1. Excellence In Instruction
1 minute
Presentation Notes
The goal of this presentation is to provide a consistent district message. Use the notes as a guide, but know it well enough to make it your own.
This presentation is for ALL teachers (including PreK, Categorical, ESOL, Specials, Electives, etc.)
For licensed staff who do not teach lessons, have them partner with a teacher with a lesson
If presenting on January 2nd, you might consider placing this module after a break so participants can get materials
It is recommended to use a timer to keep a tight structure and allow for adequate processing and application time.
Prepare your chart paper for Clicks/Clunks & a Parking Lot
We recommend using a training space with tables; for example, NOT an auditorium.
Total Time 2 hours.
MATERIALS:
PARTICIPANTS BRING WITH THEM – please them multiple times beginning early December and right before break
content standards (IUG, KCCRS, KELS, online national standards, etc.)
A preplanned, upcoming lesson which they plan to teach very soon following the presentation
Protocol booklet “Learning Map, Scales and Evidences”
Marzano Taxonomy handout from 2nd quarter presentation
On tables
- small post-its or small slips of scrap paper for “Click & Clunk” strategy at reflection
One blank piece of copy paper for each participant
1 minute – introduce the presenter to the audience if needed
Today we will be looking at our third module of “Excellence in Instruction.” We will again be focusing on the instructional side of Marzano.
Before we get started, I want to make sure that everyone has the materials they need for today. You should have brought
Marzano Protocol booklet
content standards
Marzano Taxonomy handout from last time – let’s get this out and ready; we’ll use it in just a moment
an upcoming lesson
Blank piece of paper
Excellence In Instruction
Module 3: Application Marzano’s Taxonomy Standards-based Planning Standards-based Instruction

2. C H A M P S Voice Level 0 while facilitator or others are speaking
Voice Level 2 while working with colleagues C
We will use an attention signal to help the group refocus
Parking Lot for questions H
Excellence in Instruction A
Take any phone calls or text messages outside of the room
Take care of personal needs M
Use your electronics to enhance your learning, not distract
Participate fully in the structures
Identify your A-B partnership P
Successful understanding of the Marzano Focused Map and application of protocols S
1 minute
Presenters: you will need post it notes and chart paper for the parking lot. Use this in order to keep the presentation moving.
Use this slide with K-8.
We are going to review our CHAMPS so that we have common expectations for our time together today…
When someone is talking, please keep a voice level zero, and during partner and table discussion a voice level two is appreciated.
For our attention signal today we will use “May I have your attention please?” (or one of your choosing) This should allow us to refocus the room in 5 seconds or less.
We are going to use a Parking Lot for handling questions today. If we can answer them, we will. And if we need more information, these will help the district Marzano Team in planning.
For movement, please take care of your needs today.
And participation, please make sure your technology is used to enhance your learning, and not to distract you or your neighbors
Please identify a partner and decide who’s A and who’s B. (Pause for this. You can ask A’s to raise their hands, etc. for accountability.)
And when we do all these things it will increase our understanding of the Marzano “Focused” Model and help us apply the protocols to our instruction.

3. A C H I E V Excellence in Instruction
Voice Level 0 while others are speaking
Voice Level 2 while working with others C
We will use an attention signal to refocus the group
Use the Parking Lot structure H
Each teacher should contribute to the discussion today and leave with an understanding of Marzano Focused Map I
Use your electronics to enhance your learning, not distract
Participate fully in the structures
Identify your A-B partnership E
Successful understanding of the Marzano Focused Map and application of protocols V
Collaborate and listen for new ideas to apply
1 minutes
Presenters: you will need post it notes and chart paper for the parking lot. Use this in order to keep the presentation moving.
Use with High School
We are going to review our ACHIEVE so that we have common expectations for our time together today…
Our activity is the introduction to Excellence in Instruction
When someone is talking, please keep a voice level zero, and during partner and table discussion a voice level two is appreciated.
For our attention signal today we will use “May I have your attention please?” (or one of your choosing) This should allow us to refocus the room in 5 seconds or less.
We are going to use a Parking Lot for handling questions today. If we can answer them, we will. And if we need more information, these will help the district Marzano Team in planning.
Please make sure your technology is used to enhance your learning, and not to distract you or your neighbors
Please identify a partner and decide who’s A and who’s B. (Pause for this. You can ask A’s to raise their hands, etc. for accountability.)
It is important for us to increase our understanding of the Marzano “Focused” Model and so we can apply the protocols to our instruction.
And we will work on collaborating and listening for new ideas today.

