LF Correlation to Marzanos Evaluation · PDF fileCorrelation Map of LEARNING-FOCUSED to Marzano’s Evaluation Model Page 2 of 24 Correlation Map of LEARNING-FOCUSED to Marzano’s

Correlation Map of LEARNING-FOCUSED

to Marzano’s Evaluation Model

Correlation Map of LEARNING-FOCUSED to Marzano’s Evaluation Model

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LEARNING-FOCUSED provides schools and districts with the best solutions for ensuring that teachers will be successful on teacher evaluations. LEARNING-FOCUSED is the only model that prepares your teachers to consistently and pervasively implement every domain and element of the Marzano evaluation.

This correlation map provides the direct connections of day-to-day implementation of LEARNING-FOCUSED with the Marzano Evaluation Model by domain and design question.

Domain 1: Classroom Strategies and Behaviors Design Question 1: Communicating Learning Goals and Feedback

Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 1: Classroom Strategies and Behaviors Routine Segments Design Question 1: Communicating Learning Goals and Feedback

1. Providing Clear Learning Goals and Scales

Transforming Standards into Learning Student Learning Maps are used with students. Key Learning, Unit Essential Question, and Concepts are presented at beginning of unit. Essential Questions and vocabulary are added as students progress through the unit. Essential Questions are posted and used to start lessons, referred to during lessons. Students learn that the essential question represents the learning goal and will be answered at the end of the lesson. Essential Questions are referenced throughout the lesson. Connecting Extending Thinking Rubrics are provided for Extending Thinking assignments to clarify quality use of thinking strategies Planning Units for Learning Students are provided with rubrics for assignments and activities as they are introduced.

• K-U-D Organizers • Student Learning Maps • Essential Questions • Rubrics • Extending Thinking

Assignments


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Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 1: Classroom Strategies and Behaviors Routine Segments Design Question 1: Communicating Learning Goals and Feedback

2. Tracking Student Progress

Transforming Standards into Learning Common Assessments are collaboratively planned and utilized throughout the unit of instruction Connecting Exemplary Practices in Acquisition Lessons Assessment Prompts are planned for each lesson based on Essential Question and standards. Assessment Prompts are distributed throughout the lesson in order to gather data on student understanding which allows teachers to adjust instruction to meet the needs of students at strategic points throughout lesson. Distributed summarizing and practice, often through collaborative student pairs, are used throughout the lesson between assessment prompts to continually check for understanding informally. A Summarizing Strategy is used at the end of the lesson to determine if students can answer the Essential Question. Students keep a journal of Student Learning Maps, Essential Questions, Assessment Prompts, Key Vocabulary and responses to Essential Questions.

• Common Assessments • Assessment Prompts • Collaborative Pairs • Summarizing Strategies • Essential Questions • Student Learning Map • Vocabulary Strategies • Student Journals • Acquisition Lesson (EATS)

Domain 1: Classroom Strategies and Behaviors Routine Segments Design Question 1: Communicating Learning Goals and Feedback

3. Celebrating Success

All LEARNING-FOCUSED Strategies Successful use of Collaborative Pairs in order to help individuals and peers acknowledge understanding and learning. Successful use of Collaborative Pairs during guided practice and distributed summarizing help students acknowledge and deepen their understanding of important knowledge and skills. Work (drafts and final products) is displayed in classrooms and hallways to acknowledge student understanding and learning. Students update their journals with evidence of their learning and constructive feedback is provided by teacher(s) and peer(s) (depending on age group). Connecting Exemplary Practices in Acquisition Lessons Teachers provide immediate feedback to students during Activating Strategies, Vocabulary Strategies, Assessment Prompts and Summarizing Strategies, that is informative and acknowledges individual and class learning.

• Collaborative Pairs • Guided Practice • Distributed Summarizing • Display of Work • Student Journals • Activating Strategies • Vocabulary Strategies • Assessment Prompts • Summarizing Strategies


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Domain 1: Classroom Strategies and Behaviors Design Question 6: Establishing Rules and Procedures

Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 1: Classroom Strategies and Behaviors Routine Segments Design Question 6: Establishing Rules and Procedures

4. Establishing Classroom Routines

All LEARNING-FOCUSED Strategies Teachers model classroom expectations. Students are provided multiple opportunities to model classroom expectations that develop qualities of leadership. Learning expectations are the focus of lessons, not teaching expectations. Collaborative Pairs are used to ensure that every student is actively engaged and following expectations.

