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Marzano

Proficiency Scales and the CLI Model

February 5, 2019 by cliweb

Many of our school districts have begun work with proficiency scales, a tool introduced by Robert Marzano and Marzano Research to determine levels of student learning. Teachers have seen success in their classrooms when sharing proficiency scales with their students and allowing students to track their progression from level-to-level; therefore, allowing students to take ownership of their learning. One benefit of including proficiency scales in your curriculum, instruction, and assessment work is that both the teacher and student can use them.  Let’s take a closer look at what proficiency scales are, their purposes, and how they work within the CLI Model.

Proficiency scales, typically a four-point scale, include related curricular targets and scores which are intended to clarify a progression of learning. They allow teachers and students to identify student performance. Please review this sample template. The use of proficiency scales is a decision to be made by your Curriculum Coordinating Council (CCC).  Keep in mind, that proficiency scales can be altered to meet the needs of your school or district.

Additionally, a proficiency scale can aid Subject Area Committee (SAC) members in identifying which curricular targets are a priority and must be on a common assessment. Therefore, creating proficiency scales fits perfectly as the first step of assessment work in year three of the CLI Model. This graphic organizer, revised from the Common Assessment Development Cycle graphic from Marzano Research, illustrates the assessment process that we use in our model.

By creating proficiency scales first, SAC members identify priority curricular targets (components) and use this information to better plan their assessments. Jan Hoegh, a consultant for Marzano Research, recommends the following questions as a way to identify what should be included on a proficiency scale.

What is the primary topic of the outcome? Outcomes are summary statements for a unit of instruction. They are meant to encompass all of the components listed as steps to achieving the outcome. Determine the primary topic of the outcome and use that information to develop your level 3.0 score. Sometimes, one of your components may fully communicate the primary topic of the outcome and can, therefore, be copied and pasted into the level 3.0 field of the proficiency scale.

Are there any components that don’t directly relate to the primary target? Some states include standards that are meant to be repeated from grade-to-grade or are more supplemental in nature. Although these standards are important and work well within an outcome, they may not directly relate to the primary target. If this is the case, they may be excluded from the proficiency scale.

Please remember, however, that even if a component is not included on the proficiency scale, it must still be taught and assessed. Everything that is included in your district’s guaranteed and viable curriculum is essential, and students are still expected to learn it. But, components of this nature may be evident in the final product without having specific items that measure them; they tend to be critical understandings or skills that contribute to the end result.

Are there any components that are pre-requisite knowledge or skills? Evaluate the remaining components to determine if they meet this criterion. If so, these may be included in your level 2.0 score.

Similar to other steps of your curriculum, instruction, and assessment work, please think of these questions as guiding questions, and understand they will not always provide the answers that you need to complete your proficiency scales fully. That does not mean that your curriculum was written poorly, but it does mean that you need to think about the end result and include information on the proficiency scale that will prove beneficial to teachers and students. Remember, the purpose of a proficiency scale is to clarify the learning progression for teachers and students and further allow them to identify where a student lies on that progression.

Filed Under: Assessment, Instruction Tagged With: assessment, learning progression, Marzano, priority standards, proficiency scales

Supporting Student Learning: The “Ins” and “Outs” of the Classroom

March 1, 2016 by cliweb

download_pdf_smEducators are always trying to discover and use new academic strategies to increase student learning.  Sometimes the best approaches are not academic, but they are supportive in nature.  According to Awaken the Learner, published by Marzano Research, as well as recent articles in NEA Today, attention should be paid to the inside climate of the classroom in addition to the activities that take place outside of the regular classroom setting.

The “Ins”

Bulletin Boards and Wall Postersins

Classrooms that have meaningful and relevant bulletin boards help to engage the students even when they are not in a formal instructional setting.  Too much stimulation, caused by an overload of information displayed on the walls, can contribute to attention problems. Along the same line, too much wall décor can also pose other problems such as being a fire hazard.   It is okay to have open space on the wall.

Lighting.

Natural lighting, when possible, is the best choice for a classroom.   Classrooms with flickering fluorescent bulbs are distracting to the eyes and ears, especially to those students with attention problems.  Too little light can also cause trouble when eyes strain to the point of fatigue.

Temperature Control and Air Quality

The temperature of a classroom should be comfortable.  In order to save on heating and cooling costs, some districts keep the room temperatures too cool in the winter or too warm in the fall and spring.  Students may be physically unable to focus on learning when they are shivering or sweating.  Another factor to consider is the scent of the classroom.  While fire codes ban burning candles in classrooms, they are often replaced by potpourri, warmers, and plug-in units. Be sensitive to students with allergies and make sure the scents aren’t too strong.

Standing instead of sitting

Some students benefit from standing desks and work stations.  Recent research has determined that students with attention problems are less likely to get off task when they are allowed to stand.  Not only does this improve classroom management, it also decreases stress on spinal structures and is may help reduce childhood obesity.

The “Outs”

Activities taking place outside the classroom can have a negative or positive influence on learning.  While the master schedule cannot be controlled by the regular classroom teacher, recess and exercise can be regularly scheduled within the teacher’s instructional plan, even if it occurs inside the classroom.   If students engage in less than twenty minutes of unstructured play per day, cognitive, emotional, and physical development are not as great as they could be.  Physical energy needs to be expended.  Research indicates that being more physically active throughout the day increases cognitive ability and leads to higher academic achievement.  Think about the following areas and their implications on student learning:

Physical Education

As mentioned earlier, standing in the classroom does have benefits.  However, it cannot replace exercise provided through physical education and recess.  The national recommendation for all students is for a minimum of sixty minutes of physical activity daily. Physical education classes can count for some of the desired time, but it is usually structured with no room for free play.

Recess

As defined, recess is the temporary withdrawal or cessation from usual activity. Most states do not mandate recess; however, students need breaks from academics. Allowing unstructured recess contributes to creativity and opportunities for social interactions.  Research shows that students have a greater focus in class following a recessed break.  It is not uncommon to allow a table-based activity to be used during inclement weather as a substitute for recess; but, playing board games just does not have the same effect as increasing the heart rate through a cardiovascular activity.

Socialization

In past practices, it was common to keep students inside for recess as a disciplinary measure or to provide them more instruction.  This is not only detrimental but counter-productive! Adults usually expect to have some type of break during an eight-hour workday.  Why wouldn’t we allow the same for our young learners?   Like adults, they need to spend some time off task to socialize so they can refocus later.

Ideal time for exerciseouts

Another recommendation is to allow at least one 20-minute block of recess a day—preferably before lunch.  Studies show that students who have recess before lunch tend to eat healthier food, including milk, fruits, and vegetables.  A combination of exercise and eating healthy food helps combat the increasing concerns over childhood obesity.

Making it happen

The Every Students Succeeds Act (ESSA), an up-date of the original Elementary and Secondary Education Act (ESEA), has identified health and physical education as a vital part of a “well-rounded” education.  This declaration also allows the utilization of Title IV federal funding for health, physical education, and physical activity programs.  In return, the ESSA helps to alleviate the possible cuts to these programs and it places emphasis on establishing healthy living practices.

Although few of these areas receive the same attention as publicized academic assessment results, they are nevertheless essential to the experience of a young person’s overall education, which can indeed determine whether every student succeeds.

Filed Under: Instruction Tagged With: academic strategies, Awaken the Learner, classroom climate, engage, exercise, Marzano, NEA Today, physical education, quality, standing desks, unstructured play

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