Deconstructing Deconstructing Standards into Standards into Achievable Achievable Learning TargetsLearning Targets

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Setting Group NormsSetting Group Norms Group norms are agreed upon ways in Group norms are agreed upon ways in

which we will work together so that which we will work together so that productivity is maximized.productivity is maximized.

They are posted and reviewed (verbally and They are posted and reviewed (verbally and in writing) at all meetingsin writing) at all meetings..

Let’s work together to abide by our Group Let’s work together to abide by our Group Norms.Norms.

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Group NormsGroup Norms

Be present and be engaged in the workBe present and be engaged in the work Function as equal partners in this workFunction as equal partners in this work Limit the use of cell phones and computers Limit the use of cell phones and computers

to breaks and at lunchto breaks and at lunch Be respectful by limiting sidebar Be respectful by limiting sidebar

conversationsconversations Be on time for each segment of the dayBe on time for each segment of the day Stay for the entire Cadre session Stay for the entire Cadre session

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Developing Student-Developing Student-Friendly Learning Friendly Learning Targets from StandardsTargets from Standards

Modified from presentations by Mary Modified from presentations by Mary Rudd, Stephanie Hatfield, Debra Cornett Rudd, Stephanie Hatfield, Debra Cornett and Rina Gratzand Rina Gratz

44

Points to PonderPoints to Ponder How clear are you, to this point, regarding the How clear are you, to this point, regarding the

following:following: 1. Assessment Literacy and your role,1. Assessment Literacy and your role, 2. The roll out/scale up of the new common core 2. The roll out/scale up of the new common core

standards and your role,standards and your role, 3. Characteristics of Highly Effective Teaching 3. Characteristics of Highly Effective Teaching

(CHET) and your role?(CHET) and your role?

   How clear are you regarding the Network Approach How clear are you regarding the Network Approach

to improving student learning? to improving student learning? 55

Some of us felt like this Some of us felt like this manman

66

Some of us felt like thisSome of us felt like this

77

Or maybe like this !Or maybe like this !

88

But, by the end of the But, by the end of the day….day….

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Leadership Network Leadership Network VisionVision

Every school district in the commonwealth Every school district in the commonwealth of Kentucky has a knowledgeable and of Kentucky has a knowledgeable and cohesive leadership team that guides the cohesive leadership team that guides the professional learning and practice of all professional learning and practice of all administrators, teachers, and staff so that administrators, teachers, and staff so that every student experiences highly effective every student experiences highly effective teaching, learning and assessment teaching, learning and assessment practices in every classroom, every day.practices in every classroom, every day.

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Content Leadership Content Leadership Network GoalNetwork Goal

Ensure that every participant has a clear Ensure that every participant has a clear understanding of how to:understanding of how to:

translate Kentucky’s Core Academic translate Kentucky’s Core Academic Standards into clear learning targets in Standards into clear learning targets in order to design high quality formative order to design high quality formative and summative assessments and and summative assessments and

plan/select rigorous and congruent plan/select rigorous and congruent learning experienceslearning experiences. .

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Welcome Back to Welcome Back to KLA/Administrator’s KLA/Administrator’s Leadership Network !! Leadership Network !!

Let’s talk.Let’s talk.

What have you done since we last met What have you done since we last met regarding assessment literacy, standards regarding assessment literacy, standards roll out and HETL that has worked?roll out and HETL that has worked?

We will use an adaptation of the Success We will use an adaptation of the Success Protocol from Protocol from Protocols for Professional Protocols for Professional LearningLearning by Lois Brown Easton by Lois Brown Easton

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T-Chart Time!T-Chart Time!

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Deconstructing Deconstructing Standards into Standards into Achievable Achievable Learning TargetsLearning Targets

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Learning Targets for Day Learning Targets for Day 22

Through full participation, KLA members will be Through full participation, KLA members will be able to explain the rationale for deconstructing able to explain the rationale for deconstructing standards.standards.

Through full participation, KLA members will Through full participation, KLA members will understandunderstand the difference between standards, the difference between standards, learning targets and activities and will be able to learning targets and activities and will be able to articulate the differences. KLA members will apply articulate the differences. KLA members will apply their understanding at the school/district level.their understanding at the school/district level.

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Why do we need to unpack Why do we need to unpack or deconstruct standards?or deconstruct standards?

