identifying critical components and creating …...9/5/18 1 888.849.0851 marzanoresearch.com...

9/5/18

1

888.849.0851 marzanoresearch.com

Identifying Critical Components and Creating Proficiency Level Descriptors

WebinarPresented by

Mitzi Hoback, [email protected]

ForDiocese of Columbus

September 6, 2018888.849.0851 marzanoresearch.com

Today’s Session Topics Handout page 2

• Identification of Critical Components and work completed to date

• Importance of clear learning goals• Creating Proficiency Level Descriptors


o Endurance (Will this provide knowledge and skills that will be of value beyond a single test date?)

o Leverage (Will this provide knowledge and skills that will be of value in multiple disciplines?)

o Readiness for next level of learning (Will this provide students with the “tools” they need for success at the next level or grade.)

o Teacher Judgment (Do you as the content expert believe this skill/knowledge is critical for all students to know or be able to do?)

o Assessment Connected (Will this skill/knowledge be assessed on an instrument used for instructional decision making?)

Prioritization Criteria


Frequently Asked Questions:

• How many standards/learning goals should be identified for a grade level/content area?

• How do we know if we identified the “right” ones?

• Can we make changes? If so, when?

Work Group Sharing


Curriculum Instruction Assessment Feedback

ALIGNMENTHandout page 2

mailto:[email protected]

9/5/18

2


The first step to higher levels of student achievement…

Get clear about what ALL students must know and be

able to do.

Teachers often feel like this in regard

to the content they

are responsible for teaching.


Having a guaranteed and viable curriculum that is based upon

your Critical Components (prioritized standards) will help ensure everyone is on the same

page.





Handout page 3

You should display your learning goals/targets

AND

Talk about them often with your students!

9/5/18

3

888.849.0851 marzanoresearch.com 888.849.0851 marzanoresearch.com






9/5/18

4


The Next Step…

For each critical component, create an aligned proficiency level descriptor, or PLD.


What is a Proficiency Level Descriptor?

Handout page 3


What is a Proficiency Level Descriptor?

A tool that displays a collection of related statements of learning and scores for determining the current level of performance.


4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class

3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught

2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes

1 With HELP, a partial knowledge of some of the simpler and complex details and processes

0 Even with help, no understanding or skill demonstrated

PLD

PrioritizedStandard

Handout page 3

Critical Component







PLD







PLD

APPLICATION

BEYOND THE

STANDARD

9/5/18

5







PLD

Handout page 4

Critical Component

APPLICATION BEYOND

THE STANDARD

9/5/18

6

HANDOUT PAGE 5

The student will determine a theme or central idea of a text and how it is conveyed

through particular details; provide a summary of the text distinct from personal

opinions or judgments.

Learning Target

Learning Target

Learning Target

Learning Target

Recognize or recall specific terminology, such as: central

idea, detail, summarize, support, text, theme

Determine a theme or central idea of a text

Identify details that support the theme or central idea of

a text

Summarize a text using a teacher-provided graphic

organizer

Describe a theme or central idea of a text

Summarize a grade-appropriate text

The student will determine a theme or central idea of a text and how it is conveyed

through particular details; provide a summary of the text distinct from personal

opinions or judgments.


Score 4.0 The student will:• Analyze multiple texts with different themes• Explain how he/she has experienced the theme of

a textScore 3.0 The student will:

• Describe a theme or central idea of a text• Summarize a grade-appropriate text

Score 2.0 The student will:• Recognize or recall specific terminology, such as:

central idea, detail, summarize, support, text, theme

• Determine a theme or central idea of a text• Identify details that support the theme or central

idea of a text• Summarize a text using a teacher-provided

graphic organizer

Topic: Theme/Central Idea

HANDOUT PAGE 5


Each learning target is a “part” of the “whole” academic

standard/learning goal.

HANDOUT PAGE 6

9/5/18

7


Score 4.0 The student will:

Score 3.0 The student will:3) Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies.1) Use $ and ¢ symbols appropriately.

Score 2.0 The student will:2) Recognize or recall specific terminology, such as: value, all together, remaining, decimal.5) Identify coin values (quarter, dime, nickel, penny).4) Add or subtract different coins to determine a total amount of money or money remaining.

Topic: Word Problems with Money


Score 4.0 The student will:

Score 3.0 The student will:3) Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies.

Score 2.0 The student will:2) Recognize or recall specific terminology, such as: value, all together, remaining, decimal.1) Use $ and ¢ symbols appropriately.5) Identify coin values (quarter, dime, nickel, penny).4) Add or subtract different coins to determine a total amount of money or money remaining.



Score 4.0 The student will:6) Count back change from money values up to $10.00.

Score 3.0 The student will:3) Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies.

Score 2.0 The student will:2) Recognize or recall specific terminology, such as: value, all together, remaining, decimal.1) Use $ and ¢ symbols appropriately.5) Identify coin values (quarter, dime, nickel, penny).4) Add or subtract different coins to determine a total amount of money or money remaining.



Student Friendly PLDsHandout page 7


Student Friendly PLDPLD TEMPLATE

HANDOUT PAGE 7

Strand:Topic:Grade:

Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.

For example:

Sample Activities

Score 3.0 The student:

The student exhibits no major errors or omissions.

•

Score 2.0 There are no major errors or omissions regarding the simpler details and processes as the student:

• recognizes or recalls specific terminology, such as:

• performs basic processes, such as:

However, the student exhibits 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.

9/5/18

8

Handout page 8


Proficiency Level Descriptor “Look Fors”

Scales SHOULD be:²Posted and able to be read by students²Written in student-friendly language (when

appropriate)²Referenced during the lesson

Students SHOULD be able to explain:²The meaning of the levels of performance

articulated in the scale

Handout page 4


It is critical that we use scales frequently with our learners to ensure that they understand what they need

to know and be able to do.


A good way to begin…

Use generic scales for

student self-reflection

9/5/18

9


Having Students Chart Progress on Learning Goals

• 48 experimental–control studies were conducted at Marzano Research Laboratory.

• This practice is associated with a 32-percentile point gain in student achievement.



identifying critical components and creating …...9/5/18 1 888.849.0851 marzanoresearch.com...

Documents