Content Teams & Learning Targets August 28, 2008 Meadowdale Middle School.

Content Teams &Content Teams &Learning TargetsLearning Targets

August 28, 2008August 28, 2008

Meadowdale Middle School

Learning TargetLearning Target

Review our Understanding of Review our Understanding of Learning TargetsLearning Targets

-Understand the research that -Understand the research that supports Learning Targets.supports Learning Targets.

-Understand how to implement -Understand how to implement Learning Targets.Learning Targets.

Why focus on learning?Why focus on learning?

““A recent meta-analysis of 53 research studies A recent meta-analysis of 53 research studies (Marzano, 1998) found that…(Marzano, 1998) found that…

……when students were clear in advance about what when students were clear in advance about what they were learning,they were learning,

their achievement was, on average, 34 percentile their achievement was, on average, 34 percentile points higher on tests used in these studies than points higher on tests used in these studies than students in control groups.” (McREL, 2000)students in control groups.” (McREL, 2000)

Mike Schmoker~Mike Schmoker~

““In most cases neither teachers or students can In most cases neither teachers or students can articulate what they are supposed to be learning articulate what they are supposed to be learning that day; they can only describe the activity or that day; they can only describe the activity or assignment…”assignment…”

……there is a glaring absence of the most basic there is a glaring absence of the most basic elements of an effective lesson: as essential as, elements of an effective lesson: as essential as, clearly-defined learning objectives.clearly-defined learning objectives.

Classrooms in which there was Classrooms in which there was evidence of a clear Learning Target:evidence of a clear Learning Target:

Only 4%Only 4%in a study of 1,500 classroomsin a study of 1,500 classrooms

(Learning 24/7, 2005)(Learning 24/7, 2005)

So what?So what?

Defining the Learning Target is how our Defining the Learning Target is how our brain learns.brain learns.

The The reticular activation systemreticular activation system is the is the sorting system of the brain.sorting system of the brain.

Students need to know the Learning Students need to know the Learning Target to be able to focus on Target to be able to focus on what what they need to know and be able to they need to know and be able to do to meet standard.do to meet standard.

““What is the difference What is the difference between a Learning Target & between a Learning Target &

an Objective?”an Objective?”

An objective is based upon a state standard and An objective is based upon a state standard and usually spans the time of a week or more within a usually spans the time of a week or more within a unit of study.unit of study.

A Learning Target is the specific skill, process, or A Learning Target is the specific skill, process, or content to be learned in a single class period. The content to be learned in a single class period. The compilation of Learning Targets supports an compilation of Learning Targets supports an objective within a unit of study.objective within a unit of study.

Learning Target Learning Target (content-DNA)(content-DNA) + Learning + Learning Target Target (skill-focus microscopes)(skill-focus microscopes) + Learning + Learning Target Target (process- reflection)(process- reflection) = Objective = Objective

Objective + Objective + Objective =Objective + Objective + Objective =

Enduring UnderstandingEnduring Understanding

““How do the students know the How do the students know the daily Learning Target?”daily Learning Target?”

Write it on the whiteboard.Write it on the whiteboard. Create a warm-up activity that introduces the Create a warm-up activity that introduces the

Learning Target.Learning Target. Teach the steps to meet the Learning Target.Teach the steps to meet the Learning Target. Check for understanding of the Learning Target.Check for understanding of the Learning Target. Develop class resources to support the Learning Develop class resources to support the Learning

Target.Target. Throughout the class period, ask students about Throughout the class period, ask students about

their progress toward meeting the Learning Target.their progress toward meeting the Learning Target. ““Reflect” on the Learning Target as a debrief before Reflect” on the Learning Target as a debrief before

the class period ends.the class period ends.

““I don’t have time to do Learning I don’t have time to do Learning Targets, because my class period is Targets, because my class period is

only 50 minutes long.”only 50 minutes long.”

Less is more.Less is more. We need to recognize the value between knowing We need to recognize the value between knowing

what is planned vs. taught vs. learned.what is planned vs. taught vs. learned. If we can’t answer why we plan to teach it, then If we can’t answer why we plan to teach it, then

we shouldn’t teach it (take things off your plate!).we shouldn’t teach it (take things off your plate!).

How do Learning Targets & How do Learning Targets & Content Teams support one Content Teams support one

another?another?

