Growth Mindset & Change Process

Student Agency (ownership/voice and choice)

Staff Collaboration (PLCs)

• 4 Essential Questions: What do we want students to know and be able to do? How will we know when they have it? What will we do if they need more time/support to get it? What will we do if they already have it?

Student Collaboration

Blending High-Impact Instructional Practices & Whole Child-SEL Skills (WMCSPD, June 2023)

Hattie High-Impact Instructional Strategies (K-5 Wheel PD, Spring 2023)

PCBE Big Picture/Overview Resources (KPS)

• Finding Your Path to PCBE (Knowledge Works K-12 Admin Session, Sept 2023)

• PCBE Key Vocabulary to Provide Clarity (Resource developed Spring 2023)

• PCBE School Visit Debriefs - Defining Lanes (K-12/Coaches/KEA Leadership Meeting, Spring 2023)

• Shift from Traditional C&I to PCBE (Board Work Session Slides, March 2023)

• Transformational Learning via Jigsaw (K-12 Admin Meeting, Nov 2022)

Unit Planning Resources  

When creating units there are multiple area's to consider including; (in no particular order):   

• Ensuring your standards/bundles have vertical and horizontal alignment

• Building competency statements with EVIDENCE

• Creating Performance or P-Scales that show how a student can MOVE through the competent

Must Have:

• Competency Statement - Tool 5

• Performance Scales 

Might Have: 

Activity Plan

Data Binder

Performance Scale Resources 

A Performance Scale is a way to describe a continuum of knowledge and skills that includes EVIDENCE  for how a student can move through the scale.  Including a Body of Evidence is important for the student and teacher so all know how to continually move throughout 

We know from Hattie's research that Teacher Clarity:  Expectations for Learning has a .75 effect size

Creating a Performance Scale 

1.  Use your "I can" statements from the Competency Template - Hess Tool 5, Tool 6 Performance Scale Template (Hess Tool 6),  and DOK (Depths of Knowledge), 

2. Start at a 3.0 level and describe what it looks like to be Proficient with this competency

   1. • There will be multiple performance indicators

3. Make sure that you have put something in all levels of the Performance Scale including the 1.0 level

Note:  For some students, we don't know what the Advanced Level looks like and we want to make sure that students have a choice in what that looks like

Body of Evidence Steps

Use your “I can” statements from tool 5 to help you determine which level of the performance scale they fit.

Bring your possible instructional activities and identify/align to the “I can” statements or levels.

Try to list 2-3 activities/assessments that would be considered a piece of evidence at each level of your performance scale. Ideally, this will include multiple forms of representation and student choice if possible to increase agency and student engagement.

Self Navigation Tools  

• Hess et al. (2020) examples are found on pages 142-144

• Elementary Self-Navigation tool based on Marzano’s levels of understanding

• 8th Grade ELA YLC Self Navigation Tool Example 

Additional:  Competency Creation Resources 

Self-Assessment Tools: 

Option 1:  Personalized learning "look fors"  , Kettle Moraine's  (Based on Hattie's Work on Visible Learning)

Option 2: CBE - Readiness Tool - Tool 1: Learning Pathway Assessment Hess et al. (2020)

Option 3:  CBE Readiness Tool - Learning Pathways - Hess Tool 1D

Exploration of Statewide Model Competencies: 

NH Approach: State Model Competencies (by subject area) 

SC Approach: State Competencies Rooted in Profile of a Graduate Work

Build a Competency:

• Use Depth of Knowledge to help build higher learning and rigor in your competency statements

• Article:  Depth of Knowledge

  • DOK Word Wheel   

• ELA Example - Hess Tool 5 

• Blank - Competency Analysis Template - Hess Tool 5

Example Competencies 

• • ELA, Math, and Science

  • Social studies

  • Arts Competencies

Self-Evaluation Rubric for Competency Statements - Hess Tool 3

All Hess Tools Linked Here