1. Professional Learning Community Overview Dunlap School District A Consistently High Performing District March - 2010 Becky Martin School Improvement Consultant Cedar Rapids, IA [email_address]

4. Professional Learning Communities Results Focus on Learning Collaboration Continuous Improvement Strategic Plan

13. Mark Buehrle White Sox Perfect Game July 23, 2009

31. 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?

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

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

34. 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. Learning Goals Robert J. Marzano

43. Assessment Purpose: Assess to meet whose needs? Learning – Collaboration - Results

44. All those activities undertaken by teachers and by their students [that] provide information to be used as FEEDBACK to modify the teaching and learning activities in which they are engaged. --Black & Wiliam, 1998 FORMATIVE ASSESSMENT Learning – Collaboration - Results

46. Clean refrigerator 4 Entire refrigerator is sparkling and smells clean. All items are fresh, in proper containers (original or Tupperware, with lids), and organized into categories 3 Refrigerator is generally wiped clean. All items are relatively fresh, in some type of container (some Tupperware lids are missing or don’t fit) and are sitting upright Source: Robert Marzano

47. 2 Some of the shelves are wiped clean, although there are some crusty spots. There are some suspicious smells. Items are in containers, but there seems to be some green stuff growing in some of the Tupperware 1 Items stick to the shelves when they are picked up. The smells linger long after the refrigerator door is closed. Several items need to be thrown out— Tupperware and all Source: Robert Marzano

48. Marzano’s Rubric Design Source: Robert Marzano 0 1 2 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes (THAT WERE EXPLICITLY TAUGHT) 3 4

49. Source: Robert Marzano 0 1 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 2 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 3 4

50. Source: Robert Marzano 0 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge. 1 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 2 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 3 4

51. Source: Robert Marzano The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge. 0 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge. 1 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 2 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 3 4

52. Source: Robert Marzano The student provides little or no response. Even with help the student does not exhibit a partial understanding of the knowledge. 0 The student provides responses that indicate a distinct lack of understanding of the knowledge. However, with help, the student demonstrates partial understanding of some of the knowledge. 1 The student’s responses indicate major errors or omissions regarding the more complex ideas and processes; however they do not indicate major errors or omissions relative to the simpler details and processes 2 The student’s responses demonstrate no major errors or omissions regarding any of the information and/or processes 3 In addition to exhibiting level 3 performance, the student’s responses demonstrate in-depth inferences and applications that go beyond what was taught in class 4

53. [email_address] I don’t understand yet. I can’t do it by myself. My mistakes show that I have trouble with the important ideas. 1 Novice Beginning I’m getting there! My mistakes show I understand most of the important ideas. Sometimes I need help. 2 Apprentice Developing I understand the important ideas. I can do it by myself. Once in awhile, I make little or careless mistakes. 3 Master Proficient I understand completely! I can do it without making mistakes. I can help others. 4 Expert Exceeds Skill Indicators: Skill: I can Rubric

54. “ The primary purpose of formative assessment is to improve learning .” Learning – Collaboration - Results

55. “ Classroom assessment for student learning turns the classroom assessment process and its results into instructional strategies designed to increase, not merely monitor, student learning, confidence and motivation.” ~ Rick Stiggins

60. The Charles Darwin School “ We believe all kids can learn . . . based on their ability.” The Chicago Cub Fan School “ We believe all kids can learn . . . something, and we will help all students experience academic growth in a warm and nurturing environment.” The Henry Higgins School “ We believe all kids can learn… and we will work to help all students achieve high Standards of learning.” The Pontius Pilate School “ We believe all kids can learn . . . if they take advantage of their opportunity we give them to learn.”

69. Student Learning Expectation Deconstruct Learning Expectation Formative Assessment Data Driven Decision PLC Discussion Focus on Student Learning Implement Effective Instructional Strategy