TRANSFORMATION INDICATORS AND KEY REVIEWER …

1

TRANSFORMATION REQUIREMENT 1

INDICATORS AND KEY ELEMENTS

REVIEWER COMMENTS

Replace the principal and increase leadership capacity

at the school

Indicator 1A: PRINCIPAL REPLACEMENT

• the current principal meets turnaround competencies

• Requirement addressed

Indicator 1B:BUILD LEADERSHIP CAPACITY The district’s plan:

§ is descriptive about how the district will increase leadership capacity

§ Requirement not addressed

Indicator 1B: BUILD LEADERSHIP CAPACITY Building leadership capacity at the Academy of Warren is based on a shared vision. The vision of providing “A World of Opportunity” is the foundation for an organizational structure specifically designed to protect the integrity of principals as instructional leaders and develop teacher leaders. The redesigned structure has an Executive Director that oversees all community and business aspects of the Academy and therefore allows the two principals to have time to focus solely on instruction. In addition, the Director of Administrative Services and Director of School Culture positions were created to address the operational and non-instructional needs of the Academy. Under the direction of the principals, teacher facilitators are trained to lead work groups to improve teaching and learning using data to identify student needs and addressing those needs using research-based strategies. Participants in the work groups are empowered to create shared lessons through the 7 Step Instructional Learning Cycle. (See Indicator 6A) Data-driven conversations drive the initiative while teachers develop both leadership skills and improve their teaching skills. Early Release Wednesdays are the consistent venue for professional development and stable work group settings to accomplish strong leadership in and out of the classroom. Opportunities to develop leadership skills are offered through ongoing professional development with Bay Mills Community College (Authorizer), CS Partners (Management Company) and the Macomb Intermediate School District (M.I.S.D.). In addition to outside collaborations, the Academy of Warren has an internal leadership series conducted on a monthly basis to review data, focus on progress in areas of academic growth, and barriers that may be preventing and/or hindering student academic progress. Principals and Directors also meet regularly to maintain open

2

communication on progress in areas like school climate, attendance, tiered intervention support, after school initiatives, and community relations that include parents and partnerships. The Academy of Warren has allocated funds for professional growth to keep up with current issues as it relates to research and best practices.



REVIEWER COMMENTS

Use rigorous, transparent, and equitable evaluation systems for teachers and

principals

Indicator 2A: EDUCATOR EVALUATION The district has an educator evaluation process that:

§ includes student growth as a significant factor—by 2015-16, 2016-17 and 2017-18, 25% of teachers’ evaluations needs to be based on student growth


Indicator 2B: ADMINISTRATOR EVALUATION The district has a leader evaluation process that:

§ Includes student growth as a significant factor—by 2015-16, 2016-17 and 2017-18, 25% of administrators’ evaluations needs to be based on student growth;


Indicator 2A: EDUCATOR EVALUATION The Academy of Warren teachers and administrators collectively adopted the Marzano Teacher Evaluation Tool at the end of the 2015-2016 school year for implementation in the 2016-2017 school year. Leadership participated in the training at the Macomb Intermediate School District (M.I.S.D.). All instructional staff was trained on the evaluation tool during the two-week professional development training held at the beginning of the 2016-2017 school year. Principals conduct formal and informal walkthroughs daily/weekly, supporting instructional delivery in the classroom. Teachers are formally evaluated twice a year.