4. Turn & Talk What do you remember about Marzano’s Taxonomy?
What have you implemented since the last training?
3 minutes total
Let’s begin by taking a look back. Find your Marzano Taxonomy handout.
Please turn to your shoulder partner and discuss:
What do you remember about Marzano’s Taxonomy?
And what have you implemented since the first training?

5. Timeline
1 min.
Here is our timeline again, and here we are in the third quarter.
(Click)
We will apply what we learned last time, using a lesson.

6. Today we will process through a series of questions
Today we will process through a series of questions. If you can answer each of these questions then you have considered everything that Marzano deems critical to planning a strong lesson to meet the needs of your students.
1 min.
Read this slide aloud to participants.

7. “Thinking in Slow Motion”
This is not a planning process. This is a process to learn how to use our resources.
1 min.
Tell your shoulder partner
“This is not a planning process; it is a process to learn how to use our resources.”

8. Learning Targets
CONTENT OBJECTIVES
Analyze a lesson plan and connect it to the Marzano Protocols
Learn how to use the Marzano Protocols in planning
LITERACY OBJECTIVES
Participate in a workshop-style conversation about instruction
Read and respond to text
1 minute
Presenter – hold up the gray booklet
We’ve mentioned several times that these protocols are very helpful in planning lessons. Today we will see how we can use this booklet in planning.
Today you will walk away knowing how to
analyze the lesson
connecting it to the Marzano protocols
apply these protocols as you plan future lessons
And we’ll do this by participating in a workshop-style conversations and we will be reading and responding to text.
You will walk away knowing how to use these elements in planning strong lessons.

9. Marzano Focused Teacher Evaluation Model
Standards-Based Classroom with Rigor
Standards-Based Planning
Planning Standards-Based Lessons/Units
Aligning Resources to Standard(s)
Planning to Close the Achievement Gap Using Data
Standards-Based Instruction
Identifying Critical Content from the Standards
Previewing New Content
Helping Students Process New Content
Using Questions to Help Students Elaborate on Content
Reviewing Content
Helping Students Practice Skills, Strategies, and Processes
Helping Students Examine Similarities and Differences
Helping Students Examine Their Reasoning
Helping Students Revise Knowledge
Helping Students Engage in Cognitively Complex Tasks
Conditions for Learning
Using Formative Assessment to Track Progress
Providing Feedback and Celebrating Progress
Organizing Students to Interact with Content
Establishing and Acknowledging Adherence to Rules and Procedures
Using Engagement Strategies
Establishing and Maintaining Effective Relationships in a Student-Centered Classroom
Communicating High Expectations for Each Student to Close the Achievement Gap
1 minute
Please locate this map inside the front cover of your gray protocol booklet. Let’s look at the overview of where we’re headed today.
Professional Responsibilities
Adhering to School and District Policies and Procedures
Maintaining Expertise in Content and Pedagogy
Promoting Teacher Leadership and Collaboration

10. A Tour of Today’s Training
Planning Standards-Based Lessons/Units (p.2)
Aligning Resources to Standards (p.3)
Planning to Close the Achievement Gap (p.4)
The “What”
Identify the
Standard
Taxonomy Level
Learning Target / Content Objective
Adaptations/
Accommodations
Resources
Standards-Based Instruction
“Literacy Objective”
The “How”
5 min total
This is a tour of today’s training.
With this slide we are previewing the critical content of our training today. In just a moment we will ask you to retell this slide to a partner.
These three elements are the Standards-Based Planning domain that you see at the top of your map in the oval.
(Click)
In this first element, Planning Standards-Based Lessons and Units, we will be identifying the “what” of our lessons.
Here we want to know that our lessons and units are aligned to grade level content standards including the taxonomy level of the standards.
Next, we will go over to the Standards-Based Instruction domain and consider “how” we will teach. We will take a look at strategies that align with our learning target.
Then we visit the Aligning Resources to Standards element where will check to see that our resources – our textbooks, our technology, our co-teaching – are aligned and will support our standards-based lessons and units.
And we will look at the element Planning to Close the Achievement Gap using Data.
Here we want to plan using data so that all students are working towards our learning target and standards.
Using data will help us determine that students are making progress.
This element centers around meeting the needs of all of our diverse learners.
And finally, we will visit our Conditions for Learning domain.
Here we will check in to see how we can plan for cooperative learning and use engagement strategies.
Now it’s your turn.
Partner A, walk though the process we’ll use today.
Partner B, clarify and add to what Partner A remembers.
Set timer for 1:30 to keep your perky pace.
Conditions for Learning
A Tour of Today’s Training

