1. Learning Goals and Scales: The New Frontier Facilitators: Laura Woodham and Laura Sachs Special Guest: Leesburg Elementary Learning Goals and Scales Writing Team Heather Gelb, Sherry Jackson, Jessica Noblin, and Durenda McKinney

2. Lake County Schools Investing In Excellence! College and Career Readiness Academic Services C² Collaborative Cohort January 24, 2012 FCIM

3. 1. Reflect – Where are you? Score 4.0: In addition to 3, I develop a manageable system of implementation to build capacity at my school and help teachers meet the unique needs of their students. Score 3.0: I can create meaningful scales tied to standards-based instruction and model how to use them to plan for (PLAN), guide (DO), assess (CHECK), and inform (ACT) instruction. Score 2.0: I can create meaningful scales tied to standards-based instruction and can explain how to use them to plan for, guide, assess, and inform instruction. Score 1.0: With help, I can outline a process for developing meaningful scales tied to standards-based instruction and use scales in informal ways. Score 0.0: Even with help, I do not understand the process of creating a scale and have limited, or no, use of scales. Shifting Gears

4. Thoughtful Questions I DO Deconstruct Marzano’s Design Question 1 and define learning goals and scales. WE DO Examine an examples of a school- wide implementation plan and connect the process to the FCIM. YOU DO Generate ideas for building capacity and understanding of learning goals and scales at your school. Jan 24, 2013 Learning Goal: Capacity Builders will understand Learning Goals and Scales and be able to develop systems for establishing and communicating them at their schools. Objectives Participants will utilize the components of the FCIM to develop a systems approach for school-wide implementation of learning goals and scales. Shifting Gears Complete the following… What is your current understanding of learning goals and scales? NEXT STEPS: How might you develop/ adapt your current system of Implementation? Benchmarks: DQ1 1.Provide Clear Learning Goals 2.Track Student Progress 3.Celebrate Student Success Sum-It-Up Essential Question: How do we revolutionize the way we teach, lead, and learn for 21st century success? Common Language: Learning Goal Scale &Rubric Activities Indicators Student-Friendly Standards Objectives Systems

5. Reflect Why are you at level ____? What evidence do you have that you are there?

6. 2. Reflect – Why are you at level ____? 3. What evidence do you have that you are there? Score 4.0: In addition to 3, I develop a manageable system of implementation to build capacity at my school and help teachers meet the unique needs of their students. Score 3.0: I can create meaningful scales tied to standards-based instruction and model how to use them to plan for (PLAN), guide (DO), assess (CHECK), and inform (ACT) instruction. Score 2.0: I can create meaningful scales tied to standards-based instruction and can explain how to use them to plan for, guide, assess, and inform instruction. Score 1.0: With help, I can outline a process for developing meaningful scales tied to standards-based instruction and use scales in informal ways. Score 0.0: Even with help, I do not understand the process of creating a scale and have limited, or no, use of scales.

7. Academic Services

8. Lake County Schools Vision StatementVision 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 StatementMission 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. Academic Services

9. Curriculum & Instruction ~ Professional Development ~ Teaching & LearningCurriculum & Instruction ~ Professional Development ~ Teaching & Learning The Office of Academic Services encompasses the core business of Lake County Schools. We provide guidance and support to develop instructional leaders through the coordination of district curriculum initiatives, professional learning, along with teaching and learning programs that result in improved learning for ALL. Our goal is to work collaboratively with schools to continuously and significantly improve student achievement, align curriculum and instructional practice to Florida’s standards, assist schools to develop their capacity to implement data-driven planning and review processes that foster continuous school improvement. Assurances We will ensure that we work with district staff and school administrators to design and collaborate on systems that address professional learning needs related to improving student outcomes. We will ensure that curriculum is current and at a high level (rigorous) meeting local, state, and national standards. We will ensure that researched-based best practices (programs and processes) are utilized regarding student curricular needs and student learning patterns. We will ensure services are provided that target closing the achievement gap by improving the performance of all students while drastically accelerating the achievement of students of color, English Language Learners (ELL), Exceptional Student Education (ESE) and students living in poverty. Academic Services

10. 21 st Century Skills Tony Wagner, The Global Achievement Gap 1. Critical Thinking and Problem Solving 2. Collaboration and Leadership 3. Agility and Adaptability 4. Initiative and Entrepreneurialism 5. Effective Oral and Written Communication 6. Accessing and Analyzing Information 7. Curiosity and Imagination Academic Services

11. Four Corners When it comes to learning goals and scales, I might be a because.

12. Framing Instructional Review and Learning Goals & Scales. ▫ Recognizing the process ▫ Manageable systems Define Learning Goals and Scales Welcome guest Leesburg Elementary ▫ Process ▫ Journey

13. Design Question 1

14. How will student progress be tracked? How will we celebrate student success? What will I do to communicate? What will I do to establish? PlanDo CheckAct

15. Learning Goal Emphasizes the knowledge students would potentially gain Are written in standard form 1.Student will understand … 2.Student will be able to … 3.Student understand and be able to … Acknowledges two forms of knowledge 1.Declarative 2.Procedural

16. ASCD. (2012). Simple Scale Marzano’s Simple Scale Score 4.0: In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught. Score 3.0: No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught. Score 2.0: No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes. Score 1.0: With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. Score 0.0: Even with help, no understanding or skill demonstrated. Can do the simpler less complex Reaches the goal Can do with help Even with help … Reaches the goal, applies beyond Where student goal setting lives. “I can demonstrate that I can do this.” “I’m getting this.” “I am following but need some help.” “ I don’t understand.”