• Modeling • Collaborative Pairs

Domain 1: Classroom Strategies and Behaviors Routine Segments Design Question 6: Establishing Rules and Procedures

5. Organizing the Physical Layout of the Classroom

All LEARNING-FOCUSED Strategies Students are grouped in pairs and teams to facilitate cooperative/collaborative learning. Walls are used for Student Learning Maps, Word Walls, and student work. Posted Student Learning Maps and Essential Questions are displayed in a way that all students can easily read them. Teachers learn to organize classroom displays by content area in order to facilitate student use of learning displays.

• Collaborative Pairs • Learning Teams • Collaborative Groups • Student Learning Maps • Word Walls • Display of Work • Essential Questions


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Domain 1: Classroom Strategies and Behaviors Design Question 2: Helping Students Interact with New Knowledge

Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 1: Classroom Strategies and Behaviors Content Segments Design Question 2: Helping Students Interact with New Knowledge

1. Identifying Critical Information

Transforming Standards into Learning Teachers begin units with Unit Essential Question(s). Teachers begin units with a Launch Activity that previews the critical content (important ideas/key learning) to be learned in the unit. Connecting Exemplary Practices in Acquisition Lessons Teachers begin lessons with Lesson Essential Question. Activating Strategies are used at the beginning of lessons to inform students of what they are going to learn and prepare them and to link to students’ prior knowledge and identify what students already know about the topic. Vocabulary Strategies Teachers prioritize key vocabulary from the standards. Critical vocabulary is previewed as part of the Unit Launch Activity and Lesson Activating Strategies. Students learn to use research-based strategies to identify key vocabulary in text and preview meaning.

• Essential Questions • Unit Launch Activity • Activating Strategies • Vocabulary Strategies • Identifying Key Vocabulary • Acquisition Lesson (EATS)

Domain 1: Classroom Strategies and Behaviors Content Segments Design Question 2: Helping Students Interact with New Knowledge

2. Organizing Students to Interact with New Knowledge

All LEARNING-FOCUSED Strategies Extensive use of Collaborative Pairs and small groups during all parts of lessons and activities such as rehearsals, guided practice, distributed summarizing, Assessment Prompts, assignments and learning activities.. Use of graphic organizers to organize and store new knowledge. Assessment Prompt activities require students to refine their understanding of new information. Flexible Grouping K-5 classrooms use Lit Teams during Language Arts. 6-12 classrooms use Learning Teams and Learning Stations during English/Language Arts.

• Collaborative Pairs • Collaborative Groups • Guided Practice • Distributed Summarizing • Assessment Prompts • Grade Level Assignments • Graphic Organizers • Flex Groups • Lit Teams • Learning Stations


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Domain 1: Classroom Strategies and Behaviors Design Question 2: Helping Students Interact with New Knowledge (Continued)


3. Previewing New Content

Transforming Standards into Learning New content is previewed in the unit launch. Introduction of the Student Learning Map as an Advance Organizer and preview of a new learning unit. Connecting Exemplary Practices in Acquisition Lessons Activating Strategies, Advance Organizers and Vocabulary Strategies are embedded in the LEARNING-FOCUSED Strategies Acquisition Lesson plan. Acceleration strategies are planned and implemented to preview and scaffold grade level learning to assist academically challenged students.

• Acceleration • Previewing • Student Learning Maps • Advance Organizers • Activating Strategies • Vocabulary Strategies • Acquisition Lesson (EATS) • Scaffolding


4. Chunking Content into “Digestible Bites”

Transforming Standards into Learning Student Learning Maps graphically chunk learning into key concepts. Connecting Exemplary Practices in Acquisition Lessons Assessment Prompts which chunk lessons into manageable learning segments are planned and distributed throughout the lesson and activities. Distributed Practice and Distributed Summarizing are key components of the Acquisition Lesson plan. Teachers attend to age-related attention spans in distributing practice and summarizing across a lesson. Writing Assignments Students use Writing to Inform and Writing to Learn activities to internalize and understand new learning. Students use Writing to Inform to demonstrate greater depths of understanding at strategic points during a lesson (Summary Point Writing). Reading Assignments Students use Reading Comprehension Strategies and graphic organizers to “chunk” reading passages and find meaning and purpose.