11. Negotiated Agreement Between Wichita Public Schools, BOE and United Teachers of Wichita
Lesson Plan Framework
Content & Literacy Objectives
Opening
Worktime
Closing
So as we look at planning evidence, we will keep this in the forefront.
1 min
Let’s review what we were reminded of in the last module.
Part a notes that all teachers providing direct instruction shall have a written lesson plan framework.
Part b defines direct instruction, and mentions instructional approaches.
Part c gives us the 3 parts – (opening) content and literacy objectives with standards embedded or referenced
(work time)
(closing)

12. Negotiated Agreement Between Wichita Public Schools, BOE and United Teachers of Wichita
Lesson Plan Framework
Content & Literacy Objectives
Opening
Worktime
Closing
3 min
So, let’s connect these lesson plan requirements with our Marzano resources.
Please create a notetaking device that works best for you
Identify the 4 components of ----the lesson plan framework ----on the left hand side of your note taking device
We will use this document to jot down ideas as we explore the protocols today and their connections to lesson planning.
We are also going to leave a place to note the standard today; our planning is all Standards-Based.

13. Skim and Scan: The Planning Standards-Based Lesson Protocol
Focus Statement
Desired Effect
Planning Evidence
Example Implementation Evidence
Rating Scale
3 min.
Please turn to page 2 in your gray Marzano booklet. Here we see our first protocol, Planning Standards-Based Lessons and Units.
Skim and scan this protocol paying close attention to the Planning Evidence and the Example Implementation Evidence. Remember these are just a few examples.
(quiet reading time , 2 min)

14. What to look for in a lesson plan?
Page
Protocol
Connections 2
Planning Standards-Based Lessons/Units
Content & Literacy Objectives
Opening, Worktime, Closing 3
Aligning Resources to Standards
Instructional Unit Guides (IUGs), Textbooks, Co-Teaching, Instructional Technology 4
Planning to Close the Achievement Gap Using Data
Formative & Summative Data
Accommodations & Adaptations
1 min
How does this element show up in your lesson plan? Well it appears in our content and literacy objectives, our opening, work time and closing.

15. Timing from www.A6training.co.uk
Share with a Partner
Pull out the lesson and materials you brought today.
Turn and talk about your lesson.
Does is it already include a clear opening, worktime, and closing?
6 min
Now it’s time to pull out the lesson that you brought with you today.
Your task will be to turn and talk about the lesson with your partner. You will each have 2 minutes, with a timer running on the screen.
Give a general idea of what’s happening in the lesson.
If you already see a clear opening, worktime, and closing, just take note of those parts.
If it doesn’t have that yet, it’s okay.
Partner B can go first this time. Click to start the timer. It does not pause between Partner B’s time and Partner A’s time, so you will have to cue your participants when it is Partner A’s turn.
Partner B
Partner A
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Timing from

