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Presented by Jan K. Hoegh
April 9, 2012
45 p.m. EDT

Marzanos Common Core
Implementation Webinar Series
Part 2: How do proficiency
scales support CCSS
implementation?
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Todays Moderator
Jeff Brown
Director of Educational Partnerships
Primary phone: 812.336.7700 ext. 435
Email: jeff.brown@solution-tree.com
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Tips for Todays Presentation
! Use your Chat dialogue box for technical questions. Send
them to the host named Marzano Research.
! You will be placed on mute during the webinar. Type content-
related questions in the Chat dialogue box and Jan will
answer select questions at the end of the presentation.
! Webinar recording and handouts will be available at
MarzanoResearch.com. You will receive an email with this link
within the next five business days.
Join the conversation on Twitter by adding #mrlwebinar to your tweets.
Todays Presenter
Jan K. Hoegh
Associate Vice President of Marzano
Research Laboratory in Englewood, Colorado
Jan Hoegh is associate vice president of
Marzano Research Laboratory. She has been a
classroom teacher, building-level leader,
professional development specialist, high
school principal, and curriculum coordinator
during her 27 years in education.

I can't say enough positive things about Jan Hoegh and the workshop
she did for us. WOW! The teachers were attentive, engaged, and talking
about all the ways to incorporate the strategies into their classrooms.
I've met with the instructional coaches to talk about strategies for
implementation. That of course is the key.

Charlotte Lawson, director of professional learning, Glynn
County Schools, Georgia


Common Core
State Standards
Steps to Successful
Implementation
Thetransi+ontoCommonCoreislike_____because_____.
OurLearningGoals...
o Reinforce a common understanding
about why it is important to have clearly
identified learning targets for students;
o Learn the what, why, and how of
proficiency scales for differentiating
knowledge and skills; and
o Learn a process for developing/revising
proficiency scales.

Marzano Research Laboratory
Four Modules for Successful Implementation of CCSS
Module I: What are the
Common Core State
Standards?
Module II: How do
proficiency scales support
Common Core
implementation?

Module III: What
instructional practices
support Common Core
implementation?
Module IV: What
assessment practices
support Common Core
implementation?
Marzano Research Laboratory
Four Modules for Successful Implementation of CCSS
Module II: How do
proficiency scales support
Common Core
implementation?

#1 Educators must
determine which Common
Core State Standards are
essential.
Enrichment
Supplemental
Essential
!
Adapted from McTighe &
Wiggins
Why do we need Essential
Learning Goals?
n So new teachers (or teachers new to a grade
level or course) know what to teach.
n So we have clear understanding for all teachers
of what is essential at each grade level/course.
n So we dont rely on programs and supplemental
materials to tell us what to teach.
Why do we need Essential
Learning Goals?
n So students have the opportunity to gain
deeper, connected understandings of what is
deemed Essential.
n So we stop talking about teachers at other
grade levels and begin talking, planning, and
teaching WITH them!
n So teachers dont simply pick what they like,
and students end up with gaps in learning.
How do we define an
essential learning goal?

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What are the criteria for essential?
n Endurance (Will this provide knowledge and skills
that will be of value beyond a single test date?)
n Leverage (Will this provide knowledge and skills
that will be of value in multiple disciplines?)
n Readiness for next level of learning (Will this
provide students with the tools they need for
success at the next level or grade.)

Reeves, D. Cited in Ainsworth, L. (2003). Unwrapping the Standards.
Englewood, CO. Advanced Learning Press.
Example:
o Larry Ainsworth describes a powerful
illustration in Unwrapping the Standards

n Two students leaving college history class
n Comparing results from essay exam about the
Asian Revolution . . .
n One student=recalled nothing.
n Other student=recalled the common attributes
noted in all revolutions hed learned in high
school (ENDURING UNDERSTANDINGS).
Latch on to the term . . .
SECURELY
HELD
CONTENT.
Lets move the essentials to a very
usable format that provides
instructional information and serves as
a foundation for assessment
development . . .
Proficiency Scales.
#2 Educators must gain
deep understanding of
how proficiency scales
can be used to enhance
CCSS processes.
Guiding Questions
o What is a proficiency scale and why is
it necessary?
o How does unpacking the standards
support the development of scales?
o What resources does MRL have to
support you regarding proficiency
scales?
More on Scale Development
What constitutes a clean
refrigerator?
Clean Refrigerator Rubric
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 dont fit) and are sitting upright.
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 is closed. Several
items need to be thrown out Tupperware and all.
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
Scale
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
Scale
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
Scale
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
Scale
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
Scale
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
Scale
Which level?