• Student Learning Maps • Assessment Prompts • Distributed Practice • Distributed Summarizing • Acquisition Lesson (EATS) • Attention Span • Writing to Inform • Writing to Learn • Summary Point Writing • Reading Comprehension

Strategies • Graphic Organizers


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Domain 1: Classroom Strategies and Behaviors Design Question 2: Helping Students Interact with New Knowledge (Continued)


5. Processing New Information

Connecting Exemplary Practices in Acquisition Lessons Assessment Prompts are planned with engaging and appropriate activities (individual, pairs, small groups, and large group) that allow students to convey their understanding of the content to that point in the lesson. Graphic organizers are used to help students organize and process new information.

• Assessment Prompts • Graphic Organizers


6. Elaborating on New Information

Connecting Exemplary Practices in Acquisition Lessons Extending Thinking Strategies are integrated into activities, assignments, and Assessment Prompts to deepen and refine student understanding of concepts and skills. Connecting Extending Thinking Teachers plan and deliver Extending Thinking Lessons and assignments that allow students to deepen and refine what they learned in Acquisition Lessons. Writing Assignments Students use Summary Point Writing to explain and elaborate on what they have learned. Students use Writing to Inform to explain and elaborate on what they have learned. Questioning Strategies Teachers use effective questioning to elicit deeper thinking about concepts and strategies in order to strengthen comprehension.

• Extending Thinking Strategies

• Assessment Prompts • Extending Thinking

Lessons (EMTS) • Acquisition Lesson (EATS) • Summary Point Writing • Writing to Inform • Questioning Strategies


7. Recording and Representing Knowledge

Connecting Exemplary Practices in Acquisition Lessons Non-verbal representations such as graphic organizers are planned and used in every Acquisition Lesson. Teachers use Mnemonic Devices with students to help them learn concepts.

• Graphic Organizers • Mnemonic Devices


8. Reflecting on Learning

Connecting Exemplary Practices in Acquisition Lessons Using Collaborative Pairs, Assessment Prompts, Summarizing Strategies, and Assignments, teachers provide students with direction to reflect on their learning. Assessment Prompts, Summarizing Strategies, Assignments, and Extending Thinking Activities require students to not only understand the content, but to be able to explain why, how, when, etc… in order to be able to transfer that knowledge to times when students are acquiring new knowledge.

• Collaborative Pairs • Assessment Prompts • Summarizing Strategies • Extending Thinking Activity


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Domain 1: Classroom Strategies and Behaviors Design Question 3: Helping Students Practice and Deepen New Knowledge

Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 1: Classroom Strategies and Behaviors Content Segments Design Question 3: Helping Students Practice and Deepen New Knowledge

9. Reviewing Content

Connecting Exemplary Practices in Acquisition Lessons During Activating Strategies, teachers engage students with previously learned content. Structured, periodic reviews are planned and distributed throughout units and semesters to revisit and review content, and make connections to new learning.

• Activating Strategies • Structured Reviews

Domain 1: Classroom Strategies and Behaviors Content Segments Design Question 3: Helping Students Practice and Deepen New Knowledge

10. Organizing Students to Practice and Deepen Knowledge

Connecting Exemplary Practices in Acquisition Lessons Teachers plan and use Collaborative Pairs and teams during assignments to practice their knowledge of content and use learned skills and strategies. Connecting Extending Thinking Teachers plan and use Collaborative Pairs and teams during Extending Thinking lessons to deepen their knowledge of content and use learned skills and strategies. Differentiating Assignments Students are provided a variety of ways to deepen and show their understanding based on their readiness levels, learning preferences, and interests.

• Collaborative Pairs • Differentiated Assignments


11. Using Homework

Connecting Exemplary Practices in Acquisition Lessons As part of Acquisition Lessons, teachers learn to use homework effectively as part of lesson assignments. Teachers learn to use homework only as practice on skills/processes where students demonstrated complete understanding, for research, or as part of an Extending Thinking activity/assignment. Teachers learn how to grade homework effectively for learning purposes, including use of specific constructive feedback.

• Acquisition Lesson (EATS) • Extending Thinking Activity


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12. Examining Similarities and Differences

Connecting Exemplary Practices in Acquisition Lessons Extending Thinking strategies are integrated into Acquisition Lessons in order to provide students with opportunities to deepen understanding instead of just acquiring shallow knowledge. Connecting Extending Thinking Students learn to use Extending Thinking strategically in order to apply their higher level thinking to what they have learned and to help them learn or develop new concepts or make connections to previous learning. They use classification, compare/contrast and abstracting to identify similarities and differences. Writing Assignments Students use Writing to Inform to develop deeper understanding of the content, concepts, and skills.