To identify what students need to know To identify what students need to know and be able to doand be able to do

To guide daily instruction and our To guide daily instruction and our assessment for learning. assessment for learning.

To enable my students to show mastery of To enable my students to show mastery of the standards on our common the standards on our common assessments and on the state assessments and on the state summative assessment summative assessment

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Handout: Talking Points Handout: Talking Points about Learning Targetsabout Learning Targets

Read and discuss these key points, Read and discuss these key points, Number 3,4,5 and 6, from the handout Number 3,4,5 and 6, from the handout with your tablemates.with your tablemates.

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Turn to Page 59 of your Turn to Page 59 of your Stiggins Assessment Stiggins Assessment Balance and QualityBalance and Quality

Highlight the first sentence under the Highlight the first sentence under the section, Deconstruct Standardssection, Deconstruct Standards

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An overview/orientation, An overview/orientation, The Leaders’ Role:The Leaders’ Role:

Leaders will support teachers in:Leaders will support teachers in: Writing clear, concise, and student-Writing clear, concise, and student-

friendly learning targetsfriendly learning targets Understanding the effective use of Understanding the effective use of

learning targets for instructional planninglearning targets for instructional planning Applying learning targets to the design of Applying learning targets to the design of

a balanced assessment system a balanced assessment system

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The Leaders’ Role The Leaders’ Role according to Stigginsaccording to Stiggins

Turn to pages 25-26, read and highlight Turn to pages 25-26, read and highlight key points, Turn to page 23 to find Figure key points, Turn to page 23 to find Figure 2-12-1

On page 27, look at number 5, then turn On page 27, look at number 5, then turn to page 23 for a summary of the seven to page 23 for a summary of the seven strategiesstrategies

Now, turn to page 113- 114 Activity 10Now, turn to page 113- 114 Activity 10

2020

Standards give the teacher a Standards give the teacher a destination. Learning destination. Learning targets are the route targets are the route students take to reach that students take to reach that destination.destination.

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Without Clear Targets We Can’t Do Any Without Clear Targets We Can’t Do Any of the Following…of the Following…

Know if the assessment adequately measures what we Know if the assessment adequately measures what we taughttaught..

Correctly identify what students know and don’t know and Correctly identify what students know and don’t know and their level of achievementtheir level of achievement..

Plan next steps in instruction.Plan next steps in instruction. Give detailed, descriptive feedback to studentsGive detailed, descriptive feedback to students.. Have students self-assess or set goals likely to help them Have students self-assess or set goals likely to help them

learn morelearn more.. Keep track of student learning target by target or standard Keep track of student learning target by target or standard

by standard.by standard. Complete a standards-based report cardComplete a standards-based report card..

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What Are Learning What Are Learning Targets?Targets?

Any achievement expectations Any achievement expectations we hold for students.we hold for students.

Statements of what we want Statements of what we want students to learn and be able to students to learn and be able to do. do.

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Standard vs. Learning Target

•General•Written in technical language (designed for adults)•Not flexible•?•?•?

•Immediate (short term)•Measurable, assessable and achievable•Teacher-generated•?•?•?

•guide instruction

•expectations, desirable outcomes

•?•?•?

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Standard vs. Learning Target

•General•Long term•Whole, rather than in pieces•Written in technical language (designed for adults)•Context for the learning targets•Expectations•Not flexible•Universal-everybody tries to meet•Measurable, assessable and achievable

•Student friendly•Isolated piece of standard•Immediate (short term)•Language that students understand•Stepping stone toward meeting the standard•Smaller parts•Measurable, assessable and achievable•More flexible (change over time)•Teacher-generated•Personalized•Expectations

•Measurable, assessable

and achievable•guide

instruction•about learning•expectations,

desirable outcomes

•element of time involved

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Learning Targets/Objectives Are:

Statements of what we want students to learn or know or understand and be able to do.

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Social StudiesSocial Studies

Map SkillsMap Skills

Page 152 in the bookPage 152 in the book

““Going on a trip around Going on a trip around the world”the world”

Subject

Topic

Assignment

Activity

Learning Target 2727

Which is a learning target/objective?Use your pinch card.

1.I will know math.2. Students will go on a decimal hunt.3. Students will understand decimalsand put them in sequential order.4. Complete page 152 in the math book.

