ŠRobert Marzano
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TABLE OF CONTENTS Introduction I. Measurement Topics and Proficiency Scales II. Classroom Assessment III. Reporting and Grading IV. Cognitive and Metacognitive Skills V. Blended Instruction VI. Vocabulary VII. Inspiration VIII. Student Agency IX. Personal Projects X. Cumulative Review XI. Knowledge Maps XII. Collective Responsibility XIII. Instructional Model XIV. Planning and Preparing XV. School Level Indicators References
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Introduction
This manual describes fifteen categories of interventions and initiatives that can be used by a school to become a high functioning competency-based or standards-referenced organization. The model has been developed in concert with Marzano Academies, Inc. (MAI) which is a 501c(3) not for profit corporation established in 2016. The purpose of MAI is to establish schools that approach the educational process from a highly coordinated perspective where every component is designed specifically to be used in concert with all the other components. The interventions and initiatives described in this manual have been development by Robert J. Marzano over a 40-year period. Each component has a rich theoretical base, a research base, and (in most cases) an evidence base. However, when executed in a coordinated fashion, these components have a combined effect that is greater than the sum of their individual parts. Throughout this manual, the use of all components in a coordinated fashion is referred to as the “academy model” or the “academy.” Teachers in such a system are referred to as “academy teachers.” A school that becomes an academy must execute all components in the integrated manner described in this manual. However, schools that do not strive to become an academy might find it useful to employ various components in the context of their current systems. The fifteen sections of this manual are:
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I. Measurement Topics and Proficiency Scales. In the academy model, all content is articulated as measurement topics with accompanying proficiency scales. II. Classroom Assessment. The academy model employs classroom assessments in such a way that they can be used to track students’ growth and determine their current status on each measurement topic. III. Reporting and Grading. The academy model includes the option of a reporting system that is standards-referenced or competency based. IV. Cognitive and Metacognitive Skills. In addition to subject matter content, the academy model focuses on direct instruction in cognitive and metacognitive skills. V. Blended Instruction. The academy model employs online instruction in such a way that any student can receive virtual instruction independently at any time. VI. Vocabulary. The academy model ensures that students have adequate opportunities to learn Tier I, II, and III vocabulary terms. VII. Inspiration. The academy model systematically provides activities and events that are designed to inspire students. VIII. Student Agency. One of the most important outcomes of the academy model is that students develop and experience a sense of agency. IX. Personal Projects. Personal projects within the academy model provide opportunities for students to pursue goals of their own design and demonstrate cognitive and metacognitive skills. X. Cumulative Review. Cumulative review within the academy model is a strategy that provides students with systematic opportunities to review and revise their understanding of critical content. XI. Knowledge Maps. Knowledge maps are employed in the academy model as frameworks for reading comprehension and coherence in writing. XII. Collective Responsibility. Collective responsibility in the academy model involves teachers operating from the perspective that every teacher has shared responsibility for every student. XIII. Instructional Model. Teachers in the academy model follow an instructional framework that is based on decades of research regarding effective instructional strategies in the traditional classroom. However, these strategies have been adapted and studied in the context of competency-based and standards-referenced classrooms. XIV. Planning and Preparing. Academy teachers plan and prepare lessons and units in a manner that is geared toward competency-based education or standards-referenced education. XV. School Level Indicators. When an academy is functioning fully and independently, it is focusing on and addressing sixteen school level indicators using a high reliability perspective.
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I. Measurement Topics & Proficiency Scales
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At the core of the academy model are measurement topics and proficiency scales. These are described in depth in the books The Handbook for Personalized Competency-Based Education (Marzano, Norford, Finn, and Finn III, 2017), Making Classroom Assessments Reliable and Valid (Marzano, 2018), and The New Art and Science of Classroom Assessment (Marzano, Norford, and Ruyle, 2018). Measurement topics, as the name implies, are those topics that will be assessed by classroom teachers in each subject area and each grade level. To illustrate, consider figure 1.1. Figure 1.1: Sample Measurement Topics
Eighth-Grade Mathematics Exponents Cube and Square Roots Scientific Notation Rational and Irrational Numbers Linear Equations Systems of Linear Equations Quadratic Equations Concept of Functions Linear Functions Volume Transformations, Similarity, and Congruence Angles of TwoDimensional Figures Line and Angle Constructions Pythagorean Theorem Bivariate Categorical Data Bivariate Measurement Data
Sixth-Grade English Language Arts Analyzing Text Organization and Structure Analyzing Ideas and Themes Analyzing Claims, Evidence, and Reasoning Analyzing Narratives Analyzing Point of View Comparing Texts Analyzing Language Generating Text Organization and Structure Generating Claims, Evidence, and Reasoning Considering Sources and Research Generating Narratives Considering the Audience, Purpose, and Task Dealing with Revision Considering Parts of Speech Editing
Fifth-Grade Science Gravity Matter Properties of Matter Celestial Motion Celestial Objects Earth Systems Ecosystem Interactions Engineering Design Problems Solutions for Engineering Design Problems Scientific Method