• Extending Thinking Lesson (EMTS)

• Writing to Inform


13. Examining Errors in Reasoning

Connecting Exemplary Practices in Acquisition Lessons and Connecting Extending Thinking Teachers explicitly teach Error Analysis to students and model how to apply it successfully to analyze errors in thinking with different content and skills.

• Extending Thinking Strategies (Error Analysis)


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Domain 1: Classroom Strategies and Behaviors Design Question 3: Helping Students Practice and Deepen New Knowledge (Continued)


14. Practicing Skills, Strategies, and Processes

Connecting Exemplary Practices in Acquisition Lessons Teachers plan and use distributed and mass practice in their Acquisition Lesson plans to ensure that all students reach fluency. Teachers use the Pairs Checking strategy to ensure that practice is done correctly. Writing Assignments Students use Writing to Inform to develop deeper understanding of the content, concepts, and skills.

• Distributed Practice • Mass Practice • Acquisition Lesson (EATS) • Pairs Checking • Writing to Inform


15. Revising Knowledge

Connecting Exemplary Practices in Acquisition Lessons Teachers learn to us Structured Review in order to engage students in previous content. Activating Strategies and Summarizing Strategies are used with students to allow them to explain their understanding and how that might have changed from the previous lesson or over the course of the current lesson. Connecting Extending Thinking Extending Thinking lessons are planned to assist students in developing new insights. Writing Assignments Students use Writing to Inform to refine and revise their understanding of the content, concepts, and skills.

• Structured Reviews • Activating Strategies • Summarizing Strategies • Extending Thinking Lesson

(EMTS) • Writing to Inform


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Domain 1: Classroom Strategies and Behaviors Design Question 4: Helping Students Generate and Test Hypothesis about New Knowledge

Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 1: Classroom Strategies and Behaviors Content Segments Design Question 4: Helping Students Generate and Test Hypothesis about New Knowledge

16. Organizing Students for Cognitively Complex Tasks

Connecting Extending Thinking Students learn to use Extending Thinking strategies such as inductive and deductive reasoning in order to strategically apply their higher level thinking to what they have learned and to help them learn or develop new concepts. Teachers have students work individually, in pairs, and in teams during Extending Thinking activities. Students use graphic organizers and other memory and learning strategies to store and retrieve their knowledge. Writing Assignments Students organize their learning in frequent Writing to Inform tasks. Differentiated Assignments Students are organized by readiness levels and learning preferences to complete cognitively complex tasks in a variety of ways.


• Collaborative Pairs • Collaborative Groups • Graphic Organizers • Writing to Inform • Differentiated Assignments

Domain 1: Classroom Strategies and Behaviors Content Segments Design Question 4: Helping Students Generate and Test Hypothesis about New Knowledge

17. Engaging Students in Cognitively Complex Tasks Involving Hypothesis Generation and Testing

Connecting Extending Thinking Students learn to use Extending Thinking strategies strategically in order to apply their higher level thinking to what they have learned and to help them learn or develop new concepts. Writing Assignments Students use Writing to Inform to refine and revise their understanding of the content, concepts, and skills.


• Writing to Inform

Domain 1: Classroom Strategies and Behaviors Content Segments Design Question 4: Helping Students Generate and Test Hypothesis about New Knowledge

18. Providing Resources and Guidance

Connecting Extending Thinking Students learn to use Extending Thinking strategically in order to apply their higher level thinking to what they have learned and to help them learn or develop new concepts. Teachers provide charts, steps, rubrics and models to support students as they are using Extending Thinking strategies. Writing Assignments Students use Writing to Inform to refine and revise their understanding of the content, concepts, and skills. Differentiated Assignments Students are provided with a variety of resources and guidance as they complete tasks based on their readiness levels, learning preferences, and interests.


• Writing to Inform • Differentiated Assignments


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Domain 1: Classroom Strategies and Behaviors Design Question 5: Engaging Students

Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 1: Classroom Strategies and Behaviors Segments Enacted on the Spot Design Question 5: Engaging Students

1. Noticing When Students Are Not Engaged

All LEARNING-FOCUSED StrategiesTeachers implement the distributed Assessment Prompts to formally pay attention to student engagement and make adjustments as necessary. Teachers use Collaborative Pairs throughout lessons to monitor engagement and keep all students engaged.

