1. Deconstructing Standards into Achievable Learning Targets
Add language here for intro
5 Research-based strategies that significantly improve student learning:
Sharing criteria (clear learning targets with success criteria)
Questioning
Feedback
Peer assessment
Self-assessment

2. Setting Group Norms
Group norms are agreed upon ways in which we will work together so that productivity is maximized.
They are posted and reviewed (verbally and in writing) at all meetings.
Let’s work together to abide by our Group Norms.

3. Group Norms Be present and be engaged in the work
Function as equal partners in this work
Limit the use of cell phones and computers to breaks and at lunch
Be respectful by limiting sidebar conversations
Be on time for each segment of the day
Stay for the entire Cadre session
Cell phones and computers off at break and or at lunch, sidebar conversations limited, participation, arriving late and leaving early, adhere to come back together signals

4. Developing Student-Friendly Learning Targets from Standards
Modified from presentations by Mary Rudd, Stephanie Hatfield, Debra Cornett and Rina Gratz

5. Points to Ponder
How clear are you, to this point, regarding the following:
1. Assessment Literacy and your role,
2. The roll out/scale up of the new common core standards and your role,
3. Characteristics of Highly Effective Teaching (CHET) and your role?
How clear are you regarding the Network Approach to improving student learning?

6. Some of us felt like this man

7. Some of us felt like this

8. Or maybe like this !

9. But, by the end of the day….

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

11. Content Leadership Network Goal
Ensure that every participant has a clear understanding of how to:
translate Kentucky’s Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and
plan/select rigorous and congruent learning experiences.
CHET

12. Welcome Back to KLA/Administrator’s Leadership Network !!
Let’s talk.
What have you done since we last met regarding assessment literacy, standards roll out and HETL that has worked?
We will use an adaptation of the Success Protocol from Protocols for Professional Learning by Lois Brown Easton
Protocol page 60

13. T-Chart Time!

14. Deconstructing Standards into Achievable Learning Targets
Add language here for intro
5 Research-based strategies that significantly improve student learning:
Sharing criteria (clear learning targets with success criteria)
Questioning
Feedback
Peer assessment
Self-assessment

15. Learning Targets for Day 2
Through full participation, KLA members will be able to explain the rationale for deconstructing standards.
Through full participation, KLA members will understand the difference between standards, learning targets and activities and will be able to articulate the differences. KLA members will apply their understanding at the school/district level.

16. Why do we need to unpack or deconstruct standards?
To identify what students need to know and be able to do
To guide daily instruction and our assessment for learning.
To enable my students to show mastery of the standards on our common assessments and on the state summative assessment
Teachers understanding the meaning of the standards : Unpacking standards Go before venn diagram

17. Handout: Talking Points about Learning Targets
Read and discuss these key points, Number 3,4,5 and 6, from the handout with your tablemates.

18. Turn to Page 59 of your Stiggins Assessment Balance and Quality
Highlight the first sentence under the section, Deconstruct Standards

19. An overview/orientation, The Leaders’ Role:
Leaders will support teachers in:
Writing clear, concise, and student-friendly learning targets
Understanding the effective use of learning targets for instructional planning
Applying learning targets to the design of a balanced assessment system

20. The Leaders’ Role according to Stiggins
Turn to pages 25-26, read and highlight key points, Turn to page 23 to find Figure 2-1
On page 27, look at number 5, then turn to page 23 for a summary of the seven strategies
Now, turn to page Activity 10

21. Standards give the teacher a destination
Standards give the teacher a destination. Learning targets are the route students take to reach that destination.
When you hear this presentation on Learning targets, I want you to understand the how learning targets fit into our lessons. We have standards we work from such as National standards, Academic expectations, Program of Studies, and a subset of those standards, Core Content for Assessment. Standards give us that destination that we are headed. They are that larger picture of what we are wanting to accomplish. Whereas learning targets are the like building blocks that lead to the accomplishment of that standard. If the standard is the the destination, then learning targets are the route that takes us there. Our goal for enhance knowledge of Abraham Lincoln. Therefore, we are to produce quality lessons/units on Lincoln.
Similarities- Measurable, assessable and achievable-guide instruction-about learning, expectations, desirable outcomes, element of time involved
Distinctions- grain size, language used, audience, process for generating, time, ways of assessing