16. Progression of Learning within a Unit
What is the standard(s) toward which you are working in this lesson?
Unit Goal
Grade-level content standards
Unit Planning
6 min
Next we will identify the grade level standard or standards you’re working toward in this lesson.
In our last module we talked about this Progression of Learning
- the idea that we build students toward the standard.
So your lesson might fall at the beginning, middle or end of a unit.
But it is still based on rigorous grade-level standards.
We think on what might be appropriate at the beginning of a unit, in the middle, and at the end of the unit – the time when they should be working near or at the level of the standard.
If you find your lesson has more than one standard, identify the critical content of today’s lesson.
If you are teaching a reading intervention, your standards will probably fall within the Foundational Skills portion of the KCCRS
Go ahead and pull out the IUG or the standards document you brought. Identify the standard that is at the heart of the lesson you’re planning and record that on your notetaking device.
(Click to show notetaking device.)
3-5 minutes worktime
Presenter notes: be familiar with the foundational skills in the ELA document for the (K, 1, 2 skills and Language standards)… (Grades K-5)
Secondary Science/Social Studies notes regarding WHICH standards to choose:
Science: Teachers should use the EVIDENCE statements from the IUGs. (Actually, those can be found on the nextgen site too, but they are available on the front side of the science IUGs, just below the content standard.) The evidence statements are the standards statements broken down, and they lend themselves well to the work the teachers will be doing with unwrapping the standards and matching them to the Marzano taxonomy level.
Social Studies: Teachers should use the CONTENT STANDARDS provided on each IUG.
Daily Lesson
Learning Target
Daily Lesson
Learning Target
Daily Lesson
Learning Target
Daily Lesson
Learning Target
Daily Lesson
Learning Target
Progression of Learning within a Unit

17. Unpacking the Standard(s)
Read the standard. Circle the verbs and underline the nouns.
VERBS: What mental process is the student doing?
NOUNS: What do they need to know?
What is the taxonomy level of your standard(s)?
5 min
Take out your Marzano taxonomy handout.
Next we determine the taxonomy level of the standard, so we can be mindful of that while we are planning.
If you recall, our district data shows that we need to be more focused on rigor.
This will guide your lesson; you may write it on your notetaking device where it makes sense to you.
We start by unpacking the standard.
Circle the verbs and underlining the nouns
Turn to your taxonomy handout, and determine which of the 4 taxonomy levels your standard is.
You may want to record it near your standard on your notetaking device.

18. Elementary Example
ELA-Literacy.SL.3.2
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
1 min – optional – supplied for an example
This is a Third Grade Speaking and Listening standard.
[click for red box]
This is Comprehension because students are just processing the text and not bringing in new information.
You might have seen phrases like: “Articulating the critical versus noncritical elements of information,” “Describe the key parts” and “summarize”.
So the highest taxonomy level is Comprehension.

19. Middle School Example
ELA-Literacy.WHST.6-8.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
1min – optional – supplied as an example
This is a Middle School writing standard from the History, Science and Technical Subjects.
In order to meet this standard, the students will use vocabulary, but they will also write an explanation.
This is Comprehension because students are explaining a topic and not bringing in new information.
You might have seen phrases like: “paraphrase, describe, summarize, and explain how.”
So the highest taxonomy level is Comprehension.

20. High School Example
ELA-Literacy.SL A
Come to discussions prepared, having read and researched material under study: explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
2 min – optional – supplied as an example
This is an Ninth & Tenth Grade Speaking and Listening standard.
In order to meet this standard, the students will be studying materials, and participating in a discussion referring to evidence from their research..
Thinking about the whole standard, the students will have to do more than just understand the topic. They have to connect ideas and use evidence. So this is more than comprehension.
So I will look under Analysis in the terms and phrases.
Under Specifying I see “developing an argument for” and “make and defend a claim.”
So the highest taxonomy level required in this standard is Analysis.
Why isn’t it Knowledge Utilization? Because this takes place in a predictable environment (material under study) rather than open ended (go find your own materials), this leans more towards analysis than investigation.
The next slide shows the taxonomy page. You may need to flip back and forth to help guide a large group.

21. High School- We Do 1 minute – example only
In the context of speaking and listening, this is what we see under Analysis – “Reasoned extensions of knowledge and generation of new information not already processed.” These are definitely skills that helps students be able to do Knowledge Utilization tasks.
Some terms and phrases that stood out are:
Analyzing Errors -- “critiquing, judge the validity, evaluating”
Generalizing -- “form conclusions, infer, interpret, reason.”
Specifying – “Deduce, develop an argument for, make and defend a claim”

22. Learning Progressions
“Teachers need to have in mind a continuum of how learning develops in any particular knowledge domain so that they are able to locate students’ current learning status and decide on pedagogical action to move students’ learning forward.”
-Margaret Heritage, 2008, p. 2
2 min
Please consider this idea. I’ll read it aloud, and then
Partner A paraphrases the quote, then
Partner B makes a connection to the quote.
Read, allow time for paraphrasing and connecting.
Please keep this idea of moving students forward in mind as we consider the next step…