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““Without the learning intention, Without the learning intention, children are merely victims of the children are merely victims of the teacher’s whim.”teacher’s whim.”

““The sharing of learning intentions is, The sharing of learning intentions is, however, more complex than simply however, more complex than simply repeating what is in the teacher’s repeating what is in the teacher’s plan.”plan.”

Shirley Clarke in Shirley Clarke in Unlocking Formative Unlocking Formative AssessmentAssessment 2929

3030

Which is a Clear Learning Which is a Clear Learning Target?Target?

A. Class will read a short storyA. Class will read a short story

B. Complete page 119B. Complete page 119

C. Students will understand the C. Students will understand the elements of a short story and elements of a short story and summarize the plot in chronological summarize the plot in chronological orderorder

DD. . Students will become proficient readers.Students will become proficient readers. 3131

4 Keys to Creating Sound Learning Targets

1.Clear understanding of where you want the targets to take your students.

2.Identify only those components of the standard that are essential for today’s learning (daily learning target).

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4 Keys Continued:

3. Each target is measurable/able to be assessed.4. Targets are arranged in a logical progression.5. Targets are stated/written in student friendly language.

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T-Chart Time!T-Chart Time!

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3535

3636

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Learning target example:

Students will understand measures ofcentral tendency and will be able tocalculate mean, median and mode.

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SS-08-1.3.2SS-08-1.3.2

Students will explain and give Students will explain and give examples of how, in order for the examples of how, in order for the U.S. government to function as a U.S. government to function as a democracy, citizens must assume democracy, citizens must assume responsibilities (e.g., participating responsibilities (e.g., participating in community activities, voting in in community activities, voting in elections) and duties (e.g., obeying elections) and duties (e.g., obeying the law, paying taxes, serving on a the law, paying taxes, serving on a jury, registering for the military).jury, registering for the military).

DOK DOK 22

4040

`

Describe the difference between the duties of a citizen vs. a non-

citizen living in the United States.

Analyze the pros and cons of how a citizen’s responsibilities and

duties impact the US government’s ability to function as a democracy

Describe the difference between responsibilities

of a citizen vs. a non-citizen living in the

United States.

Describe the difference between

responsibilities and duties.

Compare rights vs. responsibilities

Describe and list duties of citizens living in a democracy Know the definition of duties

Describe and list responsibilities of citizens living in a

democracy

Know the definition of

responsibilities

Know description of Democracy

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A Mathematics Example

MathMath DecimalsDecimals

Page 11 in the bookPage 11 in the book Going on a decimal huntGoing on a decimal hunt

I can read decimals and put them in I can read decimals and put them in orderorder

Subject

Topic

Assignment

Activity

Learning Target

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Clear learning target or an Clear learning target or an activity ?activity ?

Complete Exercise 2.1 with your Complete Exercise 2.1 with your elbow partnerelbow partner

Come to agreement with your table Come to agreement with your table team team

4343

Clear targetsClear targets Impact on students Impact on students

More focusMore focus Learning cultureLearning culture Quality of work improvesQuality of work improves Behavior improvesBehavior improves Persevere longerPersevere longer Greater ownership of learningGreater ownership of learning Automatically self-evaluateAutomatically self-evaluate More enthusiasm about learningMore enthusiasm about learning

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Clear targets Clear targets Impact on TeachersImpact on Teachers

More focused instructional More focused instructional planning planning

Sharpens teachers’ focus on Sharpens teachers’ focus on the learning expectationthe learning expectation

Expectations riseExpectations riseFocus on quality rather than Focus on quality rather than

getting it donegetting it done

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Clear Learning Targets Clear Learning Targets Impact on TeachersImpact on Teachers

Congruent activitiesCongruent activities Relevant content specific Relevant content specific

vocabularyvocabulary Assists teachers in reflection Assists teachers in reflection

regarding their lessons and regarding their lessons and learning that occurredlearning that occurred

Strengthens connections with Strengthens connections with parents related to learning parents related to learning expectations for their child expectations for their child

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Handout: Talking Points Handout: Talking Points about Learning Targetsabout Learning Targets

Read and discuss the handout’s key Read and discuss the handout’s key points found in Numbers 1-2, 7-11 with points found in Numbers 1-2, 7-11 with your tablemates.your tablemates.

