Deconstructing Standards into Achievable Learning Targets

1. Deconstructing Standards into Achievable Learning Targets 1 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 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. 2

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 3 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 signalsCell 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 4

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? 5

6. Some of us felt like this man 6

7. Some of us felt like this 7

8. Or maybe like this ! 8

9. But, by the end of the day�. 9

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. 10

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. 11 CHETCHET

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 12 Protocol page 60Protocol page 60

13. T-Chart Time! 13

14. Deconstructing Standards into Achievable Learning Targets 14 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 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. 15

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 16 Teachers understanding the meaning of the standards : Unpacking standards Go before venn diagramTeachers 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. 17

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

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 19

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 20

21. Standards give the teacher a destination. Learning targets are the route students take to reach that destination. 21 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 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. 22 StephaneStephane

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. 23 Put after clouds slidePut after clouds slide

24. 24 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 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. 25 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 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. 26 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.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. 27 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! 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!

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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 29 Stephanie After looking at the sample lesson plans, have the audience to think about the What is the learning results? Chart audience response. Stephanie After looking at the sample lesson plans, have the audience to think about the What is the learning results? Chart audience response.

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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. 31 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 yearsYou 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

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34. T-Chart Time! 34

35. 35 Mary will explain this activity Mary will explain this activity

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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 40

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42. 42 Stephanie- How do we get the learning down to the student level? Stephanie- How do we get the learning down to the student level?

43. Clear learning target or an activity ? Complete Exercise 2.1 with your elbow partner Come to agreement with your table team 43 Stephanie 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 44 Stephanie 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 45 Stephanie 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 46

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. 47

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. 48

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 49 Mary Mary

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 50

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

52. T-Chart Time! 52

53. 53 Stephanie What are the components of the various levels? 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 54 Find the UNIT TEMPLATE in your folder. Complete the information at the top of the first page. Find the UNIT TEMPLATE in your folder. Complete the information at the top of the first page.

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

56. Master factual and procedural knowledge Recognize patterns Explain the amendment process List characteristics of U.S. citizenship 56

57. Kinds of Learning Targets-Reasoning/Thinking Includes mental processes such as: predicts infers classifies compares summarizes analyzes evaluates generalizes hypothesizes concludes 57 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] 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]

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

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62. Types of Learning Targets/Objectives 62 p. 120 - 121 driving a carp. 120 - 121 driving a car

63. Handout: Exercise 3.3 Read the learning targets. Classify each target collaboratively with your elbow partner 63

64. What Kind of Target Is This? 64

65. 65 Stephanie This is where we are headed. Stephanie This is where we are headed.

66. T-Chart Time! 66

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

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 68

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 69

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. 70

71. 71 Stephanie This is where we are headed. Stephanie This is where we are headed.

72. Deconstruct the Standard: Students will drive a car with skill 72

73. Handout : Driving a Car templatePlease record your �drive a car with skill� learning targets in the template.  73

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

75. 75 p.120p.120

76. 76 Mary Have a chart prepared for Driving the Car activityMary Have a chart prepared for Driving the Car activity

77. Student Friendly Terms When I learn this I can� 77 StephanieStephanie

78. �WALT� and �WILT� We Are Learning To� When I Learn This� 78

79. 79 Stephanie Think about how student targets can be used in as behavioral targetsStephanie 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. 80

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. 81

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. 82

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. 83

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 84

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 85

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 86

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. 87

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 88

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. 89

90. T-Chart Time! 90