23. Planning Standards-Based Lessons/Units
Is this lesson at the same taxonomy level of the standard?
If not, how might I use this lesson to move my students toward that level of rigor?
Use the Marzano Taxonomy handout to identify key words and phrases you want to incorporate into this lesson plan.
6 min
Depending on where you are in your unit and the amount of scaffolding your students might need,
your daily lesson may or may not be at that level of rigor in the standard
Is that intentional?
For instance, if my standard is at the analysis level, but my lesson is at retrieval, is that intentional? Is this where my students need to be right now? Maybe some scaffolds will be needed to help move students along.
Let’s turn to that handout now to search for words, question stems, product ideas….things that might help us to approach the idea of scaffolding our students’ understanding
(Click) add those to your notetaking device wherever it might be helpful for you.
(3-4 minutes work time)
Grade-level content standards
Unit Planning
Daily Lesson
Learning Target
Taxonomy Level of Standard
Record ideas on your notetaking device.

24. Content Objectives Learning Targets
Identify what students will know and be able to do to demonstrate the standard
Learning Targets
3 min
Now we will analyze our content objectives.
Is the content objective of your lesson aligned with the rigor level of the standard and where your students are in the progression of learning?
For worktime, write your content objective down on your notetaking device. Consider putting this in student-friendly terms.
Share with your partner.
Presenter note: not applicable to secondary social studies.

25. A Tour of Today’s Training
Planning Standards-Based Lessons/Units (p.2)
Aligning Resources to Standards (p.3)
Planning to Close the Achievement Gap (p.4)
The “What”
Identify the
Standard
Taxonomy Level
Learning Target / Content Objective
Standards-Based Instruction
“Literacy Objective”
The “How”
NOTE: You should now be around 50 minutes in to the module. If you decide to chunk this out, this might be a good place for a break.
1 minute
So we have the “what” planned out
we are moving to the “how”, or the instruction protocols.
A Tour of Today’s Training

26. Planning Standards-Based Lessons/Units
Identifying Critical Content is part of every lesson. We always start here!
Identifying Critical Content from the Standards
Previewing New Content
Helping Students Process New Content
Using Questions to Help Students Elaborate on Content
Reviewing Content
Helping Students Practice Skills, Strategies, and Processes
Helping Students Examine Similarities and Differences
Helping Students Examine Their Reasoning
Helping Students Revise Knowledge
Helping Students Engage in Cognitively Complex Tasks
Standards-Based Instruction
30 seconds
The first thing we consider in this domain is always identifying critical content, which we identified with our content objective.
Marzano recommends that we address it throughout the lesson.

27. Identifying Critical Content from the Standards Protocol (aligned to the learning target)
How might I introduce the critical content explicitly in my lesson?
How might I intentionally plan to bring students back to the critical content throughout the lesson?
5 min.
Turn to page 5 in your protocol book for some ideas about HOW. Don’t forget that these protocols have expanded protocols in the back of the book for example teacher techniques for monitoring for learning. Look on p. 53.
How will we identify the critical content EXPLICITLY during our lesson?
And how will I bring back ….
Consider these two questions as you look over the protocol.
Jot down two or three ideas that you might use throughout your lesson. Opening? Work time? Closing?
Record these on the your notetaking sheet where appropriate.
Take a couple minutes to do this and talk to your partner.
Expanded protocols can be found beginning on p. 53

28. Planning Standards-Based Lessons/Units
Standards-Based Instruction
Identifying Critical Content from the Standards
Previewing New Content
Helping Students Process New Content
Using Questions to Help Students Elaborate on Content
Reviewing Content
Helping Students Practice Skills, Strategies, and Processes
Helping Students Examine Similarities and Differences
Helping Students Examine Their Reasoning
Helping Students Revise Knowledge
Helping Students Engage in Cognitively Complex Tasks
Gradual Release of Responsibility
30 sec
Take another look at the Standards-based Instruction Domain.
The elements in this domain are arranged in sequence – as you go down the page, you’ll notice the gradual release of responsibility to students.