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Continue your Table Continue your Table DiscussionDiscussionYour handout contains a comparison between a Your handout contains a comparison between a

traditional and a standards-based traditional and a standards-based instructional plan. As a group, discuss and instructional plan. As a group, discuss and be prepared to share:be prepared to share:

1)1) What value is added to the standards-What value is added to the standards-based plan by the inclusion of the learning based plan by the inclusion of the learning target?target?

2)2) What differences do you see between the What differences do you see between the two plans and why is it significant?two plans and why is it significant?

3)3) Compare and evaluate the assessment Compare and evaluate the assessment strategies of the two plans.strategies of the two plans.

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The process of instructional The process of instructional planningplanning

Traditional Traditional Select topicSelect topic Design Design

instructional instructional activitiesactivities

Design and give Design and give an assessmentan assessment

Give grade or Give grade or feedbackfeedback

Move onto new Move onto new topictopic

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Standards Based ModelStandards Based Model

Design an Design an assessment assessment congruent to the congruent to the standards and standards and learning targets on learning targets on which students will which students will demonstrate theirdemonstrate their

Select the Select the standard that standard that students need students need to knowto know

Unpack the Unpack the standardsstandards

Design Design congruent daily congruent daily learning targetslearning targets

learninglearning5050

Use data from Use data from assessments to give assessments to give feedback, re-teach or feedback, re-teach or move to next levelmove to next level

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Standards Based ModelStandards Based Model

• Design congruent Design congruent formative formative assessmentsassessments

• Plan congruent Plan congruent instructional instructional strategies to assure strategies to assure that each student that each student has appropriate has appropriate learning learning opportunitiesopportunities

T-Chart Time!T-Chart Time!

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Classifying Targets

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Turn to pages 115 & 117 in your Turn to pages 115 & 117 in your Stiggins bookStiggins book

Take a few minutes to become Take a few minutes to become familiar with key words in familiar with key words in types of targetstypes of targets

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Kinds of Learning Targets-

Knowledge Learning TargetsKnowledge Learning Targets

Stated using verbs such as list, Stated using verbs such as list, name, define, identify and name, define, identify and explain.explain.

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Master factual and procedural knowledgeMaster factual and procedural knowledge RecognizeRecognize patternspatterns ExplainExplain the amendment process the amendment process ListList characteristics of U.S. citizenship characteristics of U.S. citizenship

Learning Targets-Knowledge (cont.)

Examples

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Kinds of Learning Kinds of Learning TargetsTargets-Reasoning/Thin-Reasoning/ThinkingkingIncludes mental processes such as:Includes mental processes such as:

predicts inferspredicts infers classifies comparesclassifies compares summarizes analyzes summarizes analyzes evaluates generalizes evaluates generalizes hypothesizes concludeshypothesizes concludes

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•Reads aloud with fluency and expression

•Participates in civics discussion with the goal of solving current problems

•Uses simple tools to gather data

Learning Targets-Skill/Performance

Examples

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Learning Targets- ProductLearning Targets- Product

Product Learning TargetsProduct Learning Targets Writing samplesWriting samples ProjectsProjects Artistic productsArtistic products Research reportsResearch reports Science exhibitsScience exhibits

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•Constructs bar graphs

•Constructs physical models of objects

•Creates a news article related to a historical time period.

Learning Targets- Product

Examples

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Standards and Targets Underpinning the Standards

Knowledge

Reasoning

Skill/Performance

Product

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Types of Learning Types of Learning Targets/ObjectivesTargets/Objectives

Knowledge –The facts and concepts we want students to know Reasoning- Students use what

they know to reason and solve problems

Skills/Performance- Students use their knowledge and reasoning to

act skillfully Product- Students use their

knowledge, reasoning, and skills to create a concrete product

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Handout: Exercise 3.3Handout: Exercise 3.3

Read the learning Read the learning targets. Classify each targets. Classify each target collaboratively target collaboratively with your elbow partner with your elbow partner

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What Kind of Target Is This?What Kind of Target Is This?

A. Knowledge, B. Reasoning, C. Skill, or D. Product?

Use your pinch card

1. Identify different types of maps

2. Create a physical map

3. Analyze and compare different purposes for maps

4. Know how to use a map for a specific purpose

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Clear Statement of Learning Target

Skill or concept to be defined: PREDICTIONA statement saying something will happen in the future.

