1. How are learning goals and scales created? Course descriptions Unpack Standards Create clear learning goals and develop scales Align activities P

2. Progression Scales – HOW? Step 1: Unpack a standard Ask: For students to achieve proficiency, what will they need to know/understand and be able to do? Step 2: Place the standard in student friendly language You are to create a scale that addresses all the key elements of the learning goal as it moves from less complexity to increased difficulty (explicit to implicit in some cases). P

3. Progression Scales – Format Scale and Explanation 4.0 A level of performance beyond the 3.0 target. Exceeding expectations, advanced. 3.0 The actual learning goal target. 2.0 A progression point on the way to the 3.0 level. Not yet proficient. Basic. 1.0 A simpler or preliminary progress point on the way to the 3.0 level. Below Basic. 0.0 No understanding or skill yet demonstrated. P

4. P

5. P

6. Secondary Examples Students track progress on a tracking sheet in their journal. Evidence is included for each tracking point. (The summative assessment includes questions at all levels on the scale.) P

7. Students track progress directly on the scale with star stickers, notating the date a level is achieved. Students record evidence in their reflection journals. P

8. Students keep track of progress directly on the scale using evidence identified on a specific assessment. Concepts and skills mastered are checked off for the identified assessment(s). PreTest – 1.5 √ √ √ √ √ √ √ √ √ Quiz – 2.5 √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ P

9. Tracking My Progress. MarzanoResearch.com P

10. Create a Progression Scale With your airline group create a progression scale using the model you created before lunch. Use the progression scale template then place on chart paper. SC.6.L.14.4: Compare and contrast the structure and function of the major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. SC.912.L.14.3: Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. K

11. Flight Crew Aisle Check Conduct a gallery walk to observe and learn from colleagues. Jot down your questions. K

12. H.S. progression scale K

14. 6 th grade progression scale K

16. BRAIN BREAK Learning Scales – Debrief Discuss in a small group: What have you learned about generating learning scales? How will they support student learning? How will they serve teachers in the lesson planning process? K

17. Resources CMAPS Bay District School Science Website Page Keeley Formative Assessment Probes published by NSTA M

18. Quiz, Quiz, Trade Travel around the room and find a random partner in the room. Student A answers the question on Student B’s card. Student B answers the question on Student A’s card. Students switch cards and find a new partner. Repeat until you have visited each person in the room. K

19. Post-Assessment Rate yourself on what you now know about learning goals and progression scales. Use the scale below to guide you: 19 Level What it means… 4: I can identify, develop and communicate learning goals and an associated scale; I can extend what I know about learning goals to create and use scales to monitor student progress. I can also differentiate my learning goals and scales for unique learners and situations. 3: I can identify, develop and communicate clear learning goals and an associated scale; I can create, use, and modify scales to support a learning goal. 2: I have a basic understanding of learning goals and scales; I can identify, develop, or communicate a learning goal and associated scale if I have resources that identify priority issues and appropriate sequences. 1: I have a limited understanding of learning goals and scales; I can identify and develop learning goals and scales if I have resources and assistance. 0: Even with help, I do not understand learning goals. K

20. Monitoring Implementation In-Service Survey K -Monitoring Plan Video – Lisa Churchwell -You must complete the In-Service Survey by either scanning the QR code or going to the link provided before leaving. Thank you for traveling with us today.