THE
Focus
Volume 3, Edition 7–October 7, 2015
Your Curriculum Newsletter
This year may come to be remembered as the Year of Learning Goals and Scales. And that is a good thing. Over the past four years,
it has been the topic of many discussions and has been in several past editions of The Focus. However, as stated in the September
23, 2015 edition, administrators and teachers have been (and still are) struggling to grasp what establishing a clear learning goal
should look like in the classroom. The effective use of a proficiency scale is also an area of continued confusion. However, with this
renewed focus (pun intended) on learning goals and scales, the pieces are starting to come together.
At this point, we understand the difference between a proficiency scale and a scale to help students reflect on their learning. We
know the structure of the proficiency scale and have included scales in our curriculum. This is critical, and the work is on-going. We
realize that the scales in our curriculum are for the teacher and these scales must be re-worded into student-friendly language to
be effective in the classroom. This work has started. In fact, time has been set aside during the October 12th professional
development day for this purpose. This is an excellent opportunity for teachers to further their understanding of Element 1 and to
collaborate on strategies to use learning goals and scales in their classrooms.
With so much attention surrounding learning goals and scales, it is natural that teachers and administrators are anxious about it.
Teachers want to get it “right”, and administrators want to send a consistent message. In such an intense state, it is easy to over
complicate things. So, try to remember that the concept of a learning goal and a scale is not complex. Simply put, Element 1
requires teachers to ensure that their students know the learning goal (the purpose behind what they are doing) and that students
understand where they are on the scale (the progression of learning toward the goal). How do you as the teacher know that the
students know and understand? (This is the monitoring part.). The scale is the tool that helps accomplish this.
Above all, remember that the entire Marzano model exists to provide a framework of strategies that has been proven to increase
student achievement. In other words, if teachers learn to use the strategies effectively, their students will achieve more. It is
awesome to see teachers individually and collaboratively starting to take ownership of their professional growth.
It was mentioned above that administrators want to make sure that we are sending a consistent message to staff. Due to a myriad
of reasons, but not because of a lack of effort, the message was not always the same in the past. We listened to teachers’
feedback and as a result held a meeting yesterday, October 6, 2015, for the sole purpose of discussing learning goals and scales. All
observers met together in one room and the professional dialogue was refreshing to hear and many points were clarified. A
frequently asked question document was created for the meeting and is attached for your reference. Please review it carefully.
It is exciting to see the district moving forward with improving instruction and enhancing professional growth.
BTW—If you can find the time in your schedule, Learning Sciences International, the company behind iObservation, is holding a
webinar on Wednesday, October 14, 2015 from 3:00-3:45pm. The webinar titled, Creating & Using Learning Targets &
Performance Scales, will be presented by Carla Moore and Libby Garst, the authors of the book by the same title in the Marzano’s
Center’s Essentials for Achieving Rigor series. Click here to register. If you wish, you can buy the book here. However, the first 25
teachers to email Stan requesting the book will receive a free copy. Better hurry...
Assistant Superintendent
Content-Area Supervisors
Anthony Petruzzelli
Debbie Droke—Mathematics, BSI
Laura Gore—English Language Arts, BSI
Director of Curriculum
Stan Krzyminski
Dean Insana—Special Areas
Cindy Johnson—Science, Health/PE
Christine Stanton—Social Studies, TAG
Learning Goals and Scales FAQ What is a learning goal? What the student should know at the end of the unit and how they should be able to apply that knowledge (declarative and procedural). What is a daily target? This is the focus of an individual lesson (think “objective”) working towards the overall learning goal(s) of the unit. Students may spend 1­3 days on average on a particular target. Targets are the building blocks of understanding. Daily targets must be linked to the learning goal. They may be stated directly within the scale, but do not have to be. What is a proficiency/performance scale? This is the “map” of instruction for a unit. It identifies the progression of learning. Scales must be accessible to students and should be referenced throughout the unit of study. There are “teacher friendly” versions in the Curriculum Portal that can be modified into “student friendly” language. Does anything have to be posted in the room? No. Learning goals and scales must be accessible to students. This can be done in a variety of ways. They can be posted, or projected on the board, or on a handout provided to students, or verbally referenced by the teacher. The key is that students are aware of the goals and scales and can see the progression of their learning. Simply put, students must know “where they are going” and “how they will get there” and the teacher must know that they know. Common error: ●
Scale is posted without adequate explanation How does a teacher use a scale during the lesson? First, teachers should explain the what, why and how a scale works as a progression of learning. This does not occur in every lesson but requires modeling by the teacher in the beginning of the year so that students understand the purpose. This should be brief. Common errors: ●
Teacher does not explain the purpose of the routine ●
Teacher fails to purposely model how to use the tool ●
Excessive amount of time is spent “teaching” the scale instead of introducing or briefly referencing How often should the goal/scale be addressed? Any references to goals/scales must be seamless and authentic to the lesson. (Should not be forced because an administrator is in the room or take place of the lesson.) The goal/scale must be referenced at the beginning of a unit and at appropriate times during lessons throughout the unit. All instructional activities must relate to the goal, target and scale. Teachers should refer to the learning progression of the scale after completing activities. Common errors: ●