17. Unwrapping the Standards Plan

18. Rubric Writing Team Plan

19. In August a copy of A Handbook for the Art and Science of Teaching by Marzano and Brown was purchased for each instructional personnel. Modules one, two and three were assigned for reading. In September a Saturday date was determined in order to allow time for in depth discussion and discourse without time constraints. All Writing Team participants were paid a stipend. Two volunteers from each grade level were requested to serve on the team. All Content Area Coaches and one administrator attended as well. The Writing Team unwrapped the grade level benchmarks one at a time in the areas of Reading & Math. Once each benchmark was unwrapped an associated Scale / Rubric was developed. All Scales & Rubrics were uploaded to a grade level share folder. Establishing a Writing Team - Gelb

20. Classroom Implementation Check Do

21. Chapter one in A Handbook for the Art and Science of Teaching was reviewed in the October faculty meeting. The Literacy Coach developed a “template board” to illustrate a how to utilize the developed rubrics. The boards were shared during the weekly grade level meetings. Supplies were purchased for each teacher to have a board for Reading & Math. The Content Area Coaches assisted teachers in the proper utilization of rubrics in the classroom. Establishing Classroom Implementation - McKinney

22. Rubric Classroom Utilization Check

23. Monday of each week that we have a new benchmark, students use their dictionaries to look up the bold face words. They have 30 seconds to look up each word, once they locate it they write it down on a dry/erase paddle board and hold up. By now, students know most of the repetitive words and can write the definition without looking them up. After the 3 seconds are up, I call on a student to read the definition, write the definition on a post-it note and put it on the board next to the word. I then call on a volunteer to basically sum up what is stated in “kid language.” (students are actually starting to use some of the bold face words when summing up each section) We do this for each bold word. There is usually only 1 word for each number (0-4) this takes four or five minutes tops. Students then take a post-it note from group containers, draw a vertical line splitting the paper into two columns, and rate where they feel they are at the beginning of the lesson. (I’ve stressed from the beginning that this is an honest answer that only I see, it is okay to score yourself low especially at the beginning when the skill has not been taught. Students are pretty honest and score themselves honestly) (** at least every other day this step is done) At the end of the lesson, they score themselves in the second column. On the back, if they have a question about the skill they were too scared to ask in front of the group or need clarification on something they write a quick note. Students stick the post-it notes to the assignment they did on their own, turn it in to middle containers. I use this data (number students scored themselves at the end of the lesson) to group them for stations. This is done for reading and math, I pull the students over by groups based on scores and work with them during centers to boost the weak areas. Establishing Classroom Utilization - Noblin

24. Using Learning Goals and Scales in the Classroom Check Do

25. How might you implement this process with fidelity?

26. Unwrapping a Benchmark Act Plan

27. Score 4.0: In addition to level three indicators, I can also differentiate main ideas and essential messages in complex literary and informational texts. Score 3.0: I can identify sequence of events, determine the main idea, and summarize text in order to draw logical conclusions. Score 2.0: I need more practice locating relevant details, identifying sequence of events, and determining the main idea or essential message in grade level text. Score 1.0: I need help to locate relevant details and determine the main idea or essential message in grade level text. Score 0.0: I cannot determine the main idea or essential message in grade level text. Plan How did you do?

28. Connecting to Common Core Act COMMON CORE WILL BRING US TO NEW FRONTIERS. Plan Connecting to Common Core

29. Summing it up Think about your role as a Capacity Builder… Generate an important question you would pose regarding learning goals as you … Act PlanDo CheckAct

30. Next Steps How might you Develop/adapt your current system of Implementation? Act

31. Who will you share your plan with?

32. Exit Ticket - Where are you? What questions do you still have? Score 4.0: In addition to 3, I develop a manageable system of implementation to build capacity at my school and help teachers meet the unique needs of their students. Score 3.0: I can create meaningful scales tied to standards-based instruction and model how to use them to plan for (PLAN), guide (DO), assess (CHECK), and inform (ACT) instruction. Score 2.0: I can create meaningful scales tied to standards-based instruction and can explain how to use them to plan for, guide, assess, and inform instruction. Score 1.0: With help, I can outline a process for developing meaningful scales tied to standards-based instruction and use scales in informal ways. Score 0.0: Even with help, I do not understand the process of creating a scale and have limited, or no, use of scales.