29. 1 2 3 Planning Standards-Based Lessons/Units
Standards-Based Instruction
Identifying Critical Content from the Standards
Previewing New Content
Helping Students Process New Content
Using Questions to Help Students Elaborate on Content
Reviewing Content
Helping Students Practice Skills, Strategies, and Processes
Helping Students Examine Similarities and Differences
Helping Students Examine Their Reasoning
Helping Students Revise Knowledge
Helping Students Engage in Cognitively Complex Tasks
6 min – 4 for directions, 2 for movement
PRESENTER NOTE: The process outlined in these next few slides (for the Standards Based Instruction Domain) would be an excellent process to repeat in PD to help teachers become more familiar with elements from each of these three areas.
These protocols can be chunked into three categories. Depending on the student’s familiarity with the content
(Click)
If your lesson is centered around teaching new content to students – maybe you are at the beginning of a unit – you will want to use instructional strategies found in this group of elements.
If you’re farther along in your unit -- or it’s time within the lesson for students to work with content
anytime they are practicing or deepening their knowledge (reviewing, revising, comparing, etc.)
You may want to work with strategies in this group of elements.
And if your students are ready to work more independently with the content -- they are ready to apply their learning and create new products, you want them to work at the knowledge utilization level
you may choose strategies from the Cognitively Complex Tasks element.
It’s possible to work within more than one group in a lesson.
(Click) Which group do you think best fits the main focus of your lesson?
We are going to move to a corner with others who have chosen the same group of protocols. You will be learning and discussing with these few people as we work through this domain.
Let me give you directions, and then I will have you all move at once.
You will need to take
your protocol booklet
your lesson and/or notetaking device
a pen or pencil
We will have 1’s move to this corner. 2’s move to this corner. And 3’s will gather in this corner. Go
Get their attention again, and group them into partners. They can stand or sit. 1
Gradual Release of Responsibility 2 3

30. Planning Standards-Based Lessons/Units Standards-Based Instruction
Choose one element to explore.
Which techniques might you want to incorporate into your opening, worktime, or closing?
Standards-Based Instruction
Identifying Critical Content from the Standards
Previewing New Content
Helping Students Process New Content
Using Questions to Help Students Elaborate on Content
Reviewing Content
Helping Students Practice Skills, Strategies, and Processes
Helping Students Examine Similarities and Differences
Helping Students Examine Their Reasoning
Helping Students Revise Knowledge
Helping Students Engage in Cognitively Complex Tasks
pp. 6-8
pp. 9-13
6 min. 2 min. for directions, 4 min for reading
Once participants have moved to their corners and are making groups of 2-3 people and are finding seats, you may display this slide. Give your attention signal.
Here are the next steps.
First, preview the names of the protocols and determine the one that seems to lend itself best to your lesson.
Here are some page numbers that will help you find your section.
Next, each person will choose one protocol to explore.
You each might have chosen something different, and that’s okay.
(Click)
Read that protocol and think about techniques you might want to incorporate into your lesson. Record ideas as you wish.
p. 14

31. Group Discussion
Considering the desired effect which teacher instructional techniques might best work in your classroom?
How might you monitor for learning? (refer to the expanded protocols)
4 min
Stay in the same groups (2-3 people) to talk about the protocol(s) they just explored.
Now that you’ve had some time to explore, you’re invited to have a small group discussion. When we are done with this discussion, you’ll have some time to record your thoughts on your notetaking sheet.

32. Group Discussion What student evidence might you collect?
What adaptations might your students need?
4 min
Considering the same protocols, let’s dig a little deeper.
Discuss in your group about possible ways you might collect student evidence, and how you might plan adaptations for your students. (3-4 minutes discussion)

33. Record Your Plans
Considering the desired effect which teacher instructional techniques might best work in your classroom?
How might you monitor for learning? (refer to the expanded protocols)
What student evidence might you collect?
What adaptations might your students need?
2 min
Record any additional thoughts and ideas considering these four questions from the discussion you just had, and
return to seats.