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The use of measurement topics can be a rather significant change for some schools, since within the traditional approach, teachers commonly don’t keep track of how students are performing on a topic-by-topic basis. Every measurement topic should have an accompanying proficiency scale, such as the one in figure 1.2. Figure 1.2: Sample Proficiency Scale 4.0 The student will: • solve an engineering problem involving decisions about which material, based on its properties, will best satisfy a set of requirements and constraints 3.5 In addition to score 3.0 performance, partial success at score 4.0 content 3.0 The student will: • classify materials based on their properties (magnetism, conductivity, density, solubility, boiling point, melting point) 2.5 No major errors or omissions regarding score 2.0 content, and partial success at score 3.0 content 2.0 The student will: • recognize and recall basic vocabulary such as magnetism, conductivity, density, solubility, boiling point, melting point Students will perform basic processes, such as: • Making observations to identify the properties of a material • Taking measurements to identify the properties of a material 1.5 Partial success at score 2.0 content, and major errors or omissions regarding score 3.0 content 1.0 With help, partial success at score 2.0 content and score 3.0 content 0.5 With help, partial success at score 2.0 content but not at score 3.0 content 0.0 Even with help, no success Proficiency scales such as the one in figure 1.2, are foundational to assessment and instruction in every subject within an academy, including the following: ● Mathematics ● Science ● English language arts ● Social studies ● Technology ● The arts ● Foreign language ● Cognitive analysis skills ● Knowledge applications skills ● Metacognitive skills Every proficiency scale follows the same format. To understand that format, it is best to start with the score 3.0 content. This level represents proficiency in whatever topic is the focus
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of the scale. When students can demonstrate the knowledge and skill at the 3.0 level, they are considered proficient. The content at the score 2.0 level represents knowledge that is considered prerequisite to the 3.0 content and will be directly taught to students. The content at the score 4.0 level is that which demonstrates expertise above the proficient level. In some cases, a specific task is articulated at the score 4.0 level, in other cases, a general statement is provided such as “The student demonstrates inferences and applications beyond the score 3.0 level�. A proficiency scale also contains levels for score 2.5 and 1.0. These levels do not contain more content. Rather, they are used when scoring assessments for a measurement topic. This is addressed in the next section entitled Classroom Assessment. This is also true for the other half-point scores on the scale. They do not contain new content but are used when scoring assessments.
Empower An academy uses a specific learning management system (LMS) entitled Empower (empowerlearning.net). The vast majority of components in an academy can and should be carried out directly within the Empower system. Therefore, it is imperative that academy teachers learn to navigate the Empower system as quickly as possible and continue to develop their expertise in Empower over time. In this book, callouts like the one below will contain instructions about how concepts under discussion can be found or performed in the Empower application.
The Target Browser
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Measurement Topics and their associated Scales can be found in the Target Browser. Each tile in the Target Browser is a Measurement Topic. As we use Empower to create Gradebooks and Instruction, we will return to the Target Browser over and over to select the standards we are working with, so it is important to be very familiar with it. This tutorial will teach you all about it.
Everything in the Target Browser can be created and managed by those with administrative rights in Empower. A video with instructions for this and much more can be found at the below link.
Further Resources Teacher Notes: ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
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I. II. Classroom Assessment
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The proficiency scale is the primary tool for determining a student’s level of proficiency at any given moment. Classroom assessment should always be guided by proficiency scales, since every proficiency scale has a quantitative structure that is designed for classroom assessment. To illustrate, consider the proficiency scale in figure 2.1. Figure 2.1: Proficiency Scale for Measurement Topic of Estimation at Third-Grade Level 4.0 The student will:
3.5 3.0 2.5 2.0
1.5 1.0 0.5 0.0
• Use mental computation and estimation strategies to assess the reasonableness of an answer at different stages of solving a problem (for example, when given that a boy has 374 more baseball cards than a friend who has 221 baseball cards, and when given that he then buys another186 cards, use rounding to estimate that the number of baseball cards the boy started with should be close to 600 and the number of cards he ended up with should be close to 800). In addition to score 3.0 performance, partial success at score 4.0 content The student will: • Round a given number to the nearest 10 or100 (for example, round the numbers 23, 50, 95, 447, 283, 509, and 962 to the nearest 10 and the nearest 100). No major errors or omissions regarding score 2.0 content and partial success at score 3.0 content The student will recognize or recall specific vocabulary (for example, digit, estimate, ones, tens, hundreds, thousands, number line, place, place value, round, round down, round up,) and perform basic processes such as: • Identify multiples of 10 and 100. • Identify relationships between place values. For example, explain that ten 1’s are equal to one 10 and that ten 10’s are equal to one 100. • Explain that rounding a number to a given place estimates or approximates the value of the number to the nearest multiple of that place. For example, rounding a number to the nearest 10 approximates the value of that number to the nearest multiple of 10. • Explain that rounding a number to a given place will leave a value of 0 in each place that is smaller than (to the right of) the targeted place. For example, rounding a number to the nearest 100 will leave a value of 0 in the tens and ones places. • Use a number line to find the nearest multiple of a specified place for a given number. For example, when given the number 146 represented on a number line, identify 100 as the closest multiple of 100. • Explain that a number will be rounded up to a given place if the digit in the place immediately to the right is greater than or equal to 5, and will be rounded down if the digit is less than or equal to 4. • Identify situations in which rounding might be useful. For example, explain that rounding two addends and quickly calculating their sum can be useful for assessing whether or not the calculated sum of the unrounded addends is accurate. Partial success at score 2.0 content and major errors or omissions regarding score 3.0 content With help, partial success at score 2.0 content and score 3.0 content With help, partial success at score 2.0 content but not at score 3.0 content Even with help, no success
The proficiency scale in figure 2.1 is for the measurement topic of estimation for third grade mathematics. The core of a proficiency scale is score 3.0 content. Score 3.0 represents
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