Using Project-Based Learning and Standards-Based Education June 27, 9 – 10am, Room: Knox 21st century learning prepares students for postsecondary work and educational opportunities. The Alternative Education Academy used the Race to the Top framework to transform its school from a traditional stand-and-deliver model to a true standards-based, project-based learning model. Intensive professional development, involvement of all stakeholders, and a robust content-management system were critical to the success of this initiative. Come learn how to prepare students for life after high school. Main Presenter: Margaret Ford, Alternative Education Academy Co-Presenter(s): Tim Spencer, Alternative Education Academy

1. +Transitioning to the
common core using
PBL and SBE to
prepare our
students for life
after high school.
Maggie Ford and Tim Spencer
Alternative Education Academy

2. +

3. +

4. +
http://www.youtube.com/watch?v=_A-
ZVCjfWf8

5. +
Strand: Physical Science
Measurement Topic: Structure and Properties of Matter (.08)
SC.06.08.01.01
Score 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught such as…
Investigating the properties of gravity
Strand Measurement
Broad category of Score 3.5 In addition to Score 3.0 performance, in-depth inferences and applications with partial success.
learning
Topic
Score 3.0 While engaged in tasks structure and properties of matter, the student... More specific category
Compares and contrasts mass and weight
The student exhibits no major errors or omissions. of learning within
strand
Performance Score 2.5 No major errors or omissions regarding the simpler details and process and partial knowledge of the more
complex ideas and processes.
Level Score 2.0 While engaged in tasks structure and properties of matter, the student...
Identifies that mass is determined by the amount of matter in an object
Identifies that weight is determined by the amount of gravitational pull on an object
Relates specific terminology...
Score 3.0
Learning o mass The content or skills
Targets o matter
that are explicitly
o weight
The Score 3.0 bullet is o volume taught
designated the o density
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
Learning Target. The
LT defines
proficiency.
Score 1.5 Partial knowledge of the simpler details and processes but major errors or omissions regarding the more
complex ideas and procedures. Score 2.0
Score 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complexSimpler
ideas and or foundational
processes.
skills or knowledge
Score 0.5 With help, a partial understanding of some of the simpler details and processes but not the more complex
ideas and processes. at a lower
Score 0.0 Even with help, no understanding or skill demonstrated. taxonomic level

6. +
The 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

7. Learning Goals vs. Learning Tasks
 Score 3.0 Learning Targets are written in the form of learning
goals, not learning tasks or activities
 Learning goals specify the content or skills that the student is
expected to know or do
 Learning tasks or activities are the classroom activities that a
student does in order to accomplish or be assessed on the
learning goal.
Examples
Goal Task of activity
The student demonstrates The student creates a map showing
knowledge of the division of the the states that formed the
country during the Civil War Confederacy and those that stayed
in the United States

8. +
Measurability
 3.0 Learning Targets must be measurable
 Measurable:
 Observable or Quantifiable
 Makes predictions about reading
 The teacher can observe a student doing this
 Performs 10 push-ups with proper form
 The teacher can count the number of pushup and observe proper form
 Not Measurable
 The student enjoys independent reading

9. +
Limit the number of 3.0 Learning
Targets!
 Research suggest that there should be no more than 3-4
Learning Targets per topic
 Why? More than 3 or 4 become impossible to assess and assess
well at the same time
 Teachers can only keep records of 3-4 things at any given time
Note: A Scoring Guide will be developed for each Learning Target

10. Specificity of Learning Targets
 Learning targets must be written so that a teacher, unfamiliar with the process
and unfamiliar with the curriculum, can assess a student
 Avoid terms that can’t be easily defined or allow for subjective interpretation
 Terms can be defined within the learning target
 Examples can also be used to provide specificity
Example
Non-Specific Specific
Monitors own reading for Employs self-monitoring strategies while
comprehension reading (e.g., predicting, confirming,
rereading)

11. +
Taxonomic Foundations
 Score 2.0’s generally fall into
 Level 1 - Retrieval
 Score 3.0’s generally fall into
 Level 2 - Comprehension
 Level 3 - Analysis
 Score 4.0’s generally fall into
 Level 3 – Analysis
 Level 4 – Knowledge Utilization
 These ARE NOT hard fast rules!
 All of this depends on the skill and knowledge being assessed; and the grade
level of the student!