3

Intermittently, teachers are asked to reflect on their teaching and new learning for corrective and initial implementation of their practices. They are encouraged to share their reflections as often as they feel it is helpful. Teachers may also be asked to share their reflections at debriefing meetings scheduled after evaluations. Work group meetings are also a time when reflections may be shared to support teammates in the workgroup to improve their practice. Seventy-five percent of the teacher evaluation is based on the four Domains of the Marzano Teacher Evaluation. The remaining twenty-five percent is based on student performance assessment data as determined by NWEA and M-STEP, as well as summative and formative assessment results. Should a teacher not meet required standards, an individualized plan of improvement is written and implemented. Principals will monitor and provide support and/or lead the teacher to appropriate training resources. Additionally, the Academy of Warren has both Instructional coaches and specialists who work with the staff to improve their Tier I instruction, instructional pacing and lead in the development of a quality classroom assessments. Indicator 2B: ADMINISTRATOR EVALUATION In the 2015-2016 school year, the Academy adopted the 7 Indicators of Excellence Evaluation Tool, which was specifically designed to meet the needs of charter school leaders while also meeting the statutory requirements of the educator and administrator evaluation bill. Leadership has been trained in the evaluation tool. Twenty-five percent of the evaluation reflects student growth on NWEA scores. The Academy of Warren uses a reflective process that is based on Lezotte’s Seven Correlates and Marzano’s Leadership Traits. Constant reflection on data-driven practices and results are held informally during weekly leadership meetings. The Executive Director’s ability to balance all 7 Indicators leads to their success. The principal’s ability to influence movement towards developing and maintaining a strong Tier I program with interventions is critical to the success of a principal and is considered in the reflections.

4



REVIEWER COMMENTS

Identify and reward school leaders, teachers, and other staff members

who have increased student achievement.

Additionally, the school will remove leaders and staff members who have

been given multiple opportunities to improve professional practice and

have not increased student achievement.

Indicator 3A: REWARD PROCESS The district has a process that:

§ Rewards educators for positively contributing to increased student achievement


Indicator 3B: REMOVAL PROCESS The district has processes that:

§ Identifies educators who, after multiple opportunities, have not positively contributed to increased student achievement


Indicator 3A: REWARD PROCESS Academy of Warren is committed to acknowledging and rewarding staff members who meet and exceed student achievement growth goals as identified on student NWEA assessments and M-STEP achievement targets. Plans to incorporate incremental monetary amounts to be awarded to teachers who meet achievement targets are forthcoming. Indicator 3B: REMOVAL PROCESS Teacher evaluations are used as a tool to effect increased student achievement. Teachers at Academy of Warren are given every opportunity and provided multiple levels of support to improve their teaching and learning practices. In the event that teachers and administrators are not improving in their professional practice and/or student achievement/growth is not realized, teachers and administrators are identified as minimally effective or ineffective. Teachers who

5

are identified as ineffective are not renewed to teach the following year. Teachers who are deemed as minimally effective are either removed or placed on an improvement plan at the discretion of the principal. Principals and Directors that are identified as minimally effective or ineffective are placed on an improvement plan or removed after one year at the discretion of the Executive Director.



REVIEWER COMMENTS

Provide staff with ongoing, high quality, job-embedded professional development aligned with the school’s comprehensive instructional program.

Indicator 4: QUALITIES OF PROFESSIONAL LEARNING (PL) PROGRAM The school’s professional learning program:

§ is on-going, high quality, and job embedded


Indicator 4: QUALITIES OF PROFESSIONAL LEARNING (PL) PROGRAM The Academy of Warren is a professional learning community (PLC) committed to quality instruction and the growth of teachers by providing two weeks of professional development prior to the start of the school year. Every Wednesday throughout the school year, students are released early and the staff participates in planned, on-going, job-embedded professional development training. In the spring of 2016, following the NWEA assessments, the Academy met its goal of 50% or more of the students achieving a year and a half’s growth for six out of the eight grades. However, the Academy leadership and instructional teams acknowledged that one and a half year’s growth would not necessarily make us proficient on M-STEP assessments and college ready, considering that our students were two to three years behind. In an effort to address the issues of growth and proficiency, the Academy re-examined its curriculum to recalibrate and align with common core standards in all core subject areas in collaboration with M.I.S.D. consultants, instructional coaches, lead teachers, and administration. These efforts resulted in an aligned curriculum and pacing guides that ensured grade- level content was being taught. During the first two weeks of professional development, all staff members were in-serviced on the newly aligned curriculum and placed on curricular or grade-level teams. These teams met to actualize the pacing guides and prepare for the upcoming school year. At the start of the school year, teachers used internally created grade-level and content-level common assessments and NWEA assessments to determine student growth targets and instructional plans. On Wednesdays, these teams meet to assess data via data digs using NWEA assessments, common assessments, and internally created grade-level assessments based on Smarter Balance released items. Following the

6

determination of these assessments, teachers use data digs to continuously reflect on instructional practice. The big ideas of improving Tier I (classroom) instruction in all areas and implementing targeted measurable responsive academic interventions are woven throughout our professional development process. Although we are a PLC community, our professional learning communities are currently based around grade level and content areas.



