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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
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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
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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
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Curriculum Instruction Assessment Feedback
ALIGNMENTHandout page 2
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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.
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Having a guaranteed and viable curriculum that is based upon
your Critical Components (prioritized standards) will help ensure everyone is on the same
page.
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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
Handout page 3
You should display your learning goals/targets
AND
Talk about them often with your students!
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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
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The Next Step…
For each critical component, create an aligned proficiency level descriptor, or PLD.
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What is a Proficiency Level Descriptor?
Handout page 3
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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.
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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
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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
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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
APPLICATION
BEYOND THE
STANDARD
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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
Handout page 4
Critical Component
APPLICATION BEYOND
THE STANDARD
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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.
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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
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Each learning target is a “part” of the “whole” academic
standard/learning goal.
HANDOUT PAGE 6
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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
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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.
Topic: Word Problems with Money
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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.
Topic: Word Problems with Money
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Student Friendly PLDsHandout page 7
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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.
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Handout page 8
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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
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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.
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A good way to begin…
Use generic scales for
student self-reflection
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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.
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