THE OFFICE OF ACADEMICS, TALENT DEVELOPMENT AND
SCHOOL PERFORMANCE AND ACCOUNTABILITY
SHIFT HAPPENS:
FROM COMPLIANCE TO
COMMITMENT
Learning Goals & Scales: A District Initiative
DOMAIN 1:
CLASSROOM STRATEGIES AND BEHAVIORS
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
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2
DESIGN QUESTION 1
26,380 datamarks
9,360 datamarks
7,286 datamarks
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Cadre Responses
Describe the level of implementation with learning goals and performance
scales at your school.
Need to work
on scales
being
performancebased.
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I don't feel that my
teachers REALLY
understand how to do
these on their own.
4
Your Personal Pre-Assessment
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
1
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
With help my teachers have a partial understanding of the simpler details
and processes.
5
* What is a personal goal that you have for this session?
Hattie’s Visible Learning: Influences and effect
sizes related to student achievement
Self-Report Grades
1.44
Influence
Piagetian Programs
1.28
Prior Acheivement
0.67
Pre-Term Birth Weight
0.54
Persistence/Engagement
0.48
0
Hinge Point = 0.40
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0.2
0.4
0.6 0.8 1
Effect Size
1.2
1.4
1.6
6
Marzano: Percentile Gain for Specific
Instructional Strategies
Tracking Student Progress and
Scoring Scales
34
Strategy
Setting Goals/Objectives
25
Identifying Similarities &
Differences
20
Interactive Games
20
Building Vocabulary
20
0
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5
10
15 20 25
% Gain
30
35
40
7
Current State of Affairs
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Four Critical Questions (for a PLC)
• 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?
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Design Question 1
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ROME WASN’T BUILT IN A DAY…
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1. Establish a Common Language
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RIGOR
Rigor is automatically embedded in the standards.
Level of Performance
Level of Thinking
COGNITIVE
COMPLEXITY
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Level of Autonomy
STUDENT
AUTONOMY
13
Learning Goal vs. Activity
LEARNING GOAL
ACTIVITY/ASSIGNMENT
 Defines what a
student is expected
to know,
understand, or be
able to do
 Ways for students to
apply, practice,
and demonstrate
their knowledge,
deepen their
understandings,
and polish
procedures/
processes
 Based on the
Florida Standards
(MAFS/LAFS/NGSSS)
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TARGET Learning Goal
TARGET
LEARNING
GOAL
Standards
based
End Point
Written in
student
centered
language
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Contains
Declarative/
Procedural
Knowledge
Level 3 on
the
Performance
Scale
15
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)
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SCORING RUBRIC
– Short-term
– Grading tool
– Linked to
Activity/Assignments
16
2. Aligning Learning Goals to Standards
If we don’t know where we are going, we
will probably wind up somewhere else.
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Unwrapping a Standard
 Verbs =
COGNITIVE TASKS
 Nouns/noun phrases =
CONTENT
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3. Developing Performance Scales
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Why 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.
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STUDENT PERFORMANCE AT EACH LEVEL
4
In addition to 3, in-depth inferences and
applications that go beyond what was
taught
3
The student can demonstrate mastery of
the standard(s)
2
No major errors or omissions regarding the
simpler details and processes
1
With help, a partial understanding of some
of the simpler details and processes
LEARNING GOAL
4
3
Complex learning goal (Extend/Enrichment)
Targets
Targets
Target learning goal derived from the standard
Targets
Targets
2
Simpler content that builds to level 3
Targets
Targets
1
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
• Progress monitoring tasks for
mastery of the standard
2
Simpler content that builds to level 3
Targets
Targets
1
With help, partial success at level 2
Targets
Targets
• Progress monitoring tasks for
initial processes and/or
standards
• Progress monitoring tasks for
prerequisite skills
PERFORMANCE SCALE OUTLINE
4
3
In addition to 3, in-depth inferences and applications that go
beyond what was taught
2
The student will recognize or recall specific vocabulary, such
as:
• key terms
Standards-based target learning goal
The student will understand/perform basic processes, such
as:
• processes
1
With help, a partial understanding of some of the simpler
details and processes
3 rd Grade Life Science Benchmark
4
In addition to 3, in-depth inferences and applications that
go beyond what was taught
3
Students will be able to describe structures in plants and
their roles in food production, support, water and nutrient
transport, and reproduction.
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
1
With help, a partial understanding of some of the simpler
details and processes
3rd Grade Life Science Benchmark
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
1
With help, a partial understanding of some of the
simpler details and processes
•
Using an illustration of a plant,
have students label each major
organ. Students can match the
major organ with its function
8 th Grade Reading Informational Text Standard
4
3
In addition to 3, in-depth inferences and applications that go
beyond what was taught
2
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 gradeappropriate text
• Recognize examples of relevant/irrelevant evidence in
isolation
1
With help, a partial understanding of some of the simpler
details and processes
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.
28
SPOT THE DIFFERENCE!
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3 rd Grade Life Science Benchmark
4
In addition to 3, in-depth inferences and applications that
go beyond what was taught
3
Describe how animals and plants respond to
changing seasons.
2
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
1
With help, a partial understanding of some of the simpler
details and processes
31
32
33
Clarifying Points
• 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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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…
LEARNING GOALS AND
SCALES MATERIALS
Learning Goals
& Performance
Scales Point
Person
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SUPER SEVEN MATERIALS
SUB-CADRE
PRESENTATION
Devoted Time
Through PLCs
36
ADDITIONAL RESOURCES
Summer Courses for
teachers offered
this summer
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CONTACT INFORMATION
754.321.5067
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