Clear Learning Targets

1. Mission Statement SMART Goals Ground Rules Quality Tools & PDSA Data Center Quality Classroom Data Folder Class Meetings Student-Led Conferences Clear Learning Targets Quality Classroom

2. PLC Crucial Questions What do we want each studentto learn, know, or be able to do? What evidence do we have of the learning? How will we respond when some students don’t learn? How will we respond to those who have already learned?

3. Student Questions • What do I need to know? • Where am I now? • How do I get there? • What happens if I struggle or fail?

4. Goal ProcessClassroom & Student • Identify the Learning Expectation • Deconstruct it to enabling targets • Transform to student friendly version • “I Can” statements • Create accurate classroom assessments • Use w/students to chart growth • Data center • Data folder

5. Kinds of TargetsKnowledge • Master content knowledge • Know it outright • Know where to find it or how to do it • Use knowledge to reason • Demonstrate performance skills • Create quality products Rick Stiggins

6. Setting Goals/Objectives Marzano - Generalizations from research: • Instructional goals narrow students’ focus. 2.Instructional goals should be aligned to the school goals and curricular goals. 3.Students should be encouraged to personalize the goals. Robert J. Marzano

7. When students know what they are learning, their performance, on average, has been shown to be 27 percentile points higher than students who do not know what they are learning. What are the learning targets?

8. The objective is…. I need to learn….. I have to complete this by…… Robert J. Marzano

9. Activities/Assignments Today Read Chapter 2 in .. Finish Adverb assignment… Work on myth.. Robert J. Marzano

10. Learning Goals As a result of what we do today, you will be able to demonstrate that you: Understand the technique of foreshadowing in mysteries. Can revise writing to improve use of descriptive adverbs. Robert J. Marzano

11. Activities/Assignments or Learning Goals????? • Do the odd numbered problems on pages 44 & 45. Show your work • Unit review - Define four components of a culture. • Understand the relationship between fractions and decimals. • Using 3 resources - write a report on Charles Dickens. • Practice 5 new words at home. • Design menu’s that include a balance of foods from the food pyramid. One day for a teen-ager, one day for a toddler and one day for an adult. • Demonstrate your understanding of exponents. • Know the role culture plays in incidents of cooperation and conflict in the present day world. • Uses strategies to gather and record information for research topics. • Asks and answers questions using appropriate terms • Knows nutritional guidelines to be considered for food and meal planning

12. Activities/Assignments or Learning Goals????? • Do the odd numbered problems on pages 44 & 45. Show your work • Unit review - Define four components of a culture. • Understand the relationship between fractions and decimals. • Using 3 resources - write a report on Charles Dickens. • Practice 5 new words at home. • Design menu’s that include a balance of foods from the food pyramid. One day for a teen-ager, one day for a toddler and one day for an adult.

13. What is your classroom focus? Is this a Paradigm Shift? Learning OR Activities & Assignments

14. SMART GOALS? • Specific, strategic • Measurable • Attainable • Results-oriented • Time-bound

15. Why SMART Goals? • Clear & Understandable Vision of the Target • Targets as SMART goals. • SMART goals direct our “focus” • SMART goals help define exactly what the “future state” looks like and how it will be measured.

16. What Gets Measured Gets Done When you measure progress, • have a powerful influence on student achievement • you stay on track, • reach your target dates, • experience the excitement of achievement . . . • . . .which spurs you on to continued effort required to reach your goals.

17. SMART Goal - SIP to Classroom • Original: During the 2007-08 school year, SAMPLE school will increase students’ proficiency in vocabulary skills in the non-proficient student subgroups as measured by the ITBS vocabulary sub test assessment • Kid Friendly:This year, Mr. Park’s 3rd grade class… will have a better understanding of words as measured by a 10% reduction of errors in vocabulary on weekly writing assignments.

18. Classroom to Student • Classroom SMART Goal (Kid Friendly): This year, Mr. Park’s 3rd grade class will have a better understanding of words as measured by a 10% reduction in vocabulary errors in weekly writing assignments. • Student Goal (in data folder): This year, I will focus on getting better at learning the meaning of words. I will measure how I’m doing by keeping track of the number of errors I have in vocabulary usage on the weekly writing prompts we do in class.

19. SMART & Student Friendly? • We want to improve math… Vs. • Mrs. Martin’s class will increase our estimation skills in math by 10% this year as indicated on the bi-weekly quizzes.

20. Goal ProcessClassroom & Student • Identify the Learning Expectation • Deconstruct it to enabling targets • Transform to student friendly version • “I Can” statements • Create accurate classroom assessments • Use w/students to chart growth • Data center • Data folder • What gets measured gets done.

21. Reading Plan on a Page Teacher View

22. Reading Plan on a Page Student View I can…!

23. Unit Plan on a Page (Learning Expectations) • Learning Expectations taken from the red check marked items that are tested skills • Align with Macmillan assessments • In the Process of Revising • Continually working to align to standards and district strategic plan • increase accessibility and effectiveness

24. Communication ArtsXYZ School District 3rd Grade -Sequencing Learning Expectation • 3.0 The student… • sequences events from the beginning, middle, and end Sample Task • Students will identify errors in a teacher provided chain of events from a shared reading and re-order them to be correct. Example text: The Pumpkin Runner by Marsha Diane Arnold

25. Communication ArtsXYZ School District 4th Grade -Summarizing/Synthesizing Learning Expectation • 3.0 The student… • will utilize strategies to paraphrase, summarize, and explain main idea and supporting details using grade level text. Sample Task • After reading Snowflake Bentley by Jacqueline Briggs Martin, summarize what Willie learned by studying snowflakes. Be sure to include the supporting details. • After reading Snowflake Bentley, summarize the method that Willie used to photograph snowflakes successfully.

26. Students Ask • What do I need to know? • Where am I now? • How do I get there? • What happens if I struggle or fail?

27. Classroom SMART Goals Set short term targets that step up to long term goal! • Long term (What do I need to Know) • Short Term (How will I get there) • Steps…..target… • Build confidence - I can learn this! • Track progress in classroom data center • Students set & track goals in data folder • How close am I to the target? • I can see my progress

28. Scaffold skills • Deconstruct into scaffolding • What are the enabling skills? • Reading comprehension • Main idea • Cause & effect • Sequencing

29. Scaffolding • Breaking learning targets into attainable, measurable steps • Provides learners an opportunity to build upon prior knowledge through multiple, increasingly complex opportunities Learning Expectation sub skill sub skill sub skill sub skill

30. Why Scaffold? • Break SLE into attainable, measurable learning targets/goals • Indicate progress towards the SLE • Determine differentiation needs • Build learner confidence & reduce frustration • Celebrate Success along the way!

31. We did it! Fractions to Percents Fractions to Decimals Improper to Mixed Identifies Equivalent Fractions Fraction - Part of a whole Hoover Elementary School

32. Communication ArtsXYZ School District 3rd Grade -Sequencing Learning Expectation • 3.0 The student… • sequences events from the beginning, middle, and end Sample Task • Students will identify errors in a teacher provided chain of events from a shared reading and re-order them to be correct. Example text: The Pumpkin Runner by Marsha Diane Arnold

33. Learning Target Activity

34. Scaffold Activity

35. In my Classroom System • Question : What will I do to establish and communicate learning goals, track student progress and celebrate success? • Are the learning targets clear?

36. SMART Targets - I Can Statements Empower Students • Common focus • Target for achievement • Communicate what is important • Build community & engagement • Motivation and confidence

37. District Goal Goal Alignment SIP Goal Classroom / Curriculum Goal Learning/ Scaffold Target Success…….