REVIEWER COMMENTS

Implement strategies to recruit and retain staff with skills necessary to meet the needs of students in a transformational school.

Indicator 5A: RECRUITMENT & ASSIGNMENT The district has a process for:

§ recruiting teachers to this school based on student needs


Indicator 5B: RETENTION The district has a process for:

§ retaining teachers at this school based on student needs


Indicator 5A: RECRUITMENT & ASSIGNMENT Indicator 5B: RETENTION In the 2015-2016 school year, the Academy of Warren identified the need to recruit teachers who were vested in working in high-needs communities. Job descriptions were re-written and leadership staff, in conjunction with CS Partners, engaged in a PLC studying the book Hiring for Attitude by Mark Murphy. All candidates are interviewed with a question format from Hiring for Attitude that is effective at determining a good fit between the candidate and the Academy goals. All teachers, when initially hired, take a tour of the community they will be serving. The Academy of Warren has the theme of “It’s the teamwork that makes the dream work” and we celebrate our successes often. The Academy follows CS Partner’s Recruitment and Retention Best Practices below. Highly qualified teachers who display the attitude necessary to work in the Academy of Warren’s collaborative team approach are selected and placed in their areas of expertise as they align with students’ needs.

7

Academy of Warren/CSP Recruitment and Retention Best Practices

• CSP provides an online application system for resume tracking, sorting and qualifying, to assist in the hiring process. The Interview and selection process is handled by the Leadership team with support from MEP Services.

• The Human Resources team gives each new hire a personal phone call welcoming them and congratulating them on their new position. During this call, we outline the on boarding process. Employees will also receive a welcome email with a link to our electronic on boarding portal. The portal contains information and a video about the process, along with the forms they need to complete. We follow up with the employee until they have completed the process and then, notify the academy when the employee is ready to start work.

• Job openings are posted in a variety of websites, including MAPSA, colleges and universities as well as other locations requested by the academy. CSP recently began posting on Applitrak, a recruiting platform, which has the advantage of posting job openings on the #1 job board, K12 Job spot. K12 provides access to a resume data bank to conduct targeted searches specific to educators.

• CSP has a dedicated Human Resource team comprised of a Human Resource Specialist, Benefits Coordinator and Payroll Specialist available at all times. Weekly on-site presence of the academy’s assigned Human Resource Specialist provides assistance to staff in answering questions regarding: benefits, pay, teacher certifications, etc. Weekly meetings with Executive Director and Human Resources keep all communications regarding all human resources functions current.

• An updated school description to reflect a “Hiring for Attitude” focus based on the book by Mark Murphy, is included on all job postings. Utilizing this process, we have developed job postings that focus on key skills and attitudes that will ensure success, a clear interview process and a focus on hiring and retaining staff that are the best fit for the academy.

• CSP provides consulting and on-site assistance with employee hiring, discipline, improvement, and terminations. Human Resources works together with the Executive Director to come to a resolution that is agreed upon both parties.

• The Human Resources Team organizes annual benefit employee orientation meeting and staff meetings as needed or requested.

• CSP provides the most up-to-date information on all recruitment fairs and assist with the registration process

• CSP provides an exit interview to all separated employees to gather feedback information. The information we gather helps us to assess improvement and best practices within the Academy. Data is reviewed by the Executive Director and Director of School Leadership from CS Partners.

• CSP gathers data from annual staff surveys to assess the climate of the Academy. Data is reviewed by the Executive Director and Director of School Leadership.

• Comprehensive professional development as set by Director of School Leadership

8

and Executive Director.



REVIEWER COMMENTS

Use data to identify and implement an instructional program that is based on research and aligned from one grade to the next, as well as with state academic standards.