Explanation of relationship between the targets and the scale progression causes confusion ●
Targets and scale are not referred to continually and seamlessly during the lesson ●
Teacher does not relate instruction to the targets or make reference to the learning progression in the scale ●
Student activities are not related to the targets and scale during the lesson ●
Students are not expected to demonstrate their understanding of targets and scale How is Element #1 scored? If the element is not dominant it should not be scored. Remember that Learning Goals and Scales are supposed to be seamless and purposeful, not forced. It is not about compliance. The element is dominant if the teacher makes reference to the goal/scale or if the majority of students appear aware or, if missing, overly unaware of expectations or purpose of activities. Beginning​
: It is not beginning just because there is not a scale posted. If there is an indication of a scale from the teacher or student that is enough to show evidence Developing​
: The teacher is implementing correctly but students appear unaware Applying​
: Teachers and students are on the same page without it being forced Innovating​
: The students are able to truly assess themselves against the goals and give each other feedback Can we see an example and nonexample of a proficiency scales? This is a non example of a proficiency scale: Note: This can be used to demonstrate the element Reflecting on Learning. Kindergarten Teacher Scale Elementary Mathematics Grade: Kindergarten Number Names (CCSS.Math.K.CC.A.1)​
Count to 100 by ones and tens. (CCSS.Math.K.CC.A.2)​
Count forward beginning from a given number within the known sequence (instead of having it begin at 1). (CCSS.Math.K.CC.A.3​
) Write numbers from 0 to 20. Represent a number of objects with a written numeral 0 to 20 (with 0 representing a count of no objects). 4.0 Students will be able to: ● Count, write, read​
and ​
represent​
a number of objects through 100 3.0 Students will be able to: ● Count​
forward beginning from a given number within the known sequence (instead of having to begin at one) ○ by ones from any number ○ by tens from any number ● Represent​
a number of objects with a written numeral 0­20 (with 0 representing a count of no objects) 2.0 Students will ​
recognize ​
and ​
recall​
specific vocabulary, including: ● count,number,ones,sequence,tens Students will be able to: ● Count ​
to 100 by ones ● Count​
to 100 by tens ● Write​
numbers 0 to 20 1.0 With help, partial success at level 2.0 content and level 3.0 content 0.0 Even with help, no success Note: This is more content based and accessible to students who can read or not read. Secondary Example Social Studies: United States History Unit 3: Antebellum, Civil War and Reconstruction Score 4.0 I will be able to: Connect a modern day current event to the legacy of the Civil War and/or Reconstruction (project based, discussion, group activity) Connect a modern day current event to the legacy of the Civil War and/or Reconstruction (project based, discussion, group activity) ​
Use technology to display (textual and visual evidence) the impact of the American Civil War and another civil war on people’s lives and work. Score 3.0 I can: ●
Primary Source Analysis of documents such as: Uncle Tom’s Cabin, Gettysburg Address, Sullivan Ballou Letters, Lincoln’s Premonition Classroom Debates Conduct short research using multiple sources to explain why the costs (e.g., human, economic, environment, social) of the American Civil War were greater than previous conflicts and/or to compare the lasting impact of Reconstruction. ​
Create a Socratic seminar based upon essential questions Examine (investigate) the long term causes of the Civil War and sectional differences. Evaluate (assess) the political, economic, and social impact of the Civil War on Reconstruction and modern America. Assess (determine) the lasting impact Reconstruction has on modern America. Evaluate ways in which individuals and events have affected historical outcomes ●
●
●
Score 2.0 I can … ●
Identify the role individuals and groups had on the growing sectional divide between the North and South. ●
Summarize how sectional reaction to events during the Antebellum period led to conflict. ●
Identify the advantages, disadvantages and strategies of the North and South during the Civil War. ●
Define key people places and events of the Civil War. ●
Summarize the economic, political, and social impact the Civil War had on the future of the United States. ●
Summarize the Reconstruction plans of Lincoln, Johnson, and the Radical Republicans. ●
Describe the successes and failures of Reconstruction as it pertains to the nation, groups, and individuals. Vocabulary Tests/Quizzes Graphic Organizer and Charts/ Graphs and Maps Organize/represent/interpret data from the time period Score 1.0 With help, partial success at score 2.0 content Sample Tasks (Optional) This is how the students “prove” that they have met the learning goal and daily target Student­Friendly example of the above scale Social Studies: United States History Unit 3: Antebellum, Civil War and Reconstruction Score I can …. 4.0 Connect a modern day current event to the legacy of the Civil War and/or Reconstruction (project based, discussion, group activity) Score 3.0 I can ... ______ Examine (investigate) the long term causes of the Civil War and sectional differences. ______ Evaluate (assess) the political, economic, and social impact of the Civil War on Reconstruction and modern America. ______ Assess (determine) the lasting impact Reconstruction has on modern America. ______ Evaluate ways in which individuals and events have affected historical outcomes What is your proof? Score I can ... 2.0 _____ Identify the role individuals and groups had on the growing sectional divide between the North and South. _____ Summarize how sectional reaction to events during the Antebellum period led to conflict. _____ Identify the advantages, disadvantages and strategies of the North and South during the Civil War. _____ Define key people places and events of the Civil War. _____ Summarize the economic, political, and social impact the Civil War had on the future of the United States. _____ Summarize the Reconstruction plans of Lincoln, Johnson, and the Radical Republicans. _____ Describe the successes and failures of Reconstruction as it pertains to the nation, groups, and individuals. Score With help, partial success at score 2.0 content 1.0