12. +
Taxonomic Foundations of 3.0
 3.0’s are typically written in the Comprehension
and Analysis taxonomic level
 The lowest grade levels may have retrieval level
elements

13. + Operation Definition Example
activity
Level 2 -
Comprehension Symbolizing Depicting Diagram the
the critical structure of the
aspects of 3 branches of
Symbolizing knowledge the U.S.
o Construct symbolic in a pictorial government
representation of information or symbolic
form
Integrating
Integrating Identifying Summarize the
o Identify basic structure of the critical main causes of
information
or essential the Civil War
elements of
knowledge

14. + Process Possible Verbs
Level 2 -
•Symbolize •Show
Comprehension Symbolizing
•Depict •Use models
•Represent •Diagram
•Illustrate •Chart
•Draw
Symbolizing
o Construct symbolic
representation of information
Integrating • Describe how or • Explain ways in
why which
• Describe the • Paraphrase
Integrating key parts of • Summarize
o Identify basic structure of • Describe the
information effects
• Describe the
relationship
between

15. +
Procedural Knowledge
 Macroprocedures
 Highly complex procedures, with many subcomponents
 Tactics
 Complex procedures, with fewer subcomponents
 Algorithms
 Procedures with very specific steps and very specific
outcomes
 Single rules
 One step procedure, one IF-THEN rule

16. +
Declarative Knowledge
 Generalizations
 Statements for which examples can be provided
 Principles
 Specific generalizations that deal with relationships between ideas
 Time Sequences
 Events happened between points in time
 Facts
 Information about specific persons, places, things
 Vocabulary Terms
 Understanding the general meaning of a word

17. +
Declarative Knowledge
Declarative knowledge has a hierarchy
 Organizing Ideas
 Generalizations
Complexity
 Principles
 Details
 Time Sequences
 Facts
 Vocabulary Terms

18. +
Procedural Knowledge
Procedural knowledge has a hierarchy
 Processes
 Macroprocedures
Complexity
 Skills
 Tactics
 Algorithms
 Single Rules

19. +
Writing 2.0’s
 2.0’s are derived from the 3.0’s
 They are simpler details and processes
associated with the Score 3.0 learning targets
 2.0’s either identify necessary components of
the 3.0 or simpler versions of the 3.0

20. +
Writing 2.0’s
 2.0’s use the following stem:
“There are no major errors or omissions
regarding the simpler details and processes as
the student:
 recognizes or recalls basic terminology such as:
 performs basic processes such as:”

21. +
Terminology
 At this step, define the basic vocabulary that
the student needs to know
 Complete the Scoring Guide by listing the
vocabulary appropriate to understand the
Score 3.0 content
 Not every Scoring Guide has to have
vocabulary

22. +
Basic Processes
 2 types of knowledge
 Procedural
 Knowing how to do something
 Declarative
 Knowing something
 If the Score 3.0 is procedural, than the 2.0 should
be as well
 If the Score 3.0 is declarative, then the Score 2.0
is declarative

23. +
Procedural 2.0
 When you write procedural 2.0’s, you will move
down the hierarchy from the procedural 3.0
 If the 3.0 involves a macroprocedure:
 For example: Write a short constructed response
 You may move to a lower complexity procedure, like an
algorithm
 For example: complete a graphic organizer of a short
constructed response

24. +
Declarative Knowledge
Declarative knowledge has a hierarchy
 Organizing Ideas
 Generalizations
 Principles
Complexity
 Details
 Time Sequences
 Facts
 Vocabulary Terms