Indicator 6A: PROCESS FOR SELECTING INSTRUCTIONAL PROGRAM The school selected an instructional program through a diagnostic process that:

§ uses data to identify and implement an instructional program that is researched based and aligned from grade to grade, as well as state academic standards


Indicator 6: PROCESS FOR SELECTING INSTRUCTIONAL PROGRAM The Academy of Warren developed its instructional program based on the common core standards and the results from M-STEP, NWEA data, and the Next Generation Science Standards. Summer meetings were scheduled with the staff in planning, developing, and evaluating the upcoming 2016-2017 curriculum. The Curriculum, Instruction, and Assessment Teams then took these suggestions and compiled a curriculum, instruction, and assessment binder called “The Play Book” that was given to each staff member at the start of the school year. The Play Book is based on the 7 Step Instructional Learning Cycle:

• Identify and clarify a student need to work on together

• Formulate an objective and identify student work to be analyzed

• Identify and adopt a promising instructional approach

• Plan and prepare to deliver the instruction in the classroom

• Deliver the instruction in the classroom

• Debrief instruction and analyze student work to evaluate whether and how the instruction met student needs

• Reassess: Repeat cycle or move on to another area of need By analyzing all data sources and observing teacher lessons, measures were taken to ensure all four core subject areas in grades K-8 were taught on a daily basis. We disaggregated data based on subject, grade and sub-groups. The Academy of Warren is in the 99th percentile for the achievement gap. Thus we prioritized our needs into

9

developing an aligned curriculum to improve Tier I (classroom) instruction. We identified the gaps between NWEA growth and M-STEP grade level proficiency to determine the design of the pacing guides. Teaching grade-level content with rigor and developing grade level common assessments, Crosswalk Power Standards, and Smarter Balance testing prompts to gauge whether or not we were on track to meet or exceed targeted goals on the M-STEP. We are planning for collaborative classrooms with digital support to develop independent thinkers and learners as we focus on the whole child. We will focus program development on:

• School-wide literacy to include phonetic awareness, fluency, and text comprehension.

• A third grade “wrap around” program focusing on socio-emotional needs of students. • Mathematical literacy through performance tasks and mathematical practices. • Developing writing skills across the curriculum on culturally relevant topics. • Redesigning the science program to be inquiry-based. Hands-on material supports

discovery, exploration and innovation. • Including more play-based learning activities for K-2 while focosing on experiential

and discovery based learning in grades 3-8. • Consistent use of academic language in the core content areas. • To create advance learning activities for those students going beyond the established

curriculum. • Continue to promote teacher use of the Marzano 9 Instructional Strategies

throughout Tier I and Tier II instruction. The on staff instructional coaches support the teaching staff on a daily basis. CS Partners has provided an instructional coach to improve the writing proficiency across the curriculum. There isn’t a demonstrative difference for the Academy of Warren’s bottom 30 and the rest of the student population. The Academy determined that students couldn’t automatically be considered Tier II students because they were part of the bottom 30. Tier I instruction was determined to be the most effective means for improving student performance across the board. Human capital, resources, and more traditional Tier II intervention strategies were reallocated to all Tier I students. Tier II instruction is regulated by academic interventions strategies where students are supported through extended day and beyond the classroom instruction.



REVIEWER COMMENTS

Promote the continuous use of student data (such as formative, interim, and summative assessment data and student work) to inform and differentiate instruction to meet individual student needs.

Indicator 7: USE OF INDIVIDUAL STUDENT DATA The school’s plan:

§ outlines expectations for regular and ongoing building-wide use of data to differentiate instruction


