Deconstructing Standards into Achievable Learning Targets

1. Deconstructing Standards into Achievable Learning Targets

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

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

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.

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

13. T-Chart Time!

14. Deconstructing Standards into Achievable Learning Targets

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

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 113- 114 Activity 10

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

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.

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.

24. 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 • ? • ? • ?

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

26. Learning Targets/Objectives Are: Statements of what we want students to learn or know or understand and be able to do.

27. Social Studies • Map Skills • Page 152 in the book • “Going on a trip around the world” Subject Topic Assignment 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

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.

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!

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

40. 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 2

41. 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 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 the duties of a citizen vs. a non-citizen living in the United States.

42. A Mathematics Example Subject • Math • Decimals • Page 11 in the book • Going on a decimal hunt • I can read decimals and put them in order Topic Assignment 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

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

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

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

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