25. +
Declarative Knowledge
 Generalizations
 Statements for which examples can be provided
 Principles
 Specific generalizations that deal with relationships between ideas
 Time Sequences
 Events happened between points in time
 Facts
 Information about specific persons, places, things
 Vocabulary Terms
 Understanding the general meaning of a word

26. +
Declarative 2.0
 When you write declarative 2.0’s. you will move
down the hierarchy from your declarative 3.0
 If the 3.0 involves a generalization,
 For example: Reproduction is a characteristic of all
living organisms
 Then the 2.0 will ask for details about that generalization
 For example: Recognize or recall accurate information
about reproduction in living organisms (e.g. provide
examples here to keep the statement specific!)

27. +
Taxonomic Foundations of 2.0
 Generally, Score 2.0 items will fall into the
Retrieval level
 However, it depends on the grade level and
skills or knowledge being assessed
 The rule is that the 2.0 is a simpler level or
process than the 3.0

28. +
Operation Definition Example activity
Executing The student can Provide the next
perform procedures number in the
without significant sequence:
Level 1 -Retrieval errors 7,11,14,18,21,___?
Executing
o Perform procedures Recalling The student can Label the diagram of
produce information the cell
Recalling on demand
o Produce info on demand
Recognizing Recognizing The student can Which of the following
determine whether did not land on the
o Determine whether info is
provided moon?
accurate, inaccurate or information is A. Neil Armstrong
unknown accurate, inaccurate B. Buzz Aldrin
or unknown C. Michael Collins

29. +
Level 1 -
Executing
Retrieval  Student can perform simple
processes
 Math algorithms
Executing  Editing tasks
o Perform procedures  Lab procedures
Recalling  Steps to a dance
o Produce info on demand
 But, they do not have a
Recognizing deeper understanding of why
o Determine whether info is they are doing it, only that
accurate, inaccurate or the steps they are
unknown performing are correct

30. + Recalling
Level 1 -  The student can produce information on
Retrieval demand
 The student can Recall correct
answers when put into context – they
Executing can “fill in the blank”
o Perform procedures
 Usually assessed by short answer
Recalling questions like:
o Produce info on demand  List
Recognizing  Label
o Determine whether info is  Name
accurate, inaccurate or  Fill in the blank
unknown

31. +
The New Taxonomy

32. +The New Taxonomy
(Marzano and Kendall 2008)
 Level 6 – Self-System Thinking
 Level 5 – Metacognition
Complexity
 Level 4 – Knowledge Utilization
 Level 3 – Analysis
 Level 2 – Comprehension
 Level 1 – Retrieval
Only Levels 1-4 are used in the Scoring Guide

33. +
Taxonomic Foundations
 Score 2.0’s generally fall into
 Level 1 - Retrieval
 Score 3.0’s generally fall into
 Level 2 - Comprehension
 Level 3 - Analysis
 Score 4.0’s generally fall into
 Level 3 – Analysis
 Level 4 – Knowledge Utilization
 These ARE NOT hard fast rules!
 All of this depends on the skill and knowledge being assessed; and
the grade level of the student!

34. + Operation Definition Example
activity
Level 1 - Executing The student Provide the next
Retrieval can perform number in the
procedures sequence:
without 7,11,14,18,21,___
significant ?
Executing errors
o Perform procedures Recalling The student Label the diagram
Recalling can produce of
information on the cell
o Produce info on demand demand
Recognizing Recognizing The student Which of the
can determine following
o Determine whether info is whether did not land on the
accurate, inaccurate or provided moon?
unknown information is A. Neil Armstrong
accurate, B. Buzz Aldrin
inaccurate or C. Michael Collins
unknown