• Assessment Prompts • Collaborative Pairs

Domain 1: Classroom Strategies and Behaviors Segments Enacted on the Spot Design Question 5: Engaging Students

2. Using Academic Games

All LEARNING-FOCUSED StrategiesTeachers use the wealth of research-based and evidence-based learning activities to engage all students.

• Activating Strategies • Vocabulary Strategies • Teaching Strategies • Collaborative Pairs • Learning Stations • Assessment Prompts • Summarizing Strategies


3. Managing Response Rates

All LEARNING-FOCUSED StrategiesTeachers implement the distributed Assessment Prompts to manage student responses. Teachers use Collaborative Pairs throughout lessons to monitor student responses. Teachers use active feedback practices, i.e. individual white response boards, visual signals. Teachers use Writing to Inform and Summary Point Writing to monitor student responses.

• Assessment Prompts • Collaborative Pairs • Writing to Inform


4. Using Physical Movement

All LEARNING-FOCUSED StrategiesTeachers use the wealth of research-based and evidence-based learning activities that require movement to engage students. Teachers use a variety of teaching and learning strategies that provide kinesthetic, auditory, and visual learners optimal opportunities to learn.



5. Maintaining a Lively Pace

All LEARNING-FOCUSED StrategiesTeachers use the wealth of provided research-based and evidence-based learning activities to engage students. Student attention span is considered when planning and delivering lessons. Transitions and routines are handled efficiently and without loss of instructional time.



6. Demonstrating Intensity and Enthusiasm

LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the confidence and motivation to attend to these issues more consistently. LEARNING-FOCUSED also encourages and models collaborative planning, teaming, and conferencing that help teachers develop these skills.

• Acquisition Lessons • Extending Thinking

Lessons • Unit Launch Activities • Unit Culminating Activities


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Domain 1: Classroom Strategies and Behaviors Design Question 5: Engaging Students (continued)

Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 1: Classroom Strategies and Behaviors Segments Enacted on the Spot Design Question 5: Engaging Students

7. Using Friendly Controversy

Connecting Extending Thinking Students learn to use Extending Thinking strategically in order to apply their higher level thinking to what they have learned and to help them learn or develop new concepts. Essential Questions are developed with multiple correct answers requiring students to take a stand and support it. Opportunities to construct support for/justify opinions are built into Extending Thinking lessons and assignments.


• Extending Thinking Lesson (EMTS)

• Essential Questions • Extending Thinking Activity


8. Providing Opportunities for Students to Talk about Themselves

Connecting Exemplary Practices in Acquisition Lessons Using Collaborative Pairs, teams, and individual/group presentations, students communicate to each other and the class about their personal understanding of concepts and skills. Summarizing strategies and reflection questions sometimes provide opportunities for students to express their thoughts about learning activities and how they feel about their learning and progress.

• Collaborative Pairs • Collaborative Groups • Summarizing Strategies


9. Presenting Unusual or Intriguing Information

Connecting Exemplary Practices in Acquisition Lessons Using the LEARNING-FOCUSED Acquisition Lesson plan, teachers present unusual and intriguing information using Activating Strategies to motivate and increase interest in every lesson.

• Acquisition Lesson (EATS) • Activating Strategies


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Domain 1: Classroom Strategies and Behaviors Design Question 7: Recognizing and Acknowledging Adherence or Lack of Adherence to Rules and Procedures

Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 1: Classroom Strategies and Behaviors Segments Enacted on the Spot Design Question 7: Recognizing and Acknowledging Adherence or Lack of Adherence to Rules and Procedures

10. Demonstrating “withitness”


• K-U-D Organizers • Student Learning Maps • Acquisition Lesson (EATS) • Extending Thinking

Lessons (EMTS) • Units • Acceleration • Reading Comprehension

Strategies • Vocabulary Strategies • Writing Assignments • Differentiated Assignments • Scaffolding

Domain 1: Classroom Strategies and Behaviors Segments Enacted on the Spot Design Question 7: Recognizing and Acknowledging Adherence or Lack of Adherence to Rules and Procedures

11. Applying Consequences for Lack of Adherence to Rules and Procedures


• Student Learning Maps • Acquisition Lesson (EATS) • Extending Thinking



Domain 1: Classroom Strategies and Behaviors Segments Enacted on the Spot Design Question 7: Recognizing and Acknowledging Adherence or Lack of Adherence to Rules and Procedures

12. Acknowledging Adherence to Rules and Procedures

LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the confidence and motivation to attend to these issues more consistently. LEARNING-FOCUSED also encourages and models collaborative planning, teaming, and conferencing that help teachers develop these skills. Consistent, pervasive use of rules, procedures, and routines in lessons among all teachers provides students with an easy way to remember and understand what they should do.