PLCs ask 3 questions PLCs ask 3 questions of adults:of adults:

1. What should students 1. What should students know & be able to do?know & be able to do?

2. How do we know 2. How do we know students learned it?students learned it?

3. What do we do if 3. What do we do if students did NOT learn it?students did NOT learn it?

Learning Targets ask 3 Learning Targets ask 3 questions of questions of

students:students:

1. What should I know and 1. What should I know and be able to do, today?be able to do, today?

2. What are the steps to 2. What are the steps to learn it?learn it?

3. Where are the resources 3. Where are the resources to help me if I am struggling to help me if I am struggling with the Learning Target?with the Learning Target?

It sounds like a lot of “extra” It sounds like a lot of “extra” work.work.

When asked, students will always respond about When asked, students will always respond about their learning through the eyes of their own their learning through the eyes of their own experiences. So, a teacher does not need to experiences. So, a teacher does not need to worry about being an expert in all languages, worry about being an expert in all languages, cultures, and socio-economic backgrounds to cultures, and socio-economic backgrounds to close the achievement gap.close the achievement gap.

If you listen to the students tell you about what If you listen to the students tell you about what they learned, then you will save yourself time by they learned, then you will save yourself time by demystifyingdemystifying the learning process for everyone. the learning process for everyone.

ReflectReflect

Do you feel prepared to begin talking Do you feel prepared to begin talking about Learning Targets in your about Learning Targets in your

Content Teams?Content Teams?

Learning TargetLearning Target

Apply the learning from Apply the learning from Chapter 2: Chapter 2: Today’s Preadolescent LearnerToday’s Preadolescent Learner to our to our work as middle school teachers.work as middle school teachers.

--Share & Discuss highlights from Chapter 2.Share & Discuss highlights from Chapter 2.

-Prepare 2 or 3 modifications to your work with -Prepare 2 or 3 modifications to your work with Leanring Targets, in Content Teams, OR your Leanring Targets, in Content Teams, OR your classroom management plan based upon the classroom management plan based upon the reading.reading.

The Essential Middle SchoolThe Essential Middle School ““There is nothing so unequal as the equal There is nothing so unequal as the equal

treatment of unequals.” (p. 31)treatment of unequals.” (p. 31)

““By recognizing that behaviors of middle school By recognizing that behaviors of middle school students reflect intellectual immaturity, middle students reflect intellectual immaturity, middle school educators can themselves become more school educators can themselves become more rational in their reactions to students.” (p. 30)rational in their reactions to students.” (p. 30)

“…“…there should be a balance in the curriculum there should be a balance in the curriculum among personal development activities, basic among personal development activities, basic skills programs, and content studies.” (.39)skills programs, and content studies.” (.39)

““Interviews with high school students indicate Interviews with high school students indicate that the personal needs met by middle school that the personal needs met by middle school teachers are much more important to students teachers are much more important to students than cognitive knowledge attained.” (p. 51)than cognitive knowledge attained.” (p. 51)

““If the school presents a curriculum that is too If the school presents a curriculum that is too hard or too easy, irrelevant to the lives of the hard or too easy, irrelevant to the lives of the pupils, or not flexible enough to accommodate all pupils, or not flexible enough to accommodate all of the bumps and curves of being a of the bumps and curves of being a preadolescent, students will resist school.” (p. 51)preadolescent, students will resist school.” (p. 51)

ReflectReflect

Do you have new ideas of how to Do you have new ideas of how to better serve the pre-adolescents in better serve the pre-adolescents in your classroom?your classroom?

Why are you a Why are you a teacherteacher??

Learning TargetLearning Target

Be able to explain the meaning Be able to explain the meaning behind MMS 2008 WASL scores.behind MMS 2008 WASL scores.

2008 WASL2008 WASL

Comments made by State Superintendent, Terry Comments made by State Superintendent, Terry Bergeson…..Bergeson…..

““In general, WASL passage rates stalled or declined in In general, WASL passage rates stalled or declined in more areas than they advanced.”more areas than they advanced.”

““The drops were big enough in the fourth and seventh The drops were big enough in the fourth and seventh grades to make some question whether the problem grades to make some question whether the problem was with the test.”was with the test.”

““She cited a school in Bellevue, where a little less than She cited a school in Bellevue, where a little less than half of fourth-graders passed math this year, half of fourth-graders passed math this year, compared with 89% last year when many of the same compared with 89% last year when many of the same students were third-graders.”students were third-graders.”