22. Without Clear Targets We Can’t Do Any of the Following…
Know if the assessment adequately measures what we taught.
Correctly identify what students know and don’t know and their level of achievement.
Plan next steps in instruction.
Give detailed, descriptive feedback to students.
Have students self-assess or set goals likely to help them learn more.
Keep track of student learning target by target or standard by standard.
Complete a standards-based report card.
Stephane

23. What Are Learning Targets?
Any achievement expectations we hold for students.
Statements of what we want students to learn and be able to do.
Put after clouds slide

24. expectations, desirable outcomes
Standard vs Learning Target
Immediate (short term)
Measurable, assessable and achievable
Teacher-generated ?
General
Written in technical language (designed for adults)
Not flexible ?
guide instruction
expectations, desirable outcomes ?
Activity—table work—template—hard copy—example of 1 or 2, etc. Within group, take 5-10 to further define/categorize and share out
How are standards and learning targets the similar or different? What is the grain size of both? Are they both measurable? Can you assess a whole standard in one question? Do they both guide instruction? Are standards put into student friendly language?
Similarities- Measurable, assessable and achievable-guide instruction-about learning, expectations, desirable outcomes, element of time involved
Distinctions- grain size, language used, audience, process for generating, time, ways of assessing

25. Standard vs. Learning Target
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
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
Measurable, assessable and achievable
guide instruction
about learning
expectations, desirable outcomes
element of time involved
Activity—table work—template—hard copy—example of 1 or 2, etc. Within group, take 5-10 to further define/categorize and share out
How are standards and learning targets the similar or different? What is the grain size of both? Are they both measurable? Can you assess a whole standard in one question? Do they both guide instruction? Are standards put into student friendly language?
Similarities- Measurable, assessable and achievable-guide instruction-about learning, expectations, desirable outcomes, element of time involved
Distinctions- grain size, language used, audience, process for generating, time, ways of assessing

26. Learning Targets/Objectives Are:
Statements of what we want students to learn or know or understand and be able to do.
So learning targets in our classrooms are what we want students to learn or know and what we want them to be able to do with that knowledge.

27. “Going on a trip around the world”
Social Studies
Map Skills
Page 152 in the book
“Going on a trip around the world”
Subject
Topic
Assignment
For instance, how many have walked into a classroom or have been guilty of writing items like these on the board. Today we are…
Locating major landforms and bodies of water. This gives the student a clear target of what they are going to be learning today. It allows them to self assess and gives my instruction a clear focus. Can I build on these targets in the lesson in one day, sure!
Activity
Learning Target

28. 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 decimals
and put them in sequential order.
4. Complete page 152 in the math
book.

29. “Without the learning intention, children are merely victims of the teacher’s whim.”
“The sharing of learning intentions is, however, more complex than simply repeating what is in the teacher’s plan.”
Shirley Clarke in Unlocking Formative Assessment
Stephanie
After looking at the sample lesson plans, have the audience to think about the What is the learning results? Chart audience response.

31. Which is a Clear Learning Target?
A. Class will read a short story
B. Complete page 119
C. Students will understand the elements of a short story and summarize the plot in chronological order
D. Students will become proficient readers.
You will notice that our objectives for the day reflect student-friendly language—this is a fundamental review of what we have been focusing on the last few years

32. 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).

33. 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.

34. T-Chart Time!

35. Mary will explain this activity

39. Learning target example:
Students will understand measures of
central tendency and will be able to
calculate mean, median and mode.

40. SS
Students will explain and give examples of how, in order for the U.S. government to function as a democracy, citizens must assume responsibilities (e.g., participating in community activities, voting in elections) and duties (e.g., obeying the law, paying taxes, serving on a jury, registering for the military).
DOK 2

41. Know description of Democracy Know the definition of duties
Know the definition of responsibilities
Describe and list responsibilities of citizens living in a democracy
Know description of Democracy
Describe and list duties of citizens living in a democracy
Know the definition of duties
Describe the difference between responsibilities and duties.
Describe the difference between responsibilities of a citizen vs. a non-citizen living in the United States. `
Compare rights vs. responsibilities
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

42. A Mathematics Example Math Decimals Page 11 in the book
Subject
Math
Decimals
Page 11 in the book
Going on a decimal hunt
I can read decimals and put them in order
Topic
Assignment
Stephanie- How do we get the learning down to the student level?
Activity
Learning Target