• Student Learning Maps • Acquisition Lesson (EATS) • Extending Thinking




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Domain 1: Classroom Strategies and Behaviors Design Question 8: Establishing and Maintaining Effective Relationships with Students

Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 1: Classroom Strategies and Behaviors Segments Enacted on the Spot Design Question 8: Establishing and Maintaining Effective Relationships with Students

13. Understanding Students’ Interests and Background

Connecting Exemplary Practices in Acquisition Lessons Using the LEARNING-FOCUSED Acquisition Lesson plan, teachers gather and use student interests and background during Activating Strategies in order to hook and link them in every lesson. Scaffolding Grade Level Learning Teachers apply scaffolding strategies during lessons and differentiate assignments that incorporate student interests, background and ability. Differentiated Assignments Teachers learn strategies for surveying students’ interests and backgrounds. Students are given a variety of ways to show their understanding of topics under study, some of which are based on student interests and talents.

• Acquisition Lesson (EATS) • Activating Strategies • Scaffolding • Differentiated Assignments

Domain 1: Classroom Strategies and Behaviors Segments Enacted on the Spot Design Question 8: Establishing and Maintaining Effective Relationships with Students

14. Using Verbal and Nonverbal Behaviors that Indicate Affection for Students





Domain 1: Classroom Strategies and Behaviors Segments Enacted on the Spot Design Question 8: Establishing and Maintaining Effective Relationships with Students

15. Displaying Objectivity and Control






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Domain 1: Classroom Strategies and Behaviors Design Question 9: Communicating High Expectations for All Students

Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 1: Classroom Strategies and Behaviors Segments Enacted on the Spot Design Question 9: Communicating High Expectations for All Students

16. Demonstrating Value and Respect for Low Expectancy Students

Scaffolding Grade Level Learning for Struggling Students Teachers use scaffolding strategies to help struggling students meet grade level expectations. Catching Kids Up with Acceleration Teachers increase struggling students’ self efficacy by using previewing and other Acceleration strategies. Differentiated Assignments Students are held to grade level standards while provided scaffolding or tiered assignments which enable them to be successful.

• Differentiated Assignments • Scaffolding • Acceleration

Domain 1: Classroom Strategies and Behaviors Segments Enacted on the Spot Design Question 9: Communicating High Expectations for All Students

17. Asking Questions of Low Expectancy Students

Scaffolding Grade Level Learning for Struggling Students Teachers use scaffolding strategies to help struggling students meet grade level expectations. Catching Kids Up with Acceleration Because of teachers using previewing and other Acceleration strategies, struggling students are able to successfully participate in class lessons. Questioning Strategies Teachers use effective questioning to elicit deeper thinking about concepts and strategies in order to strengthen comprehension.

• Questioning Strategies • Scaffolding • Acceleration

Domain 1: Classroom Strategies and Behaviors Segments Enacted on the Spot Design Question 9: Communicating High Expectations for All Students

18. Probing Incorrect Answers with Low Expectancy Students

Scaffolding Grade Level Learning for Struggling Students Teachers use scaffolding strategies to help struggling students meet grade level expectations. Questioning Strategies Teachers use effective questioning to elicit deeper thinking about concepts and strategies in order to strengthen comprehension. Catching Kids Up with Acceleration Because of teachers using previewing and other Acceleration strategies, struggling students are able to successfully participate in class lessons.

• Questioning Strategies • Scaffolding • Acceleration


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Domain 2: Planning and Preparing Planning and Preparing for Lessons and Units

Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 2: Planning and Preparing Planning and Preparing for Lessons and Units

1. Planning and Preparing for Effective Scaffolding of Information within Lessons

Scaffolding Grade Level Learning for Struggling Students Teachers use the Acquisition Lesson plan and scaffolding strategies to plan (identify what and how to scaffold for each struggling student) and prepare their lessons to help struggling students meet grade level expectations.