10

Indicator 7: USE OF INDIVIDUAL STUDENT DATA Academic support is based on multiple data sources (NWEA, DRA, M-STEP and formative and summative assessments) to inform and differentiate instruction to meet individual student needs. The data is used to identify curricular and instructional gaps and trends as well. Additional data digs inform individual teachers and grade level teams of a student’s “ready to instruct” status to keep pace with the curriculum, determine the efficacy of instruction and lead instructional pacing. Progress monitoring allows teachers to keep pace with student growth and challenges throughout the school year. The data determines student action plans for tier placement, small group instruction and individual academic goal setting. Students receive instructional intervention to reduce the learning gap and maintain instruction on the Tier I level. Teachers then scaffold their instruction and monitor student progress with support from paraprofessionals. Tier II instruction is fluid as students master identified goals that affected the mastery of the Tier I standards. Combinations of push-in and pullout intervention settings are ultimately determined by the data. Teachers use data to identify needs of learners based on deficient targets and students are placed into tiered groups where targeted intervention strategies are implemented. Tier III placement is reserved for those students that show continuous struggles in achieving Tier I and Tier II standards and instruction. Students in this tier may be submitted for evaluation and/or considered for additional academic supports.



REVIEWER COMMENTS

Establish schedules and strategies that provide increased time for instruction in core academic subjects, enrichment activities, and professional learning for teachers.

8A: TIME FOR CORE SUBJECTS The district’s plan for increasing time for core academic subjects will happen through:

§ a longer day, week, and/or year

§ OR a redesign of the current schedule.

§ a description of how much time has been allocated


8B: TIME FOR ENRICHMENT The district’s plan for increasing time for enrichment activities will happen through:



§ a description of how much time has been allocated.


11



REVIEWER COMMENTS

8C: TIME FOR PROFESSIONAL LEARNING The district’s plan for increasing time for P activities will happen through:



§ a description of how much time has been allocated.

a description of how much time has been allocated.

§ Requirement addressed

Indicator 8A: TIME FOR CORE SUBJECTS At the end of the 2015-2016 school year, a time survey was conducted to determine how much instructional time was being spent by teachers on core academic areas. It was determined that too little time was being spent on Social Studies and Science, which was reflected directly in our M- STEP scores. Teachers are now required to teach within pre-determined instructional blocks that protect the integrity of the core academic areas as is reflected in the Academy of Warren pacing guides. In grades K-5, instructional time was increased by the following:

• English/Language Arts instruction was increased to 90 minutes per day. • Mathematics instruction was increased to 90 minutes per day. • Science and Social Studies instruction was increased to 50 minutes per day.

Grade level instructional teams maintain the flexibility to allocate time within core instructional periods based on their professional determination of student needs as they relate to curriculum, prior knowledge, pre-assessments, and anticipated scaffolding of new knowledge. In addition to differentiated instruction, center-based learning, and cross-curricular projects being used in the classroom, the Academy provides additional learning opportunities for students who are experiencing difficulty in mastering the state standards in all core academic areas. Language Arts Math Acquisition (LAMA) is offered after school twice per week for students needing additional support in Math and Language Arts. Students are required to attend when key data points such as assessment data, teacher observations, and quality of student work indicate the need to improve a specific skill to support mastery of grade level instruction. A focus on scaffolding guides the practice for this afterschool program providing extended instructional time. We plan to balance teacher directed instruction with child-integrated activities that provide an opportunity for play-based instructional experiences. We also plan to improve our curriculum alignment to include socio-emotional learning standards with appropriate practices for developmental growth. Summer school is planned for students to maintain their academic stamina and improve on

12

the identified areas of deficit as identified by key data points such as test data and teacher observations, The summer academy will increase time spent on core areas of instruction by 5 weeks (80 hours). Indicator 8B: TIME FOR ENRICHMENT We are committed to exposing children to enrichment opportunities beyond the core curricular areas. Academy of Warren is an entrepreneurial school and we seek business and community partnerships that infuse real life skills with core content subjects and project-based thematic units. The strategy to enrich students is two-fold. One strategy is specified by expanding both co- and extra-curricular activities. The other strategy is to infuse the core curriculum beyond the classroom. Plans are in the developmental phase to provide culturally relevant opportunities for students to enrich their knowledge and experiences within the greater Metro area through field trips, guest speakers, and community programs. Also in the developmental stages are plans to increase the rigor across all core areas and develop advanced placement classes for those students who already meet and/or exceed academic expectations.