43. Clear learning target or an activity ?
Complete Exercise 2.1 with your elbow partner
Come to agreement with your table team
Stephanie

44. Clear targets Impact on students
More focus
Learning culture
Quality of work improves
Behavior improves
Persevere longer
Greater ownership of learning
Automatically self-evaluate
More enthusiasm about learning
Stephanie

45. Clear targets Impact on Teachers
More focused instructional planning
Sharpens teachers’ focus on the learning expectation
Expectations rise
Focus on quality rather than getting it done
Stephanie

46. Clear Learning Targets Impact on Teachers
Congruent activities
Relevant content specific vocabulary
Assists teachers in reflection regarding their lessons and learning that occurred
Strengthens connections with parents related to learning expectations for their child

47. Handout: Talking Points about Learning Targets
Read and discuss the handout’s key points found in Numbers 1-2, 7-11 with your tablemates.

48. Continue your Table Discussion
Your handout contains a comparison between a traditional and a standards-based instructional plan. As a group, discuss and be prepared to share:
What value is added to the standards-based plan by the inclusion of the learning target?
What differences do you see between the two plans and why is it significant?
Compare and evaluate the assessment strategies of the two plans.

49. The process of instructional planning
Traditional
Select topic
Design instructional activities
Design and give an assessment
Give grade or feedback
Move onto new topic
Mary

50. Standards Based Model
Select the standard that students need to know
Unpack the standards
Design congruent daily learning targets
learning
Design an assessment congruent to the standards and learning targets on which students will demonstrate their

51. Standards Based Model Design congruent formative assessments
Plan congruent instructional strategies to assure that each student has appropriate learning opportunities
Use data from assessments to give feedback, re-teach or move to next level

52. T-Chart Time!

53. Classifying Targets
Stephanie What are the components of the various levels?

54. Turn to pages 115 & 117 in your Stiggins book
Take a few minutes to become familiar with key words in types of targets
Find the UNIT TEMPLATE in your folder.
Complete the information at the top of the first page.

55. Kinds of Learning Targets-
Knowledge Learning Targets
Stated using verbs such as list, name, define, identify and explain.
Find the UNIT TEMPLATE in your folder.
Complete the information at the top of the first page.

56. Master factual and procedural knowledge
Learning Targets-Knowledge (cont.)
Master factual and procedural knowledge
Recognize patterns
Explain the amendment process
List characteristics of U.S. citizenship
Examples

57. Kinds of Learning Targets-Reasoning/Thinking
Includes mental processes such as:
predicts infers
classifies compares
summarizes analyzes
evaluates generalizes
hypothesizes concludes
STANDARDS-BASED UNITS OF STUDY:
Make sense to learners because it links learning to living.
Promote learners’ awareness of the “why” for learning.
Makes the textbook a tool rather than the major force behind
instruction
Why should I use Standards-Based Units of Study?
Because they: 
Ensure that instruction is directed at Kentucky's standards (Academic Expectations, Program of Studies, Core Content).
Create an engaging learning experience for students emphasizing students' thinking, application of learning and connecting learning to their lives.
Allow for an organized plan to guide instruction and assessment.
Focus on what is most important for students to know and be able to do to help them in their lives and with career planning.
Designate activities that will prepare students for Kentucky's assessment.
Embed a variety of experiences in reading and writing in units across the curriculum and grade levels.
Address ways to meet students' needs that are diversified, authentic, and aligned with standards.
Identify appropriate resources for learning, including technology.[Adapted from materials provided by Dr. Charles Whitaker, EKU]

58. Learning Targets-Skill/Performance
Reads aloud with fluency and expression
Participates in civics discussion with the goal of solving current problems
Uses simple tools to gather data
Examples

59. Learning Targets- Product
Product Learning Targets
Writing samples
Projects
Artistic products
Research reports
Science exhibits

60. Learning Targets- Product
Examples
Constructs bar graphs
Constructs physical models of objects
Creates a news article related to a historical time period.

61. Standards and Targets Underpinning the Standards
Product
Skill/Performance
Reasoning
Knowledge

62. Types of Learning Targets/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
p driving a car

63. Handout: Exercise 3. 3 Read the learning targets
Handout: Exercise Read the learning targets. Classify each target collaboratively with your elbow partner

64. 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

65. Clear Statement of Learning Target
Skill or concept to be defined: PREDICTION
A 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.
Stephanie This is where we are headed.

