An Evidence-Based Approach

Marzano Research conducted an extensive literature review to learn the variety of ways researchers and practitioners have defined each of the three North Star Skills. They then qualitatively analyzed the various definitions to identify the key components of each skill. They synthesized the literature findings and presented them to SFT BOCES stakeholders, including counselors, administrators, teachers, and business partners. The stakeholders then identified the core competencies which were most relevant to the Pathways to Prosperity work. Appendices A, B, and C include the literature reviewed and synthesized for this phase.

Next, Marzano Research reviewed the gathered literature to identify and define the core components of each key competency for each North Star Skill. After defining the core components, they created a developmental progression map for each key competency. These maps describe the goals for each core component, organized by three grade bands: upper elementary, middle school, and high school.

Finally, Marzano Research operationalized the learning goals for each competency by creating rubrics and sample assessment activities related to the Pathways to Prosperity activities. These sample assessment activities were developed for each of the three grade bands. Marzano Research designed the activities so that teachers can incorporate them into normal classroom content instruction, career development activities, social-emotional learning instruction, internships, workplace visits, entrepreneurship curriculum activities, STEM and coding instruction, community activities and other school and community learning opportunities.

Rather than being a mandatory assessment, the sample assessment activities provide an example of how a teacher may incorporate assessment of these goals into existing classroom instruction or Pathways to Prosperity activities. Teachers may also adapt the assessments to better fit their context. Generation Schools Network staff provided a review of the sample assessment activities to ensure alignment to Pathways to Prosperity and that the activities were reasonable ways to incorporate assessment into everyday instruction.