_____ solve real world or mathematical problems
involving the area of polygons out sections

_____ find the area of right triangles, other triangles,
special quadrilaterals, and polygons by composing
into rectangles or decomposing into triangles and
other shapes

_____ determine the area of complex polygons with
missing measurements or cut out sections

Scale Development
o Work with a few members of your
table family.
o Use the unpacking template
completed earlier to write a scale for
L.2.4.
o Use the scale worksheet provided.
Scale WorksheeL

Score 4.0 - more complex
uemonsLraLlons of learnlng LhaL go above and beyond whaL was expllclLly LaughL






Score 3.0 - Lhe learnlng goal or expecLaLlon








Score 2.0 - Lhe slmpler sLuff
loundaLlonal knowledge, slmpler procedures, lsolaLed deLalls, vocabulary








Score 1.0
WlLh help, Lhe sLudenL can perform Score 2.0 and 3.0 expecLaLlons

Score 0.0
Lven wlLh help, Lhe sLudenL cannoL perform expecLaLlons


cutting-edge research concrete strategies sustainable success
How do we use proficiency scales to build
higher quality assessments?
Three types of assessment items to measure
the knowledge and skills defined
n Level 2 items: Simpler details and processes that
have been explicitly taught

n Level 3 items: Complex ideas and processes that
have been explicitly taught

n Level 4 items: Inferences and applications that go
beyond what was taught
Samp|e S
th
-Grade Numerat|on Assessment
!
M.S.1: SLudenLs wlll solve addlLlon and subLracLlon problems uslng whole numbers LhaL apply Lo real-world slLuaLlons.

Comp|ete the def|n|t|on:
1. A sum ls _______________________________________________________________.

2. A dlfference ls __________________________________________________________.

Wr|te the word form of each number.
3. 3,673,210

Wr|te the standard form for each.
4. 7,000,000 + 40,000 + 3,000 + 20 + 7



3. 6,342,984 6,432,984


Crder the set of numbers from |east to greatest.
6. 3,342,732 3,384,982,762 3,823,701 3,827,902,872
________________ ___________________ _________________ __________________

Lst|mat|ng
7. 8ound 342,287,976 Lo Lhe nearesL mllllon. _____________________________________

8. LsLlmaLe Lhe sum of 333,291 + 628,902 by roundlng each number Lo Lhe nearesL hundred
Lhousand.



9. Arrange Lhe number cards Lo creaLe Lhe largesL posslble number. use each card one Llme.





2 8 4 0 5 0 7 6 7 2

L 2
L 2
L 2
L 3
L 3
L 3
L 4
o Website
http://www.marzanoresearch.com
o FREE resources
Classroom tools
Proficiency scale bank
Scales for CCSS
Youdontalwayshaveto
completelyrecreatethewheel!
Searchable Site
Provides Samples to Select . . .
Put your personal stamp on
everything you do. In every
worthwhile thing you do, give
your very best!

Mike Krzyzewski
Curriculum Instruction Assessment














Why Proficiency Scales?
More on the Common Core
n On the website, under services, select
Common Core.
http://marzanoresearch.com/services/ccss.aspx
n This webinar is just a small tastea
samplingof the training that we can
provide!

cutting-edge research concrete strategies sustainable success
Marzano Research Laboratory
Four Modules for Successful
Implementation of CCSS
Module I: What are the
Common Core State
Standards?
Module II: How do
proficiency scales support
Common Core
implementation?

Module III: What
instructional practices
support Common Core
implementation?
Module IV: What
assessment practices
support Common Core
implementation?
Thankyouforyoura?endanceand
par@cipa@on!

JanK.Hoegh
AssociateVicePresident
MarzanoResearchLaboratory
jan.hoegh@marzanoresearch.com



Questions?
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Thank You
The webinar recording and handouts will be
available at MarzanoResearch.com under
Free Resources.

You will receive an email with this link within
the next five business days.