Deconstructing
Standards into
Achievable
Learning Targets
1
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.
2
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
3
Developing StudentFriendly Learning Targets
from Standards
Modified from presentations by Mary
Rudd, Stephanie Hatfield, Debra Cornett
and Rina Gratz
4
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?
5
Some of us felt like this
man
6
Some of us felt like this
7
Or maybe like this !
8
But, by the end of the
day….
9
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.
10
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.
11
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
12
T-Chart Time!
13
Deconstructing
Standards into
Achievable
Learning Targets
14
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.15
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
16
Handout: Talking Points
about Learning Targets
 Read and discuss these key points,
Number 3,4,5 and 6, from the handout
with your tablemates.
17
Turn to Page 59 of your
Stiggins Assessment
Balance and Quality
 Highlight the first sentence under the
section, Deconstruct Standards
18
An overview/orientation,
The Leaders’ Role:
Leaders will support teachers in:
 Writing clear, concise, and studentfriendly learning targets
 Understanding the effective use of
learning targets for instructional planning
 Applying learning targets to the design of
a balanced assessment system
19
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 113- 114 Activity 10
20
Standards give the teacher a
destination. Learning
targets are the route
students take to reach that
destination.
21
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.
22
 Complete a standards-based report card.
What Are Learning
Targets?
 Any achievement expectations
we hold for students.
 Statements of what we want
students to learn and be able to
do.
23
Standard
•General
•Written in technical
language (designed for
adults)
•Not flexible
•?
•?
•?
vs.
•guide
instruction
•expectations,
desirable
outcomes
•?
•?
•?
Learning Target
•Immediate (short term)
•Measurable, assessable and
achievable
•Teacher-generated
•?
•?
•?
24
Standard
vs.
•General
•Long term
•Measurable,
•Whole, rather than in
assessable
pieces
and achievable
•Written in technical
•guide
language (designed for
instruction
adults)
•about learning
•Context for the learning
•expectations,
targets
desirable
•Expectations
outcomes
•element of
•Not flexible
•Universal-everybody tries time involved
to meet
•Measurable, assessable
and achievable
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
25
Learning Targets/Objectives
Are:
Statements of what
we want students to
learn or know or
understand and be
able to do.
26

Social Studies
Subject

Map Skills
Topic

Page 152 in the book

“Going on a trip around
the world”

Assignment
Activity
Learning
Target
27
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.
28
“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
29
30
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.
31
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).
32
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.
33
T-Chart Time!
34
35
36
37
38
Learning target example:
Students will understand measures of
central tendency and will be able to
calculate mean, median and mode.
39
SS-08-1.3.2
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
40
Know description
of Democracy
Know the
definition of
responsibilities
Know the definition of duties
Compare rights vs.
responsibilities
Describe and list
responsibilities of
citizens living in a
democracy
Describe and list duties of
citizens living in a democracy
Describe the
difference
between
responsibilities
and duties.
Describe the difference
between responsibilities
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
41
ability to function as a democracy
A Mathematics Example
 Math
 Decimals
Subject
Topic
Assignment
 Page 11 in the book
 Going on a decimal hunt
 I can read decimals and put them in
order
Activity
Learning
Target
42
Clear learning target or an
activity ?
 Complete Exercise 2.1 with your
elbow partner
 Come to agreement with your table
team
43
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
44
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
45
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
46
Handout: Talking Points
about Learning Targets
 Read and discuss the handout’s key
points found in Numbers 1-2, 7-11 with
your tablemates.
47
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:
1) What value is added to the standardsbased plan by the inclusion of the learning
target?
2) What differences do you see between the
two plans and why is it significant?
3) Compare and evaluate the assessment
strategies of the two plans.
48
The process of instructional
planning
 Traditional
 Select topic
 Design
instructional
activities
 Design and give
an assessment
 Give grade or
feedback
 Move onto new
topic
49
Standards Based Model
Select the
 Design an
standard that
assessment
students need to
congruent to the
know
standards and
 Unpack the
standards
learning targets on
 Design
which students will
congruent daily
demonstrate their
learning targets
learning
50
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
51
T-Chart Time!
52
Classifying Targets
53
Turn to pages 115 & 117 in your
Stiggins book
Take a few minutes to become
familiar with key words in types of
targets
54
Kinds of Learning TargetsKnowledge Learning Targets
 Stated using verbs such as list,
name, define, identify and explain.
55
Learning Targets-Knowledge (cont.)
Examples
Master factual and procedural
knowledge



Recognize patterns
Explain the amendment process
List characteristics of U.S. citizenship
56
Kinds of Learning
Targets-Reasoning/Thinking
Includes mental processes such as:
predicts
infers
classifies
compares
summarizes
analyzes
evaluates
generalizes
hypothesizes
concludes
57
Learning Targets-Skill/Performance
Examples
•Reads aloud with fluency and
expression
•Participates in civics discussion with the
goal of solving current problems
•Uses simple tools to gather data
58
Learning Targets- Product
Product Learning Targets





Writing samples
Projects
Artistic products
Research reports
Science exhibits
59
Learning Targets- Product
Examples
•Constructs bar graphs
•Constructs physical models of
objects
•Creates a news article related to a
historical time period.
60
Standards and Targets Underpinning the Standards
Product
Skill/Performance
Reasoning
Knowledge
61
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
62
Handout: Exercise 3.3
Read the learning targets.
Classify each target
collaboratively with your
elbow partner
63
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
64
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.
65
T-Chart Time!
66
Handouts:
Talking
.
Points about
Learning Targets
Template Content Networks are
Using
Standard Progression
67
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
68
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
69
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.
70
All KLA/Administrators’
Leadership Network
Members, please close
your power point
handout.
71
Standard: Students will
drive a car with skill
Knowledge
Reasoning
Skill or Performance
Product
72
Handout : Driving a Car
template
Please record your “drive
a car with skill” learning
targets in the template.
73
Self Assess using the
Power point slide
information
Turn to pages 120-121 in
your Stiggins book
74
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?
75
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)
76
Student Friendly Terms
I am learning to…
Let me show
you how I can…
When I learn
this I can…
77
“WALT” and “WILT”
One way to think about writing studentfriendly learning objectives:
We
Are
Learning
To…
When
I
Learn
This…
78
79
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 realworld 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.
80
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.

81
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 the82
United States Constitution are still significant today.
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.
83
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
84
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
85
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, reteaching, etc.)
Assessment for learning
Involve students in tracking their own learning
86
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.87
An overview/orientation,
The Leaders’ Role:
Leaders will support teachers in:
 Writing clear, concise, and studentfriendly learning targets
 Understanding the effective use of
learning targets for instructional planning
 Applying learning targets to the design of
a balanced assessment system
88
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.
89
T-Chart Time!
90