SHIFT HAPPENS: FROM COMPLIANCE TO COMMITMENT · shift happens: from compliance to commitment...

THE OFFICE OF ACADEMICS, TALENT DEVELOPMENT AND SCHOOL PERFORMANCE AND ACCOUNTABILITY

SHIFT HAPPENS: FROM COMPLIANCE TO COMMITMENT Learning Goals & Scales: A District Initiative

NOT USING- PROVIDING RIGOROUS LEARNING GOALS AND PERFORMANCE SCALES

BEGINNING- PROVIDING RIGOROUS LEARNING GOALS AND PERFORMANCE SCALES

DEVELOPING- PROVIDING RIGOROUS LEARNING GOALS AND PERFORMANCE SCALES

APPLYING- DEMONSTRATING WITHITNESS

INNOVATING- DEMONSTRATING WITHITNESS

DOMAIN 1: CLASSROOM STRATEGIES AND BEHAVIORS

2 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

DESIGN QUESTION 1

7,286 datamarks

9,360 datamarks

26,380 datamarks


4

Cadre Responses

My teachers need additional support in this area.

Need further

clarification.

Have made significant improvement over last year.

We have grown a lot in this area but still need a lot of work.

Scales are generic,

not specific.

We will be using PLCs to better our understanding next year.

I don't feel that my teachers REALLY understand how to do these on their own.

Need to work on scales being performance-based.

EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

Describe the level of implementation with learning goals and performance scales at your school.

Your Personal Pre-Assessment

5

4 In addition to level 3, my teachers can: develop formative assessments to determine student mastery at each level of the performance scale.

3 My teachers can: develop performance scales for standards based learning goals that guide progress to mastery.

2

My teachers can: •  create clear learning goals aligned to content standards •  differentiate between:

•  learning goal and learning target •  goal and activity/assignment •  performance scale and scoring rubric

•  Define the following key terms: activity, assignment, formative assessment, learning goal, learning target, monitoring, performance scale, rigor, rubric, standard, tracking student progress

1 With help my teachers have a partial understanding of the simpler details and processes.

* What is a personal goal that you have for this session?

Hattie’s Visible Learning: Influences and effect sizes related to student achievement

0.48

0.54

0.67

1.28

1.44

0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6

Persistence/Engagement

Pre-Term Birth Weight

Prior Acheivement

Piagetian Programs

Self-Report Grades

Effect Size

Influ

enc

e

Hinge Point = 0.40

6 Employee Evaluations Office of Talent Development

Marzano: Percentile Gain for Specific Instructional Strategies

20

20

20

25

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0 5 10 15 20 25 30 35 40

Building Vocabulary

Interactive Games

Identifying Similarities & Differences

Setting Goals/Objectives

Tracking Student Progress and Scoring Scales

% Gain

Stra

teg

y


Current State of Affairs


•  What is it that we want our students to learn?

•  How will we know if each of our students is learning

what we deemed essential?

•  How will we respond when some of our students do not

learn?

•  How will we enrich and extend learning opportunities

for those students already proficient?

Four Critical Questions (for a PLC)


Design Question 1


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ROME WASN’T BUILT IN A DAY…


1. Establish a Common Language


RIGOR

COGNITIVE COMPLEXITY

STUDENT AUTONOMY

Rigor is automatically embedded in the standards.

Level of Performance

Level of Autonomy Level of Thinking


Learning Goal vs. Activity

LEARNING GOAL

v Defines what a student is expected to know, understand, or be able to do

v  Based on the Florida Standards (MAFS/LAFS/NGSSS)

ACTIVITY/ASSIGNMENT v Ways for students to

apply, practice, and demonstrate their knowledge, deepen their understandings, and polish procedures/

processes


TARGET LEARNING

GOAL Standards

based

End Point

Written in student

centered language

Contains Declarative/ Procedural Knowledge

Level 3 on the

Performance Scale

TARGET Learning Goal


Performance Scales and Rubrics

PERFORMANCE SCALE –  Long-term – does

not change on a daily basis

–  Learning Progression

–  Linked to the Florida Standards (MAFS/LAFS/NGSSS)

SCORING RUBRIC –  Short-term – Grading tool –  Linked to Activity/

Assignments


2. Aligning Learning Goals to Standards

If we don’t know where we are going, we will probably wind up somewhere else.


Unwrapping a Standard

v Verbs = COGNITIVE TASKS

v Nouns/noun phrases = CONTENT


3. Developing Performance Scales


Scales serve as a road map in guiding student mastery of content. §  Teachers use scales to track students’ performance. §  Students use scales to track their own academic progress.