In Renton, for example, middle-school In Renton, for example, middle-school passage rates declined in reading passage rates declined in reading and math after a big gain last year.and math after a big gain last year.

RSD Superintendent Mary Alice RSD Superintendent Mary Alice Heuschel said, “I just told them they Heuschel said, “I just told them they just need to keep going because we just need to keep going because we are doing the right things.”are doing the right things.”

School vs. District vs. StateSchool vs. District vs. State

School should always be above School should always be above District & District should always be District & District should always be above State.above State.

Must also consider if the gap Must also consider if the gap between School vs. District vs. State between School vs. District vs. State increases or decreases.increases or decreases.

District & StateDistrict & State

In 7In 7thth grade ~ grade ~ Reading=.3% less than stateReading=.3% less than state Math = 1.3% less than stateMath = 1.3% less than state Writing = 1.4 % less than stateWriting = 1.4 % less than state*Summary = Slight dip in 7*Summary = Slight dip in 7thth grade, over all grade, over all

In 8In 8thth grade ~ grade ~ Reading = 4% above stateReading = 4% above state Math = 3.1% above stateMath = 3.1% above state Science = 2.9% above state.Science = 2.9% above state.*Summary = Slight increase in 8*Summary = Slight increase in 8thth grade, over all grade, over all

What if…What if…

our School’s WASL results increase the our School’s WASL results increase the gap between the District’s WASL gap between the District’s WASL results?results?

For instance-For instance-

’’07 – School = 65% (+10)07 – School = 65% (+10)

’’07 – District = 55%07 – District = 55%

’’08 – School = 66% (+18)08 – School = 66% (+18)

’’08 – District 48%08 – District 48%

What if…What if…

our School WASL scores decrease the our School WASL scores decrease the gap between the District’s WASL gap between the District’s WASL Scores?Scores?

For instance:For instance: ’’07- School – 68% (+8)07- School – 68% (+8) ’’07- District – 60%07- District – 60%

’’08 – School 69% (+2)08 – School 69% (+2) ’’08 – District 67%08 – District 67%

11stst Order Change vs. Order Change vs.22ndnd Order Change Order Change

11stst Order Change in a school will cause Order Change in a school will cause initial increase in test scores – typically initial increase in test scores – typically peaking around 80%.peaking around 80%.

22ndnd Order Change is required in a school Order Change is required in a school to increase test scores past 80%.to increase test scores past 80%.

WHY?WHY?

77thth

GradeGrade

TestTest

MMSMMS

’’0808ScoreScore

GainGain

OrOr

LossLoss

From ‘07From ‘07

ESDESD

’’0808ScoreScore

GainGain

OrOr

LossLoss

FromFrom

‘‘0707

GapGap

ReadingReading 69%69% -12-12 62%62% -12-12 MaintainMaintain

+7+7

WritingWriting 65%65% -14-14 68%68% -3-3 +8 +8 becamebecame

-3-3

MathMath 53%53% -7-7 49%49% -7-7 MaintainMaintain

+4+4

How can every teacher, in every How can every teacher, in every subject, support the teaching & subject, support the teaching &

learning of Writing at MMS?learning of Writing at MMS?

88thth

GradeGrade

TestTest

MMSMMS

’’0808

GainGain

OrOr

LossLoss

ESDESD

‘‘0808

GainGain

OrOr

LossLoss

GapGap

ReadingReading 74%74% -8-8 79%79% -2-2 +11+11becamebecame

-5-5

MathMath 61%61% -2-2 54%54% -2-2 MaintaiMaintainn

+7+7

ScienceScience 53%53% -4-4 50%50% +2+2 +9+9

BecameBecame

+3+3

How can every teacher, in every class, How can every teacher, in every class, support the teaching and learning of support the teaching and learning of

Reading (non-fiction) & Inquiry at Reading (non-fiction) & Inquiry at MMS?MMS?

We are fine!We are fine!

We are working on exactly what We are working on exactly what research states are best practices research states are best practices and OSPI would implement during and OSPI would implement during the School Improvement Process.the School Improvement Process.

TEAMWORK is the answer!TEAMWORK is the answer!

Learning TargetLearning Target

Be able to explainBe able to explain

Adequate Yearly Progress.Adequate Yearly Progress.

What is Adequate Yearly What is Adequate Yearly Progress?Progress?