34. Break Time
Optional (Without break: this is a 125 minute presentation. With break: _____

35. A Tour of Today’s Training
Planning Standards-Based Lessons/Units (p.2)
Aligning Resources to Standards (p.3)
Planning to Close the Achievement Gap (p.4)
The “What”
Identify the
Standard
Taxonomy Level
Learning Target / Content Objective
Adaptations/
Accommodations
Resources
Standards-Based Instruction
“Literacy Objective”
The “How”
1 min.
We have the WHAT.
We have the HOW.
Next we go to the remaining protocols in the Planning domain. We will look at Aligning Resources to standards on p. 3 and Planning to Close the Achievement Gap Using Data on p. 4
A Tour of Today’s Training

36. Aligning Resources to the Standard Protocol
Focus Statement
Desired Effect
Planning Evidence
Example Implementation Evidence
Rating Scale
1 min.
Aligning Resources to the Learning Target Protocol on p. 3.
Skim and scan this document.
Pay special attention to the planning evidence and the implementation evidence.

37. What to look for in a lesson plan?
Page
Protocol
Connections 2
Planning Standards-Based Lessons/Units
Content & Literacy Objectives
Opening, Worktime, Closing 3
Aligning Resources to Standards
Instructional Unit Guides (IUGs), Textbooks, Co-Teaching, Instructional Technology 4
Planning to Close the Achievement Gap Using Data
Formative & Summative Data
Accommodations & Adaptations
1 min
This second planning protocol, Aligning Resources to Standards.
Where might these things appear in your lesson plan?
curriculum,
Instructional Unit Guides (IUGs),
Textbooks
Instructional Technology
Co-Teaching – if available

38. Aligning Resources to the Standard Protocol
What traditional and/or digital resources, aligned to the learning target, are you using in this lesson? How might you implement the human resources available to you to support learning in this lesson?
5 min
1 min directions, 2 min read/think, 2 min turn & talk
Thinking about your lesson thus far, consider these two questions with your partner. Jot down ideas on your paper.

39. Planning to Close the Achievement Gap Using Data
The gap between the student’s individual skill level and the level required by the standard
standard
2 min.
Before we look at this next protocol, we need to understand the Achievement Gap in this context.
It is simply the difference between the student’s individual skill level and the skill level required by the standard.
There is an Achievement Gap in the context of state assessments, subgroups, AYP…, but this is not that.
You know that some students already need special attention…students with IEPs, ELLs, low language learners, struggling learners…

40. Planning to Close the Achievement Gap Using Data Protocol
Focus Statement
Desired Effect
Planning Evidence
Example Implementation Evidence
Rating Scale
2 min.
This protocol asks us to use data to plan to meet the diverse needs of EACH student, but it’s not specific about which data.
So the PE teacher needs to look at data showing how the students are meeting the PE standard.
The math teacher is looking at data showing how the students are meeting the math standard.
The Social Studies teacher is going to look at data showing how the students are meeting the social studies standard etc
Skim and scan this third protocol in Standards Based Planning.

41. What to look for in a lesson plan?
Page
Protocol
Connections 2
Planning Standards-Based Lessons/Units
Content & Literacy Objectives
Opening, Worktime, Closing 3
Aligning Resources to Standards
Instructional Unit Guides (IUGs), Textbooks, Co-Teaching, Instructional Technology 4
Planning to Close the Achievement Gap Using Data
Formative & Summative Data
Accommodations & Adaptations
1 min
How does this element show up in your lesson plan?
There are some connections here to current practices.
formative and summative data
how we plan using that data
the adaptations and accommodations we make to meet the needs of all our learners

42. Planning to Close the Achievement Gap Using Data
How might you determine your students’ present skill level(s)?
What data might you use to inform your planning?
Formative Assessment Protocol p. 15
Monitoring Techniques in Expanded Protocols pp
5 min
(Click)
This protocol is very open ended about the data we can choose to use.
Here are some resources that might help you plan to collect data.
The Formative Assessment Protocol – p. 15 – one of your yellow pages
And then we also might consider the monitoring techniques found in the expanded protocols. These are available for each of the Standards-Based Instruction Domains.
Explore these resources. Jot down some notes on your notetaking device. (4 minutes worktime)

43. A Tour of Today’s Training
Planning Standards-Based Lessons/Units (p.2)
Aligning Resources to Standards (p.3)
Planning to Close the Achievement Gap (p.4)
The “What”
Identify the
Standard
Taxonomy Level
Learning Target / Content Objective
Adaptations/
Accommodations
Resources
Standards-Based Instruction
“Literacy Objective”
The “How”
1 minute
In August, we started with Conditions for Learning. Then in 2nd Quarter and this module today we moved to the Standards-based Planning & Standards-Based Instruction Domains. We want to circle back around today and consider a few more protocols in the Conditions for Learning Domain.
Conditions for Learning
A Tour of Today’s Training

