1. Kentucky Standards: Overview of Deconstruction Process
Introduction of the work of Leadership Networks and deconstruction of new standards
(Folders for each participant with PowerPoint & handouts inside)
KLAA
November 19,2010

2. Learning Targets
I understand the importance of developing learning targets to benefit students, teachers, and parents.
I understand the process district leadership teams have underway to deconstruct Kentucky’s new Core Academic Standards.
Discuss rationale/research of why we do targets/deconstruct
What is intended learning should drive all planning and assessment today
If we don’t begin with clear statements of intended learning we wont end with sound assessments
Research says a key feature to student success is students knowing where they are going…understanding what they are to learn. Students cant assess their learning or set goals without a clear vision of the intended learning

3. What Do We Know ? Activity * Think, Pair, Share at your table
* Then share and discuss as an
entire table
* Select & record 4-6 thoughts
about deconstructing standards/
developing targets
* Person with birthday closest to today shares “1” of the group’s thoughts
(10 min) ACTIVITY- Participants discuss what they know about the new standards/Stiggins Framework/Deconstruction
Groups share out 1 thought each

4. KCAS: Deconstruction What do we now have? Why deconstruct?
How do we deconstruct?
Ky has adopted the Common core standards…called KCAS
Although these standards are fewer, clearer, K-12 aligned, internationally benchmarked, research based…..some of the intended learning is less than clear sometimes
Deconstruction is the process of taking a broad or unclear standard/benchmark and breaking it into smaller learning targets that can be incorporated into classroom teaching (similar to Madeline Hunter’s task analysis back in 80’s)
You are looking at what the content standard requires students to know and be able to do

5. Deconstructing a Standard into Learning Targets
Deconstructing a Standard into Learning Targets **Use CASL chapter 3 as the guide**  
Read the aligned college & career readiness anchor standard.
Read and analyze the chosen standard. Look back at previous grade-level standards, then standards at higher grades to put the standard in context with all grade-level expectations.
Determine the overall type of standard: Knowledge, Reasoning, Performance/Skills, Product
ASK
--What does the standard require students to know and be able to do?
--What is the intended learning?
K What knowledge will students need to know to be successful?
R What patterns of reasoning, if any, will students need to master to be successful?
P/S What skills, if any, will students need to practice to be successful?
P What products, if any, will students need to produce to be successful?
(They look at handout while I walk through this)
To assist districts in this process….KDE has developed some steps/instructions to help GUIDE you handout
Knowledge Targets
involve a student
knowing outright or
via reference
Reasoning Targets
involve a student’s mental processes
Performance Skill Targets
involve a student doing something we can observe
Product Targets
involve a student creating a product

6. State Timeline: Year-at-a-Glance
Leadership Networks 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. (Result: Every Student Proficient and Prepared for Success!)
Network Overarching Goal- All participants will understand how to translate Kentucky’s Core Academic Standards into clear learning targets in order to design high quality formative and summative assessments and to plan/select rigorous and congruent learning experiences.
Share state timeline/plan for this process (handout for them while I share information)

7. ELA Template
Share process and template/instruction guide……… model example how it should look

8. Performance Skills Targets
Grade Level/ Course (HS):
Standard with code:
Domain:
Cluster:
Type: ______Knowledge ______Reasoning ______Performance Skill ______Product
Knowledge Targets
Reasoning Targets
Performance Skills Targets
Product Targets
Math Template-They have handout
Make sense of problems and persevere in
solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated
reasoning.

9. Our Goal …….

10. Why CASL Framework ? CASL #1 CASL #2 CASL #3
(10min) CASL Point 1 & 2 & 3 Handouts …..Why KY is using it to deconstruct
ACTIVITY (participants jigsaw reading these points and summarizing 3 Key points on chart paper)
It is a systems approach…based on years of knowledge and research.
In order to develop high quality formative & summative assessments & to plan rigorous learning experiences
Focuses on what is to be learned
Research, prevalent in KY/many trained/ provides common ground for starting point/ Chap 3 focus and explanation also

11. Let’s Take a Stroll: Standard Deconstruction
( min) ACTIVITY- Participants deconstruct an ELA standard whole group along with me and then a math one with a partner to experience both using the templates they have in their folders.
They will have a copy of an ELA & Math standard also to work with.

12. Revisit Our Targets
I understand the importance of developing targets to benefit students, teachers, and parents.
I understand the process district leadership teams have underway to deconstruct Kentucky’s new Core Academic Standards.
Review what has be learned pertaining to these targets

13. Reflection
Use this strategy to think about how you will support the work of deconstructing Kentucky’s Core Academic Standards in your school or district.
Discuss three important things you have learned about the need for OR the process for deconstruction of the standards. 1. 2. 3.
Think of two things you can start doing immediately in your school or district to incorporate or “tweak” the process to have the greatest impact on student learning.
Record one question that you still have about the deconstruction process OR one question that you foresee being a ‘frequently asked question’ about this topic.
(5 min) Discuss with the importance of reflecting on this process and to find an answer to their question they can contact their CO-op content specialist or myself. Give address.

14. Final Thoughts……. It is a process. We have a framework.
There is support.
Process-3 year plan, time
Framework-to guide us
Support—KY networks & specialists