• Acquisition Lesson (EATS) • Scaffolding


2. Planning and Preparing Lessons within Units that Progress Toward a Deep Understanding and Transfer of Content

All LEARNING-FOCUSED Strategies Teachers use the LEARNING-FOCUSED framework to develop common learning units and lessons that move students through the three levels of learning: 1. Acquisition, 2. Extending Thinking, 3. Authentic Meaningful Use.

• K-U-D Organizers • Student Learning Maps • Acquisition Lessons (EATS) • Extending Thinking

Lessons (EMTS) • Units


3. Planning and Preparing for Appropriate Attention to Established Content Standards

Transforming Standards into Learning Teachers develop an organizer that clarifies standards and establish clear learning goals for a unit. Teachers use the standards driven LEARNING-FOCUSED model to plan lessons and units from an organizer that clearly identifies what students need to know, understand, and be able to do from the state and common core standards.


Lessons (EMTS) • Units • Writing Assignments • Grade Level Assignments


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Domain 2: Planning and Preparing Planning and Preparing for Use of Materials and Technology

Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 2: Planning and Preparing Planning and Preparing for Use of Materials and Technology

1. Planning and Preparing for the Use of Available Traditional Resources for Upcoming Units and Lessons

All LEARNING-FOCUSED Strategies Teachers use the LEARNING-FOCUSED Strategies framework to plan, prepare and identify appropriate resources while planning their lessons and units.



Domain 2: Planning and Preparing Planning and Preparing for Use of Materials and Technology

2. Planning for the Use of Available Technology such as Interactive White Boards, Voting Technologies and One-to-one Computer

All LEARNING-FOCUSED Strategies Teachers use the LEARNING-FOCUSED Strategies framework is to plan and prepare appropriate technology resources that support learning while planning their lessons and units.




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Domain 2: Planning and Preparing Planning and Preparing for Special Needs of Students

Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 2: Planning and Preparing Planning and Preparing for Special Needs of Students

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

Catching Kids Up with AccelerationStruggling students benefit from the LEARNING-FOCUSED Acceleration model that relies on preparing students to be successful with grade level content rather than just using remediation when students do not fully acquire or comprehend the concepts and skills taught during the classroom lesson. Scaffolding Grade Level Learning Teachers use the Acquisition Lesson plan and scaffolding strategies to plan (identify what and how to scaffold for each ELL student) and prepare their lessons to help ELL students meet grade level expectations. Differentiated Assignments Teachers use Differentiated Assignment strategies to customize their plans to allow specific ELL students’ access to the grade level content.

• Acceleration • Scaffolding • Differentiated Assignments • Grade Level Assignments


2. Planning and Preparing for the Needs of Special Education Students

Catching Kids Up with AccelerationStruggling students benefit from the Learning-Focused Acceleration model that relies on preparing students to be successful with grade level content rather than just using remediation when students do not fully acquire or comprehend the concepts and skills taught during the classroom lesson. Scaffolding Grade Level Learning Teachers use the Acquisition Lesson plan and scaffolding strategies to plan (identify what and how to scaffold for each struggling student) and prepare their lessons to help struggling students meet grade level expectations. Differentiated Assignments Teachers use Differentiated Assignment strategies to customize their plans to allow specific Special Education students’ access to the grade level content.

• Acceleration • Scaffolding • Differentiated Assignments


3. Planning and Preparing for the Needs of Students Who Come From Home Environments That Offer Little Support for Schooling

Catching Kids Up with AccelerationStruggling students benefit from the Learning-Focused Acceleration model that relies on preparing students to be successful with grade level content rather than just using remediation when students do not fully acquire or comprehend the concepts and skills taught during the classroom lesson. Scaffolding Grade Level Learning Teachers use the Acquisition Lesson plan and scaffolding strategies to plan (identify what and how to scaffold for each struggling student) and prepare their lessons to help struggling students meet grade level expectations. Differentiated Assignments Teachers use Differentiated Assignment strategies to customize their plans to allow specific at-risk students’ access to the grade level content.

• Acceleration • Scaffolding • Differentiated Assignments


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Domain 3: Reflecting on Teaching Evaluating Personal Performance

Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 3: Reflecting on Teaching Evaluating Personal Performance

1. Identifying Specific Areas of Pedagogical Strength and Weakness


• K-U-D Organizers • Student Learning Maps • Acquisition Lessons (EATS) • Assessment Prompts • Activating Strategies • Unit Launch Activity • Extending Thinking



2. Evaluating the Effectiveness of Individual Lessons and Units

Units and Lessons that Work: A Process for Reviewing and Refining Learning-Focused Lessons and Units Teachers follow a proven framework for evaluating and refining their lessons and units.