Commonly referred to as AYP.Commonly referred to as AYP. Cornerstone of the federal Elementary Cornerstone of the federal Elementary

and Secondary Education Act (ESEA) and Secondary Education Act (ESEA) signed into law January 2002, as the signed into law January 2002, as the No Child Left Behind (NCLB) Act.No Child Left Behind (NCLB) Act.

WASL Reading & MathWASL Reading & Math 2014 = 100% of students will achieve 2014 = 100% of students will achieve

proficiency in each subject area.proficiency in each subject area.

School must “pass” State Uniform School must “pass” State Uniform Bar. State Uniform Bar is “bumped” Bar. State Uniform Bar is “bumped” up every 3 years. 2008 is a “bump up every 3 years. 2008 is a “bump year.”year.”

Must pass in all 9 categories. 30+ Must pass in all 9 categories. 30+ students and no less than 10 students and no less than 10 students activates the category.students activates the category.

After 2 consecutive years of After 2 consecutive years of not meeting AYP target…not meeting AYP target…

Step 1 = Must notify parents of Step 1 = Must notify parents of status, Will receive technical status, Will receive technical assistance to improve performance, assistance to improve performance, Offer parents the opportunity to Offer parents the opportunity to transfer their students to another transfer their students to another public school within the district, Must public school within the district, Must pay for transportation if transfer is pay for transportation if transfer is requested.requested.

Step 2 of not making AYPStep 2 of not making AYP

Must notify parentsMust notify parents Offer public school choiceOffer public school choice Offer parents the opportunity to Offer parents the opportunity to

request Supplemental Educational request Supplemental Educational Services, such as tutoring, to low Services, such as tutoring, to low achieving students.achieving students.

Step 3Step 3 Identified for corrective action and must Identified for corrective action and must

notify parents of their status.notify parents of their status. Continue to offer Public School Choice.Continue to offer Public School Choice. Must select options from the following Must select options from the following

list:list:

-Replace certain school staff; implement -Replace certain school staff; implement new curriculum; decrease management new curriculum; decrease management authority; appoint outside expert to authority; appoint outside expert to advise on SIP; Extend school year or advise on SIP; Extend school year or school day; or Restructure the internal school day; or Restructure the internal organization of the school.organization of the school.

Step 4Step 4

Identified for restructuring and must Identified for restructuring and must notify parents.notify parents.

Continue to offer Public School Continue to offer Public School Choice.Choice.

Plan for Restructuring.Plan for Restructuring.

Step 5Step 5

Implement RestructuringImplement Restructuring Select from below options:Select from below options:

-Replace all or most of relevant school -Replace all or most of relevant school staffstaff

-Contract with outside entity to operate -Contract with outside entity to operate schoolschool

-If the state agrees, undergo a state -If the state agrees, undergo a state takeover takeover

Don’t Worry. Be Happy.Don’t Worry. Be Happy.Important School-Wide Initiatives:Important School-Wide Initiatives:

--Content Teams (Professional Learning Communities) – 100%Content Teams (Professional Learning Communities) – 100%-Learning Targets – 100%-Learning Targets – 100%-Curriculum Maps & Common Assessments – 100%-Curriculum Maps & Common Assessments – 100%-Focus on Instruction & Evidence of Student learning – 100%-Focus on Instruction & Evidence of Student learning – 100%-Safe & Civil Schools – 100%-Safe & Civil Schools – 100%-Shared Mission – 100%-Shared Mission – 100%-Positive School Culture & Climate – 100%-Positive School Culture & Climate – 100%-Pyramid of Academic Interventions (TLC) – 100%-Pyramid of Academic Interventions (TLC) – 100%-Rewards and Incentives (Renaissance) – 100%-Rewards and Incentives (Renaissance) – 100%-Focus on Literacy (Reading Advisory) – 100%-Focus on Literacy (Reading Advisory) – 100%-Focus on Relationships (Wednesday Advisory) – 100%-Focus on Relationships (Wednesday Advisory) – 100%-Community Partnerships (NEW this year!) – 100%-Community Partnerships (NEW this year!) – 100%-Understand Pre-Adolescent Learners (our customers!)-Understand Pre-Adolescent Learners (our customers!)-6-6thth Period Math Support (NEW this year!) – 100% Period Math Support (NEW this year!) – 100%-Student Voice & Ownership (ASB, Leadership, Student Focus Groups) – -Student Voice & Ownership (ASB, Leadership, Student Focus Groups) – 100%100%

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