with a number system Group 3 Creates a color coded diagram with a number system. In addition, the students provide a definition, examples, and non-examples for the following terms: System, Real Numbers, Rational Numbers, Irrational Numbers, Integers, Whole Numbers, and Natural Numbers.

The Real Number System Students in Group 4 Used Set Notation to define their system. They went on to add: Things to notice: - The set of Whole numbers is the same as the set of Natural numbers, except that it includes 0.  To help remember this, think “o” is in the word “whole.” - The set of Integers is the same as the set of whole numbers and the negatives of the whole numbers. - We can think of Rational numbers as fractions.  To remind us, notice that the word “ratio” is embedded in the word “rational.”  A ratio is a fraction. - The set of Rational numbers includes all decimals that have either a finite number of decimal places or that repeat in the same pattern of digits.  For example, 0.333333… = 1/3 and .245245245…. = 245/999. Students asked for an extension to continue to investigate the rational zeros theorem.

Student Friendly Scale ___I understand the Real Number System and can explain the relationships between subsets within the real number system verbally and in writing. ___ I know strategies to help me remember the relationships of subsets of the Real Number System and can explain the Real Number System to another person. ___ I can identify subsets of the Real Numbers System and place them appropriately on our graphic organizer. ___ I need help with real numbers. To finish up for the day, the teacher asks the student to review the checklist that she presented earlier. She then uses ask the students in the group to identify the person in their group whose birthday is coming up next. They become the presenter for the group. Her room conditions allow for her students to visit each group. Students are then asked to write down one question that they asked or would like to ask each group. On their exit ticket the teacher asks students to submit one of their questions and then numbers the Student Friendly Scale and ask students to identify where they feel they are in their learning for today.

Morning Question/Bell Ringer As we progress through the unit on the Real Number System, how might you extend your learning? Investigate how real numbers are used in a career. Apply what you know about the Real Number System to another system you are studying in school. Create a game, activity, electronic interactive that might help another student learn more about the Real Number System - I would like to know more about… The next day, the teacher poses the following question on the board as a bell ringer. Would this give everyone in the class an opportunity to consider how they might move along the scale or reach the scale of 4? What else might this teacher ask his/her students to guide them?

Action Steps Step 1 Make a Distinction Between Learning Goals and Learning activities or Assignments Step 2 Write a Rubric or Scale for Each Learning Goal Step 3 Have Students Identify Their Own Learning Goals Step 4 Assess Students Using a Formative Approach Step 5 Have Students Chart Their Progress Step 6 Recognize and Celebrate Growth

Reflection and Resources What are some concerns you, or the teachers you work with, might be have with … Writing Learning Goals and Scales Creating Student Friendly Scales Providing Formative Feedback Choosing Appropriate Activities Tracking Student Progress Celebrating Student Success Moodle: Professional Development>TEAM Marzano Courses>DQ1: Learning Goals and Scales PD360 Alignment As we review the resources for Professional Development in Learning Goals and Scales consider the concerns that you, or the teachers you work with, have. Remember Moodle Online Course found at District>Professional Development>TEAM Marzano Courses>Design Question1: Learning Goals and Scales (Session). PD360 click focus.

PD 360

Summary Activity What will you do to communicate what you have learned today? As a school teacher leader, “What will you to do communicate what you have learned today?” “What is/are your next steps?”

Participant Scale and Reflection (Please complete and turn in) Learners will know that there are resources to support teachers with learning goals and scales and understand how to convey them. 0-Not Using No understanding or implementation steps taken away 1-Beginning Little understanding and inconsistent implementation steps taken away 2-Developing Moderate understanding and implementation steps taken away 3-Applying Consistent understanding and implementation steps taken away along with monitoring componets for effective execution 4-Innovating In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways Today’s learning goal was, “Know that there are resources to support teachers with learning goals and scales and understand how to convey them.” Consider the learning goal for this session, where do you feel you are on the scale provided? What comments, concerns, or questions were left unanswered? What did find most helpful? Summer Leadership Institute