44. Organizing Students to Interact with Content
Using Formative Assessment to Track Progress
Providing Feedback and Celebrating Progress
Organizing Students to Interact with Content
Establishing and Acknowledging Adherence to Rules and Procedures
Using Engagement Strategies
Establishing and Maintaining Effective Relationships in a Student-Centered Classroom
Communicating High Expectations for Each Student to Close the Achievement Gap
Conditions for Learning
Organizing Students to Interact with Content
p. 17
Which of these example instructional techniques might best support your lesson?
5 min
Turn to page 17.
Skim and scan the example techniques, then record your thinking.

45. Using Engagement Strategies
Using Formative Assessment to Track Progress
Providing Feedback and Celebrating Progress
Organizing Students to Interact with Content
Establishing and Acknowledging Adherence to Rules and Procedures
Using Engagement Strategies
Establishing and Maintaining Effective Relationships in a Student-Centered Classroom
Communicating High Expectations for Each Student to Close the Achievement Gap
Conditions for Learning
Using Engagement Strategies
p. 19
When planning your lesson activities, what might you want to be mindful of in regards to engaging or re- engaging students?
5 min
Turn to page 19.
Skim and scan the example techniques, share your thoughts with a shoulder partner.

46. Learning Targets
CONTENT OBJECTIVES
Analyze a lesson plan and connect it to the Marzano Protocols
Learn how to use the Marzano Protocols in planning
LITERACY OBJECTIVES
Participate in a workshop-style conversation about instruction
Read and respond to text
1 minute
Let’s revisit our learning targets. We set out to analyze and connect with the Marzano protocols, and to make the gray booklet user friendly.

47. Negotiated Agreement Between Wichita Public Schools, BOE and United Teachers of Wichita
Lesson Plan Framework
Content & Literacy Objectives
Opening
Worktime
Closing
So as we look at planning evidence, we will keep this in the forefront.
1 min
We will bring back our negotiated agreement which reminds us what is required by the district.
It is a framework, and as noted in paragraph 13b, it includes instructional approaches that are structured, sequenced, and led by teachers. Marzano gives us some best practices to help us design our lessons within this framework. We don’t want this gray booklet to get tucked away; it is a powerful help to us as planners.

48. Thinking about where we have been today,
Table Conversation
Thinking about where we have been today,
What do you want to remember about the gray booklet?
How might it impact your planning?
5 minutes

49. Sum It Up A (3 minutes total) What are our next steps:
We just have the 4th quarter remaining. We will work through the Professional Responsibilities Domain and reflect on the work from the year.
Next year’s topics include… performance scales and learning targets, as well as continuing to work with RIGOR.
Feel free to use your knowledge from today to look ahead and plan with other protocols.

50. Clicks Clunks Reflection What have you learned today?
What might you still be wondering?
B (10 minutes total)
For this reflection time, you have an opportunity to provide feedback to our building leadership as well as feedback to the district about this presentation. First, you’re invited to think about the big ideas from today and write one idea per sticky note. (or slip of scrap paper) What really clicked for you today? (2 minutes) Choose one to share at your table and Round Robin (2-3 minutes)
Choose one person at your table to collect all of the “Clicks” (sticky notes or slips of paper) and bring them to the front (1 minute).
Next, think about what might not be so clear yet. What is still clunking around a bit? These might be statements or questions. Write one idea per sticky note (or slip of scrap paper). (2 minutes) Choose one idea to share with your table and Round Robin. (2 minutes)
Choose one person at your table to collect all of the “Clunks” (sticky notes or slips of paper) and bring them to the front (1 minute).
Thank you for your feedback. We will go through the feedback and send relevant comments and questions back to the district level Marzano team.
Presenter Note: Please sort through these clicks and clunks with your leadership team. The post it notes should allow you to do some categorizing. You’ll likely find that some of these are relevant only at your building. Please submit any feedback which would be relevant to the district Marzano planning teams as well as questions from your Parking Lot. These should be submitted via (case sensitive) by _________________________.