Why Scales?


4

3

2

1

STUDENT PERFORMANCE AT EACH LEVEL In addition to 3, in-depth inferences and applications that go beyond what was taught

The student can demonstrate mastery of the standard(s)

No major errors or omissions regarding the simpler details and processes

With help, a partial understanding of some of the simpler details and processes

4

3

2

1

LEARNING GOAL Complex learning goal (Extend/Enrichment) Targets Targets

Target learning goal derived from the standard Targets Targets

Simpler content that builds to level 3 Targets Targets With help, partial success at 2 content Targets Targets

COMPONENTS OF EACH LEVEL OF THE SCALE

LEARNING GOALS STUDENT EVIDENCE

4 Complex learning goal (Extend/Enrichment) Targets Targets

•  Progress monitoring tasks for

real world application

3 Target learning goal derived from the standard Targets Targets


mastery of the standard

2 Simpler content that builds to level 3 Targets Targets


initial processes and/or standards

1 With help, partial success at level 2 Targets Targets


prerequisite skills

PERFORMANCE SCALE OUTLINE

4 3

2

1

In addition to 3, in-depth inferences and applications that go beyond what was taught

Standards-based target learning goal

The student will recognize or recall specific vocabulary, such as: •  key terms

The student will understand/perform basic processes, such as: •  processes


3rd Grade Life Science Benchmark

4

3

2

1

Students will be able to describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction. The student will recognize or recall specific vocabulary, such as: •  Nutrient, ovary, petals, photosynthesis, pistil, reproduce,

stamen The student will perform basic processes, such as: •  Identify the internal structures of a plant •  Identify the external structures of a plant




4 In addition to 3, in-depth inferences and applications that go beyond what was taught

•  Use a real plant to test and explain the result of a damaged organ (root, stem, flower, leaf). Students will write a constructed response describing the outcome.

3 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.

•  Create a Four-Tab foldable chart. Students draw example of plant organ and label top page with each plant organ. Student must describe the function of each plant organ under the appropriate tab.

•  Student must create a diagram with a picture of the plant. Arrows must illustrate how water and nutrients move throughout the plant

2 The student will recognize or recall specific vocabulary, such as: •  Nutrient, ovary, petals, photosynthesis, pistil,

reproduce, stamen The student will perform basic processes, such as: •  Identify the internal structures of a plant •  Identify the external structures of a plant

•  Using an illustration of a plant, have students label each major organ. Students can match the major organ with its function

1 With help, a partial understanding of some of the simpler details and processes

8th Grade Reading Informational Text Standard

4 3

2

1

In addition to 3, in-depth inferences and applications that go beyond what was taught Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. The student will recognize or recall specific vocabulary, such as: •  Argument, assess, claim, delineate, evaluate, evidence,

irrelevant, reasoning, relevant, sound, sufficient, text The student will perform basic processes, such as: •  Delineate the argument and specific claims in a grade-

appropriate text •  Recognize examples of relevant/irrelevant evidence in

isolation With help, a partial understanding of some of the simpler details and processes


SPOT THE DIFFERENCE!


4

3

2

1

Describe how animals and plants respond to changing seasons.

The student will recognize or recall specific vocabulary, such as: Animal, plant, and season •  The student will describe the seasons •  The student will describe how plants and animals are

affected by different seasons



•  Decide who in your school will roll out the Learning Goals and

Performance Scales information to teachers throughout the year.

•  Determine expectations for your school. (How many subjects? Who will

guide the process of developing the scales?).

•  A performance scale may be up over a period of time (ie. a few days,

a week, several weeks).

•  A performance scale may or may not be visible to you.

•  Level on the scale is not equal to the DOK level or an actual graded

assignment.

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Clarifying Points


Culture of COACHING The celebration of small wins rewards the efforts of early

adopters and creates a sense of positive momentum needed

to move “fence sitters” from going through the motions to

genuinely advocating for the change. –Dufour & Fullan


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MORE TO COME…

SUB-CADRE PRESENTATION

LEARNING GOALS AND SCALES MATERIALS

SUPER SEVEN MATERIALS

Devoted Time Through PLCs

Learning Goals & Performance Scales Point Person


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ADDITIONAL RESOURCES

Summer Courses for teachers offered

this summer


CONTACT INFORMATION

754.321.5067 EMPLOYEE EVALUATIONS OFFICE OF TALENT DEVELOPMENT

SHIFT HAPPENS: FROM COMPLIANCE TO COMMITMENT · shift happens: from compliance to commitment...

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