REVIEWER COMMENTS

Provide ongoing mechanisms Indicator 9A: FAMILY § Requirement not addressed for engagement of families ENGAGEMENT

and community The school has outlined strategies to engage families in reform efforts

Indicator 9B: COMMUNITY § Requirement not addressed ENGAGEMENT

The school has outlined strategies to engage community partners in reform efforts

Indicator 9A: FAMILY ENGAGEMENT

The Academy of Warren is a community school where parents choose the Academy primarily through word of mouth. Enrollment surveys show that over 70% of the students enrolled because they knew someone who was in attendance. The student population consists of a number of traditional and non-traditional family structures wherein many of our parents embrace the concept that “it takes a village to raise a child.” In 2015-2016, the Academy of Warren restructured its parenting organization to include parents as partners. The result, in part, was a 20% increase in enrollment. We provide a place of safety where parents have readily engaged in reform efforts because of their commitment to the school. Parents are currently engaging in our reform efforts through the initiation of a volunteer program, a lunch aide program, a before school program, a Team Moms Program, a Classroom Moms Program, and a Crossing 8 Mile Program.

13

The Academy of Warren has adopted the Joyce Epstein’s Framework of Six Types of Involvement: Parenting, Communicating, Volunteering, Learning at Home, Decision Making, and Collaborating with the Community.

Based on the work of Epstein and other parenting experts, the Academy is endeavoring to create a Parenting University to address the historical and systemic challenges of high-poverty, high-crime and low socio-economic status that impede teaching and learning. The need for Parenting University was an outgrowth of the restructuring of the parent organization. In order to further include parents in the reform effort, we must expand their educational opportunities and in-service parents to increase their arsenal of strategies to assist their child to be more effective. We aren’t teaching parents to parent, we are teaching them how to engage with in the educational process. It is anticipated that professional development and training will occur. Indicator 9B: COMMUNITY ENGAGEMENT In 2015-2016, the Academy of Warren completed a remodeling project wherein the roof was replaced, the heating and cooling system was overhauled, and security access doors were installed. A “September to Remember” ribbon-cutting ceremony took place that relaunched the Academy of Warren as a school of choice for the community. Spearheaded by efforts from CS Partners and our Board of Directors, over $100,000 was donated by community and business partners to remodel and revitalize the Academy. These efforts created a safe, clean, accessible school environment that is conducive to teaching and learning. The Board of Directors, in collaboration with the school leadership, is updating the mission and the direction of the school to further connect our reform efforts to the community and our entrepreneurial focus. Based on the Epstein goal of “Collaborating with the Community” the following community organizations support our reform efforts:

• Matrix

• Huntington Bank – Financial Literacy Junior Achievement

• S.W.A.G. – Students with Awareness and Goals Mentorship Program

• PURE – 12 week program celebrating the uniqueness of young women

• YUNION Parental Advisory Program

14



REVIEWER COMMENTS

The district is providing the Indicator 10: § Requirement not addressed school with operational OPERATIONAL

flexibility for issues such as FLEXIBILITY staffing, calendars, time, and The district provides the budgeting to implement a school with operational comprehensive approach to flexibility substantially increase student achievement and increase graduation rate.

Indicator 10: OPERATIONAL FLEXIBILITY The Academy of Warren is a K-8 single building charter school located within Macomb County. Full flexibility is given to the school leadership to make decisions on budget, staffing and scheduling. The school calendar aligns with the M.I.S.D. common calendar for breaks. In partnership with CS Partners, support is provided with budget management, curriculum and instruction, compliance, and special education. The partnership is collaborative and the school leaders have the power of decision-making.



REVIEWER COMMENTS

The school and district will ensure that the school receives ongoing, intensive technical assistance and related support from the district, ISD, Michigan Department of Education, or other designated external partners or organizations

Indicator 11: EXTERNAL TECHNICAL SUPPORT The district has demonstrated an understanding of the kinds of supports available to the school


Indicator 11: EXTERNAL TECHNICAL SUPPORT Academy of Warren has formulated a relationship with the M.I.S.D. and is working collaboratively with them in the areas of SRO, new teacher training, technology, special education, teacher evaluation, and leadership mentoring. We have the full support of the Board of Directors and CS Partners in our reform plans.