66. T-Chart Time!

67. Handouts: Talking Points about Learning Targets.
Template Content Networks are Using
Standard Progression

68. First, Classify a Standard
Work collaboratively with a tablemate to come agreement on the standard’s classification Discuss with all your tablemates and come to consensus on the classification Write the standard’s classification on the template

69. Let’s Practice Form groups of 3-4 at your table
From the Progression Handout, pull out Standard 4 for 7th grade
Write the standard on the chart paper
Collaboratively underline/highlight key words to determine the meaning of the standard
Begin writing a learning target with the same classification as the standard

70. Let’s Practice Move to the next section to the right on the template.
Continue writing clear, measurable learning targets until you reach the far right on the template.

71. All KLA/Administrators’ Leadership Network Members, please close your power point handout.
Stephanie This is where we are headed.

72. Deconstruct the Standard: Students will drive a car with skill
Knowledge
Reasoning
Skill or Performance
Product

73. Handout : Driving a Car template Please record your “drive a car with skill” learning targets in the template.

74. Self Assess using the Power point slide information Turn to pages 120-121 in your Stiggins book

75. 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?
p.120

76. Driving a Car with Skill
Knowledge
Know the law
Read signs and understand what they mean
Reasoning
Evaluate ‘am I safe’ and synthesize information to take action if needed
Skills
Steering, shifting, parallel parking, …
Products
(not appropriate target for standard)
Mary
Have a chart prepared for Driving the Car activity

77. Student Friendly Terms
I am learning to…
Let me show you how I can…
When I learn this I can…
Stephanie

78. “WALT” and “WILT”
One way to think about writing student-friendly learning objectives: We
Are
Learning
To…
When I
Learn
This…

79. Stephanie
Think about how student targets can be used in as behavioral targets

80. MATHEMATICS
Identify and graph ordered pairs on a positive coordinate system scaled by ones, twos, threes, fives, or tens; locate points on a grid; and apply graphing in the coordinate system to solve real-world problems.
Graph the vertices of a triangle onto positive coordinate planes using different scales.
Analyze what changes in the figure are affected by the changes in scales, and explain why.
Graph the vertices of the reflected image of
a triangle.

81. MATHEMATICS
Graph the point (1,6) in the first quadrant of the coordinate plane.
Design an alternate arrangement of your classroom space using 3-dimensional scale models of the classroom and its contents.

82. SOCIAL STUDIES
Identify and explain the basic purpose of the U.S. Government as defined in the Preamble to the U.S. Constitution (establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, secure the blessings of liberty to ourselves and our posterity). DOK 2
Explain how the U.S Government functions, as defined by the Preamble to the Constitution.
Using examples to justify your answer, explain why the powers of government established by the Preamble to the United States Constitution are still significant today.

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

84. Implications for the Work
Begin with the end in mind – standards and final assessment
Know where students are – pre-assess before unit ( Stiggins: pp. 23)
Let students know where they are going – communicate specific and student-friendly learning targets (Stiggins: pp. 23)
Use time wisely – depending on where students are, decide how much time you will spend on which activities/strategies

85. Implications for the Work
Ensure the distinction between congruent to correlated with respect to learning targets
We must let go of activities and materials that do not directly lead students to learning target mastery

86. Next Steps and Future Learning for KLA
Don’t wait until the end of the unit….
Ongoing formative assessment is the KEY
Before, during, at the end, after
Best practice instruction (learning targets, strategies, grouping, interventions, re-teaching, etc.)
Assessment for learning
Involve students in tracking their own learning

87. Learning Targets for Day 2
Through full participation, KLA members will be able to explain the rationale for deconstructing standards.
Through full participation, KLA members will understand the difference between standards, learning targets and activities and will be able to articulate the differences. KLA members will apply their understanding at the school/district level.

88. An overview/orientation, The Leaders’ Role:
Leaders will support teachers in:
Writing clear, concise, and student-friendly learning targets
Understanding the effective use of learning targets for instructional planning
Applying learning targets to the design of a balanced assessment system

89. Final Thoughts
Teaching to greater depth of understanding prepares students to retrieve and apply knowledge and skills .
Targeting instruction to promote enduring understandings (how, why, so what, what if, what then) provides the context for deep and rich learning.

90. T-Chart Time!