Student-friendly language for target:I can make predictions. This means I can use information/evidence to describe what is likely to happen next. 6565

T-Chart Time!T-Chart Time!

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Handouts:Handouts:

Talking Points about Talking Points about Learning TargetsLearning Targets

..

Template Content Networks are Template Content Networks are UsingUsing

Standard ProgressionStandard Progression

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First, Classify a StandardFirst, Classify a Standard

Work collaboratively with a tablemate to Work collaboratively with a tablemate to come agreement on the standard’s come agreement on the standard’s classificationclassification

Discuss with all your tablemates and come Discuss with all your tablemates and come to consensus on the classificationto consensus on the classification

Write the standard’s classification on the Write the standard’s classification on the template template

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Let’s PracticeLet’s Practice Form groups of 3-4 at your tableForm groups of 3-4 at your table From the Progression Handout, pull out From the Progression Handout, pull out

Standard 4 for 7Standard 4 for 7thth grade grade Write the standard on the chart paperWrite the standard on the chart paper Collaboratively underline/highlight key Collaboratively underline/highlight key

words to determine the meaning of the words to determine the meaning of the standardstandard

Begin writing a learning target with the Begin writing a learning target with the same classification as the standardsame classification as the standard

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Let’s PracticeLet’s Practice

Move to the next section to the right on Move to the next section to the right on the template.the template.

Continue writing clear, measurable Continue writing clear, measurable learning targets until you reach the far learning targets until you reach the far right on the template.right on the template.

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All KLA/Administrators’ Leadership Network Members, please close your power point handout.

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Deconstruct the Deconstruct the Standard: Students will Standard: Students will drive a car with skill drive a car with skill

KnowledgeReasoning

Skill or PerformanceProduct

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Handout : Driving a Car Handout : Driving a Car templatetemplate

Please record your “drive Please record your “drive a car with skill” learning a car with skill” learning targets in the template. targets in the template.

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Self Assess using the Self Assess using the Power point slide Power point slide informationinformation

Turn to pages 120-121 in Turn to pages 120-121 in your Stiggins bookyour Stiggins book

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Creating Targets for “Driving a Car with Skill”

What knowledge will students need to demonstrate the intended learning?

What patterns of reasoning will they need to master?

What skills are required, if any?

What product development capabilities must they acquire, if any?

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Driving a Car with Skill

KnowledgeKnow the lawRead signs and understand what they mean

ReasoningEvaluate ‘am I safe’ and synthesize information to take action if needed

SkillsSteering, shifting, parallel parking, …

Products(not appropriate target for standard)

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Student Friendly TermsStudent Friendly Terms

When I learn When I learn this I can…this I can…

I am learning to…

Let me show you how I can…

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““WALT” and “WILT”WALT” and “WILT”

WWee

AArere

LLearningearning

TTo…o…

WWhenhen

II

LLearnearn

TThis…his…

One way to think about writing student-friendly learning objectives:

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MATHEMATICSMATHEMATICS

Identify and graph ordered pairs on a positive Identify and graph ordered pairs on a positive coordinate system scaled by ones, twos, threes, coordinate system scaled by ones, twos, threes, fives, or tens; locate points on a grid; and apply fives, or tens; locate points on a grid; and apply graphing in the coordinate system to solve real-graphing in the coordinate system to solve real-world problems.world problems.

Graph the vertices of a triangle onto positive Graph the vertices of a triangle onto positive coordinate planes using different scales. coordinate planes using different scales.

Analyze what changes in the figure are affected by Analyze what changes in the figure are affected by the changes in scales, and explain why.the changes in scales, and explain why.

Graph the vertices of the reflected image of Graph the vertices of the reflected image of a triangle.a triangle. 8080

MATHEMATICSMATHEMATICS

Graph the point (1,6) in the first quadrant of Graph the point (1,6) in the first quadrant of the coordinate plane.the coordinate plane.

Design an alternate arrangement of your Design an alternate arrangement of your classroom space using 3-dimensional scale classroom space using 3-dimensional scale models of the classroom and its contents.models of the classroom and its contents.

