1. Learning Goals and Scales
Design Question 1 - Element 2:
How do I Track Student Progress?

2. Review Teacher and Student Evidence NOTE: This list of evidence is not all inclusive but is instead a list of possible examples.

3. Review Scale for Element 2

4. Desired Effect in the Students
The desired effect is, “Students understand their current status on the scale and can articulate their progress toward the learning goal.” To receive an Innovating rating, the teacher must monitor and make accommodations so that every student in their classroom achieves this desired effect.

5. Please note…
The teacher evidence, student evidence, and scale do not rate the teachers on how well the scale is written.
There are no directions in this module about how to write a scale for your learning goal.
The focus of element two is how the teacher tracks student success on the scale.
To learn about how to write a learning goal or a scale, log in and go to Departments=>Curriculum and Learning=>All Things Marzano

6. Task
While watching the video, which will soon come up in this module, identify:
Who is tracking the students’ success on the learning goal’s scale and
How the tracking is done.
After watching the video you will be asked to identify the teacher and student evidence to rate the teacher on element two.

7. Disclaimer
In the video, the learning goal’s scale is from 1 to 4 and that is INCORRECT! A proper learning goal scale must be from 0 to 4.

8. Video
Click on this link to see a video from Pasco County Schools that demonstrates Design Question 1, Element 2: Tracking Student Progress.
Note: This is listed as Design Question 1, Element 1, but it does contain information pertinent to element 2.

9. Video Questions
Q: Who is tracking the students’ success on the learning goal scale? A: Both the teacher and each individual student track the students’ success. Q: How is the tracking done? A: The teacher tracks student success by using the magnetics on the classroom board while the students fill out a Student Learning Map that requires them to identify why they are where they are on the scale and what they have to learn to move to the next step on the scale.

10. Task
On the next slide is the teacher and student evidence. What evidence did you see and were able to document? Use this to rate the teacher as you walk through the next few slides.

11. Review Teacher and Student Evidence What did you see?

12. Review Teacher and Student Evidence What did we see?

13. How to Rate Teacher and Student Evidence
You can only give credit for what you see. Although we are sure that the teacher uses formal and informal assessment to track student success, we didn’t see her do it so we can’t give her credit for it. The good news is that your evaluator won’t be watching a video of you but instead will be in your classroom where they can interview students.

14. Review Scale for Element 2 to Rate the Teacher

15. How we Rated the Teacher
It is difficult to rate the teacher because we didn’t see her teach. If she wasn’t using a formative approach to assessment then she can only receive a Beginning rating. If she was using a formative assessment, then she can be rated as Developing. To receive an Applying rating, she also needs to monitor how the students track their success; for example, she could review the Student Learning Maps.

16. Task
Coming up is a video made by another school district. They are attempting to show the difference between the different ratings such as Not Using and Beginning.
While you watch the video, identify the differences between the ratings:
Not Using and Beginning
Beginning and Developing
Developing and Applying
Applying and Innovating

17. Disclaimers
In the video, the learning goal’s scale is from 1 to 4 and that is INCORRECT! A proper learning goal scale must be from 0 to 4.
In the video, the teacher does not have a scale specific to the learning goal Every learning goal must have a specific scale.
CHALLENGE:
There is a huge problem with how the teacher tracks the students’ progress. Can you find it?

18. Video
Click on this link to see a video from Godby High School that demonstrates Design Question 1, Element 2: Tracking Student Progress.

19. Challenge!
Did you figure out the challenge question? The question was can you find the huge problem regarding how the teacher was tracking the students’ progress? In addition to using a generic scale, the teacher’s scale was determined by how the students felt about their knowledge. Students do not know what they don’t know. This means that to receive a rating of at least Developing, a teacher must use a formative assessment. The scale in the video asks students, “how well do you feel about the material?” and is UNACCEPTABLE! Again, to learn about how to write a learning goal or a scale, go to and select: Departments=>Curriculum and Learning=>All Things Marzano

20. Activity that Led to this Rating
Differences
Rating
Activity that Led to this Rating
Not Using
Teacher teaches something new and transitions into a second new thing without checking for understanding.
Beginning
Teacher teaches something new and before she transitions into a second new thing she asks if the students are OK with the new information.
Developing
Teacher teaches something new but before moving on every student is rated on a scale.
Applying
Teacher teaches something new, every student is rated on a scale, and she checks in with a student who is not rated high on the scale. When she checks in with the student, she is monitoring and this is the key to receiving an Applying rating.
Innovating
Teacher teaches something new, every student is rated on a scale and monitored, and then every student is given an activity to identify each one of them understands the material. The key to receiving an Innovating rating is that the teacher ensures that every student, without exception, is successful with the desired effect of that specific element. It is not something that happens accidently but instead is something that happens because the teacher planned for it, just like her CAT scan activity.

21. Did you notice…tick tock!
Did you notice that it takes almost no time at all to teach for a Not Using, Beginning or Developing rating? Did you notice that it takes a lot longer to teach for an Applying or Innovating rating? It requires more planning time and more teaching time to receive the higher ratings because you are spending time interacting with students to monitor them for the desired effect and then give them extra help if they have not yet achieved the desired effect, which for element two has been conveniently restated on the next slide.

22. Desired Effect in the Students
The desired effect is, “Students understand their current status on the scale and can articulate their progress toward the learning goal.” To receive an Innovating rating, the teacher must monitor and make accommodations so that every student in their classroom achieves this desired effect.

23. What is next?
1. First, you need to write a scale and have it posted in your classroom. To learn about how to write a learning goal or a scale, log in at and go to Departments=>Curriculum and Learning=>All Things Marzano. 2. Next, you need a formative assessment to determine where students are. 3. Then you need to determine how students will track their own learning. Watch the video on the next slide for some ideas and you can use this website, but you must be signed in to view it. 4. Finally, you need to write a lesson that incorporates monitoring students on their success and, if you want an Innovating rating, then you also need to determine how you will adjust your lesson for every student.

24. Video – Example of how students track their own success
Click on this link to view the video from the Pasco County Schools on Design Question 1, Element 2: Tracking Student Progress.

25. Is this element in your PGP?
Sign into Click on the Growth tab and then click on the Plans option. Open your current plan and fill out a new Reflection Log, answering all of the questions.
Now decide how you will change your teaching as a result of viewing this module.
After you initiate your change you will need to reflect on its impact and then fill out another Reflection Log.

26. Further questions?
Here are resources in case you have further questions:
Your evaluator
Another evaluator on your campus
Your school’s Classroom Practice Mentors (CPM)