35. + Level 1 - Recognizing
Retrieval  The student can determine whether
information is accurate, inaccurate or
Executing unknown
o Perform procedures
 When they see it, they know that it is
Recalling right
o Produce info on demand
 The correct answer is present, and
Recognizing the student can Recognize the
o Determine whether info is answer
accurate, inaccurate or
unknown  Usually assessed by traditional
forced choice tests (e.g. multiple
choice, true/false, matching)

36. + Process Possible Verbs
Level 1 -
Executing •Use •Make
Retrieval •Demonstrate •Complete
•Show •Draft
Executing •Create
o Perform procedures
Recalling Recalling • Exemplify • Describe
o Produce info on • Name • Who
demand • List • What
• Label • Where
Recognizing • State • When
o Determine whether
info is accurate,
inaccurate or Recognizin • Recognize • Determine if
unknown g • Select (from a true/false
list)
• Identify (from
a list)

37. +
Level 2 -Comprehension
Operation Definition Example Symbolizing
activity
o Construct symbolic
Symbolizing Depicting the Diagram the representation of
critical aspects structure of the 3
information
of knowledge branches of the
in a pictorial or U.S. government
symbolic form
Integrating
Integrating Identifying the Summarize the o Identify basic structure of
critical or main causes of information
essential the Civil War
elements of
knowledge

38. +
Level 2 -Comprehension
Process Possible Verbs Symbolizing
Symbolizing •Symbolize •Show o Construct symbolic
•Depict •Use models
representation of
•Represent •Diagram
information
•Illustrate •Chart
•Draw
Integrating • Describe how or • Explain ways in
why which
Integrating
• Describe the key • Paraphrase
parts of • Summarize o Identify basic
• Describe the structure of
effects information
• Describe the
relationship
between

39. + Operation Definition Example
activity
Level 4 – Investigating Generate a hypothesis
and
Research what might
happen to the polar ice
Knowledge
use the assertions and caps if the temperature of
opinions of others to the earth rose 5 degrees
test the hypothesis
Utilization
Investigating
o Testing hypothesis using the Experimenting Generating and testing Generate and test a
assertions and opinions of others a hypothesis by hypothesis about the growth
conducting an of plants in
Experimenting experiment and various medium
collecting data
o Testing hypothesis using data
collected by the student
Problem Solving
Problem Solving Accomplishing a goal Determine the best
o Using information to accomplish for which obstacles strategy for accomplishing
a goal for which obstacles or exist peace in the world
limiting conditions exist
Decision Making
Decision Making Selecting among Choose the best site for a
o Using information to make a alternatives that new airport from 3
decision initially appear to be alternatives. Explain
equal your decision.

40. + 4–
Level
Process
Investigating 
Possible Verbs
Investigate  What are the differing
features of
Knowledge  Research
 Find out about  How/Why did this
Utilization  Take a position
happen
on  What would have
Investigating happened if
o Testing hypothesis using Experimenting  Experiment  How would you test that
the assertions and  Generate and  How would you
opinions of others test determine if
 Test the idea  How can this be
Experimenting
that explained
o Testing hypothesis using
 What would  Based on the
data collected by the
student happen if experiment, what can
be predicted
Problem Solving Problem  Solve  Figure out a way to
o Using information to Solving  Adapt  How would you
accomplish a goal for  Develop a overcome
which obstacles or limiting strategy to  How will you reach your
conditions exist goal to
Decision Making Decision  Decide  Which of these is most
Making  Select the best suitable
o Using information to make
among  What is the best way
a decision
alternatives

41. + Level 5 - Metacognition
 Monitoring Accuracy
 The student is able to determine how accurate they are
 Monitoring Clarity
 The student is able to determine how clear their understanding is
 Process Monitoring
 The student is able to monitor their own progress toward a specific goal
 Specifying Goals
 The student is able to specify learning goals and develop a plan to
achieve it