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SOCIAL STUDIESSOCIAL STUDIES

Identify and explain the basic purpose of the U.S. Identify and explain the basic purpose of the U.S. Government as defined in the Preamble to the U.S. Government as defined in the Preamble to the U.S. Constitution (establish justice, ensure domestic Constitution (establish justice, ensure domestic tranquility, provide for the common defense, promote tranquility, provide for the common defense, promote the general welfare, secure the blessings of liberty to the general welfare, secure the blessings of liberty to ourselves and our posterity). DOK 2ourselves and our posterity). DOK 2

Explain how the U.S Government functions, as defined by Explain how the U.S Government functions, as defined by the Preamble to the Constitution.the Preamble to the Constitution.

Using examples to justify your answer, explain why the Using examples to justify your answer, explain why the powers of government established by the Preamble to the powers of government established by the Preamble to the United States Constitution are still significant today.United States Constitution are still significant today. 8282

SOCIAL STUDIESSOCIAL STUDIES

List the basic purposes of government in the List the basic purposes of government in the United States (as stated in the Preamble to the United States (as stated in the Preamble to the United States Constitution).United States Constitution).

Using multiple sources, research how the U.S. Using multiple sources, research how the U.S. Government has used its powers (as defined by Government has used its powers (as defined by the Preamble to the Constitution) over a the Preamble to the Constitution) over a selected time period in US history. Explain, selected time period in US history. Explain, through a class presentation, the impact of through a class presentation, the impact of these actions on our life today.these actions on our life today.

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Implications for the WorkImplications for the Work

Begin with the end in mind – standards and Begin with the end in mind – standards and final assessmentfinal assessment

Know where students are – pre-assess before Know where students are – pre-assess before unit ( Stiggins: pp. 23)unit ( Stiggins: pp. 23)

Let students know where they are going – Let students know where they are going – communicate specific and student-friendly communicate specific and student-friendly learning targets (Stiggins: pp. 23)learning targets (Stiggins: pp. 23)

Use time wisely – depending on where Use time wisely – depending on where students are, decide how much time you will students are, decide how much time you will spend on which activities/strategiesspend on which activities/strategies

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Implications for the WorkImplications for the Work

Ensure the distinction between congruent to Ensure the distinction between congruent to correlated with respect to learning targetscorrelated with respect to learning targets

We must let go of activities and materials that do We must let go of activities and materials that do not directly lead students to learning target masterynot directly lead students to learning target mastery

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Next Steps and Future Next Steps and Future Learning for KLALearning for KLA

Don’t wait until the end of the unit….Don’t wait until the end of the unit….

Ongoing formative assessment is the KEYOngoing formative assessment is the KEY

Before, during, at the end, afterBefore, during, at the end, after

Best practice instruction (learning targets, Best practice instruction (learning targets, strategies, grouping, interventions, re-strategies, grouping, interventions, re-

teaching, etc.)teaching, etc.)

Assessment for learningAssessment for learning

Involve students in tracking their own learningInvolve students in tracking their own learning8686

Learning Targets for Day Learning Targets for Day 22

Through full participation, KLA members will be Through full participation, KLA members will be able to explain the rationale for deconstructing able to explain the rationale for deconstructing standards.standards.

Through full participation, KLA members will Through full participation, KLA members will understandunderstand the difference between standards, the difference between standards, learning targets and activities and will be able to learning targets and activities and will be able to articulate the differences. KLA members will apply articulate the differences. KLA members will apply their understanding at the school/district level.their understanding at the school/district level.

8787

An overview/orientation, An overview/orientation, The Leaders’ Role:The Leaders’ Role:

Leaders will support teachers in:Leaders will support teachers in: Writing clear, concise, and student-Writing clear, concise, and student-

friendly learning targetsfriendly learning targets Understanding the effective use of Understanding the effective use of

learning targets for instructional planninglearning targets for instructional planning Applying learning targets to the design of Applying learning targets to the design of

a balanced assessment system a balanced assessment system

8888

Final ThoughtsFinal Thoughts

Teaching to greater depth of understanding prepares Teaching to greater depth of understanding prepares students to retrieve and apply knowledge and skillsstudents to retrieve and apply knowledge and skills

. . Targeting instruction to promote enduring Targeting instruction to promote enduring

understandings (how, why, so what, what if, what understandings (how, why, so what, what if, what then) provides the context for deep and rich learning.then) provides the context for deep and rich learning.

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T-Chart Time!T-Chart Time!

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