15

Appendix

Documents Indicators/Document # Marzano Art and Science of Teaching Framework- Flow Chart of Point Dissemination Part 1

2A1-1

Marzano Art and Science of Teaching Framework- Flow Chart of Point Dissemination Part 2

2A1-2

Marzano Art and Science of Teaching Framework Learning Map Part 1

2A.2-1

Marzano Art and Science of Teaching Framework Learning Map Part 2

2A.2-2

Marzano 9 Instructional Strategies 6A.1

MarzanoArtandScienceofTeachingFramework-FlowChartofPointDissemination

YMN1/2017

DOMAIN1

50/100TotalMarzanoFrameworkPoints

LessonSegmentsInvolvingRouHneEvents

DesignQues2on#1@20GroupPoints

DesignQues2on

#6@10GroupPoints

LessonSegmentsAddressingContent

DesignQues2ons#2,3or4@Possible15GroupPointsforanyoneDesignQues2onaccomplished

LessonSegmentsEnactedontheSpot


DesignQues2on#7

@10GroupPoints



DOMAIN2


PlanningandPreparing

LessonsandUnits

Ques2on#42@15points

Ques2on#43@10points

Ques2on#44@15points

GroupTotalPoints40/100

UseofResources&Technology

Ques2on#45@10points

Ques2on#46@10points


NeedofEnglishLanguageLearners

Ques2on#47-NoneApplicable


NeedsofStudentsReceivingSpecialEduca2on

Ques2on#48@20points


NeedsofStudentsWhoLackSupportforSchooling

Ques2on#49@20points


2A.1-1

MarzanoArtandScienceofTeachingFramework-FlowChartofPointDissemination

YMN1/2017

DOMAIN3


ReflecGng&Teaching

Evalua/ngPersonalPerformance

Ques/on#50@20points

Ques/on#51@20points

Ques/on#52@20points


DevelopingandImplemen/ngProfessionalGrowthPlan

Ques/on#53@20points

Ques/on54@20points


DOMAIN4


CollegialityandProfessionalsm

Promo/ngaPosi/veEnvironment

Ques/on#55@20points

Ques/on#56@20points


Promo/ngExchangeofIdeasandStrategies

Ques/on#57@5points

Ques/on#58@5points


Promo/ngDistrict&SchoolDevelopment

Ques/on#59@25points

Ques/on#60@25points


2A.1-2

Marzano Art and Science of Teaching Framework Learning Map

©2013 Robert J. Marzano. Can only be digitized in iObservation. Page 1

iObservation is a registered trademark of Learning Sciences International® 1.877.411.7114 | MarzanoCenter.com

Domain 1: Classroom Strategies and Behaviors Domain 1 is based on the Art and Science of Teaching Framework and identifies the 41 elements or instructional categories that happen in the classroom. The 41 instructional categories are organized into 9 Design Questions (DQs) and further grouped into 3 Lesson Segments to define the Observation and Feedback Protocol.

Lesson Segment Involving Routine Events

DQ1: Communicating Learning Goals and Feedback 1. Providing Clear

Learning Goals and Scales (Rubrics)

2. Tracking StudentProgress

3. Celebrating Success

DQ6: Establishing Rules and Procedures 4. Establishing Classroom

Routines5. Organizing the Physical

Layout of the Classroom

Lesson Segment Addressing Content

DQ2: Helping Students Interact with New Knowledge 6. Identifying Critical Information7. Organizing Students to Interact with New

Knowledge8. Previewing New Content9. Chunking Content into “Digestible Bites”10. Processing of New Information11. Elaborating on New Information12. Recording and Representing Knowledge13. Reflecting on Learning

DQ3: Helping Students Practice and Deepen New Knowledge 14. Reviewing Content15. Organizing Students to Practice and

Deepen Knowledge16. Using Homework17. Examining Similarities and Differences18. Examining Errors in Reasoning19. Practicing Skills, Strategies, and Processes20. Revising Knowledge

DQ4: Helping Students Generate and Test Hypotheses 21. Organizing Students for Cognitively