42. +
Level 6 – Self-System Thinking
 Examining motivation
 The students identifies his or her own level of motivation towards learning
 Examining Emotional Response
 The student identifies his or her own emotional response to the learning
 Examining Efficacy
 The student identifies beliefs about his or her ability to improve
competence or understanding
 Examining Importance
 The student identifies how important the learning is and the reasons
behind this belief

43. +
The Purpose of Writing Sample
Tasks
Sample tasks:
 Further specify the expectations of each Learning
Target
 Provide instructional guidance to the teacher
 Suggest ways to assess a Learning Target
 Can be used to design formative assessment
 Canbe used to construct a common assessment item
bank

44. +
Writing Sample Tasks
 Ask yourself some basic questions:
 How can a student demonstrate success for this Learning
Target?
 What kinds of learning activities or tasks would assess
success in this Learning Target?
 What taxonomic operation would be appropriate for this
task at this grade level?

45. Adams County School District 50 Typical Progression Guide – End of Year Levels
+
Traditional
Grade Level PK K 1 2 3 4 5 6 7 8 9 10 11 12
AlGeo
Math Math Math Math Math Math Math Math AlGeo-1 AlGeo 2 AlGeo 3 Math
Math LR + L1 L2 L3 L4 L5 + L6 L7 L8 + L9 L10
Concepts
L12 L13 L14 L15
L11
World American English
Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literacy Literature/ Literature/ Language/
Literacy LR + L1 L2 L3 L4 L5 L6 L7 L8 L9 L10 L11 Composition Composition Composition
L12 L13 L14 + L15
Chemistry/ Biology
Environmental
Science Science Science Science Science Science Science Science Biology Chemistry
Science LR L1 L2 L3 L4 + L5 L6 + L7 L8 + L9 L10 + L11 Structures
Science
Physics
L13
L12 L14
World
Social Social Social Social Social Social Social Social Social Government/
Social Studies Geography/ US History
Studies Studies Studies Studies Studies Studies Studies Studies Civics
Studies LR World History L13
L1 L2 L3 L4 L5 L6 + L7 L8 + L9 L10 + L11 L14
L12
Technology Technology Technology Technolo Technolo
Technology L1 L2 + L3 L4 gy L5 gy L6
Technology L7
Visual Arts Visual Arts Visual Art Visual Art Visual Art Visual Arts
Visual Arts LR L1 L2 L3 L4 L5 + L6 + L7
Physical Phys Ed Phys Ed Phys Ed Phys Ed Phys Ed Phys Ed Phys Ed Phys Ed
Education LR L1 L2 L3 L4 + L5 L6 L7 L8
Personal Personal Social Personal Social
Personal Social
Social L1 L2
L3
Performi Performi Performi Band/ Band/ Band/ Band/ Band/ Band/
Performing Performing Arts Performing Arts Orchestra/ Orchestra/ Orchestra/ Orchestra/ Orchestra/ Orchestra/
ng Arts ng Arts ng Arts Choir/Drama Choir/Drama Choir/Drama Choir/Drama Choir/Drama Choir/Drama
Arts LR L3
L1 L2 L4 L5 L6 L7 L8 L9 L10
World French French French French French
Spanish Spanish Spanish Spanish Spanish
Language L1 L2 + L3 L4 L5 L6
Electives
Clarification 1 – This progression chart is meant to provide an approximate correlation between student developmental abilities, estimated time to complete levels, and the number of years students have been enrolled in school.
Clarification 2 – Math, Literacy, and Science are correlated to the skills required for success on the CSAP and Standards-based Assessments.
Clarification 3 – Alignment in remaining content areas are meant to provide waypoints for pacing, not necessarily as indicators of the degree to which a student is functioning at an appropriate developmental level.
Clarification 4 – Post-secondary Performance Levels 15 and 16 are offered in Math, Literacy, Science, and Social Studies for accelerated students.
– boxes indicate minimum proficiency levels for graduation in all content areas.
Last Updated by Learning Services: September 9, 2011

46. + Project Design