• Unit Study • Lesson Study • K-U-D Organizers • Student Learning Maps • Acquisition Lessons (EATS) • Extending Thinking



3. Evaluating the Effectiveness of Specific Pedagogical Strategies and Behaviors Across Different Categories of Students

LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the confidence and motivation to attend to these issues more consistently. LEARNING-FOCUSED also encourages and models collaborative planning, teaming, and conferencing that help teachers develop these skills. Schools collect, analyze and reference achievement data that monitors the progress of all students on a consistent basis


Lessons (EMTS) • Units • Acceleration • Flexible Grouping


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Domain 3: Reflecting on Teaching Developing and Implementing a Professional Growth Plan

Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 3: Reflecting on Teaching Developing and Implementing a Professional Growth Plan

1. Developing a Written Growth and Development Plan

LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the confidence and motivation to attend to these issues more consistently. LEARNING-FOCUSED also encourages and models collaborative planning, teaming, and conferencing that help teachers develop these skills. STRIDE Support and Monitoring provides teachers with rubrics that can be used for reflection, self-assessment and goal-setting.

• Learning-Focused Professional Development

• Implementation Plans • Stride

Domain 3: Reflecting on Teaching Developing and Implementing a Professional Growth Plan

2. Monitoring Progress Relative to the Professional Growth Plan

LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the confidence and motivation to attend to these issues more consistently. LEARNING-FOCUSED also encourages and models collaborative planning, teaming, and conferencing that help teachers develop these skills. STRIDE Support and Monitoring provides teachers with rubrics that can be used for reflection, self-assessment and goal-setting and for the development of professional growth plans. Monitoring teacher growth and providing timely, targeted feedback is done on a consistent basis using Stride and rubrics.


• Implementation Plans • Stride


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Domain 4: Collegiality and Professionalism Promoting a Positive Environment

Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 4: Collegiality and Professionalism Promoting a Positive Environment

1. Promoting Positive Interactions about Colleagues



• Implementation Plans • Collaborative Planning • Peer Walkthroughs

Domain 4: Collegiality and Professionalism Promoting a Positive Environment

2. Promoting Positive Interactions about Students and Parents

LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the confidence and motivation to attend to these issues more consistently. LEARNING-FOCUSED also encourages and models collaborative planning, teaming, and conferencing that help teachers develop these skills. Parents will gain the ability to help their children use learning strategies successfully at home through the use of LEARNING-FOCUSED parent workshop materials and training.


• Implementation Plans • Student Learning Maps • Vocabulary Strategies • Graphic Organizers • Reading Comprehension

Strategies Student and Parent Resources and Workshops

• Extending Thinking Strategies Student and Parent Resources and Workshops

Domain 4: Collegiality and Professionalism Promoting Exchange of Ideas and Strategies

Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 4: Collegiality and Professionalism Promoting Exchange of Ideas and Strategies

1. Seeking Mentorship for Areas of Need or Interest



• Implementation Plans • Collaborative Planning • Peer Walkthroughs • School-Based Coaching

Domain 4: Collegiality and Professionalism Promoting Exchange of Ideas and Strategies

2. Mentoring Other Teachers and Sharing Ideas and Strategies

LEARNING-FOCUSED provides the research-based and evidenced-based practices that best promote learning for all students. This gives teachers the confidence and motivation to attend to these issues more consistently. LEARNING-FOCUSED also encourages and models collaborative planning, teaming, and conferencing that help teachers develop these skills. Teachers are provided opportunities for reflection and sharing meetings.


• Implementation Plans • Collaborative Planning • Peer Walkthroughs • School-Based Coaching • Stride • Goal Setting Meetings and

Reflection Meetings


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Domain 4: Collegiality and Professionalism Promoting District and School Development

Marzano Evaluation LEARNING-FOCUSED Strategies/Practices Domain 4: Collegiality and Professionalism Promoting District and School Development

1. Adhering to District and School Rules and Procedures




Reflection MeetingsDomain 4: Collegiality and Professionalism Promoting District and School Development

2. Participating in District and School Initiatives




Reflection Meetings


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Documents

LF Correlation to Marzanos Evaluation · PDF fileCorrelation Map of LEARNING-FOCUSED to Marzano’s Evaluation Model Page 2 of 24 Correlation Map of LEARNING-FOCUSED to Marzano’s