Complex Tasks22. Engaging Students in Cognitively Complex

Tasks Involving Hypothesis Generation and Testing

23. Providing Resources and Guidance

Lesson Segment Enacted on the Spot

DQ5: Engaging Students 24. Noticing When Students are Not Engaged25. Using Academic Games26. Managing Response Rates27. Using Physical Movement28. Maintaining a Lively Pace29. Demonstrating Intensity and Enthusiasm30. Using Friendly Controversy31. Providing Opportunities for Students to Talk about

Themselves32. Presenting Unusual or Intriguing Information

DQ7: Recognizing Adherence to Rules and Procedures 33. Demonstrating “Withitness”34. Applying Consequences for Lack of Adherence to Rules

and Procedures35. Acknowledging Adherence to Rules and Procedures

DQ8: Establishing and Maintaining Effective Relationships with Students 36. Understanding Students’ Interests and Backgrounds37. Using Verbal and Nonverbal Behaviors that Indicate

Affection for Students38. Displaying Objectivity and Control

DQ9: Communicating High Expectations for All Students 39. Demonstrating Value and Respect for Low Expectancy

Students40. Asking Questions of Low Expectancy Students41. Probing Incorrect Answers with Low Expectancy Students

Note: DQ refers to Design Question in the Marzano Art and Science of Teaching framework. The nine DQs organize the 41 elements in Domain 1.

The final Design Question, DQ10: Developing Effective Lessons Organized into a Cohesive Unit, is contained in Domain 2: Planning and Preparing.

2A.2-1

Marzano Art and Science of Teaching Framework Learning Map

©2013 Robert J. Marzano. Can only be digitized in iObservation. Page 2

iObservation is a registered trademark of Learning Sciences International® 1.877.411.7114 | MarzanoCenter.com

Planning and Preparing

Planning and Preparing for Use of Resources and Technology 45. Use of Available Traditional

Resources46. Use of Available Technology

Reflecting on Teaching

Planning and Preparing for the Needs of English Language Learners 47. Needs of English Language

Learners

Planning and Preparing for the Needs of Students Receiving Special Education 48. Needs of Students Receiving

Special Education

Developing and Implementing a Professional Growth Plan 53. Developing a Written Growth

and Development Plan54. Monitoring Progress Relative to

the Professional Growth and Development Plan

Planning and Preparing for the Needs of Students Who Lack Support for Schooling 49. Needs of Students Who Lack

Support for Schooling

Evaluating Personal Performance 50. Identifying Areas of Pedagogical

Strength and Weakness51. Evaluating the Effectiveness of

Individual Lessons and Units52. Evaluating the Effectiveness of

Specific Pedagogical Strategies and Behaviors

Promoting a Positive Environment 55. Promoting Positive Interactions

with Colleagues 56. Promoting Positive Interactions

about Students and Parents

Collegiality and Professionalism

Promoting Exchange of Ideas and Strategies 57. Seeking Mentorship for Areas of

Need or Interest58. Mentoring Other Teachers and

Sharing Ideas and Strategies

Promoting District and School Development 59. Adhering to District and School

Rules and Procedures60. Participating in District and

School Initiatives

Domain 2: Planning and Preparing Domain 3: Reflecting on Teaching Domain 4: Collegiality and Professionalism

Planning and Preparing for Lessons and Units 42. Effective Scaffolding of

Information within Lessons43. Lessons within Units44. Attention to Established Content

Standards

2A.2-2

Marzano9InstructionalStrategies

AveragePercentilePointGainsonStudentAchievementTests

BasedontheworkofMarzano,Pickering,andPollock

Research-basedStrategies

IdentifyingSimilaritiesandDifferences 45

SummarizingandNote-Taking 34

ReinforcingEffortandProvidingRecognition 29 45IncreasingValueinHomeworkandPractice 28 UsingNon-LinguisticRepresentations 27

IncorporatingCooperativeLearningEffectively 27

SettingObjectivesandProvidingFeedback 23 27GeneratingandTestingHypotheses 23 UtilizingQuestions,Cues,AndAdvanceOrganizers 22

6A.1