Making Learning Targets From Standards

Educational standards were first created to make certain that all learners met a minimum level of proficiency, no matter their circumstances.  In RSU #57, we believe that the way to bring standards to life in a classroom is to state them clearly, share them with learners in language that they understand, and work with learners to develop a plan for how to learn the standard and show proficiency.  

We refer to our standards as learning targets to symbolize that this list of knowledge and skills is specifically what we are aiming for when facilitating the learning.  Throughout the 2010/2011 school year, teachers, administrators and resource people from the (then) six Maine cohort districts met to organize National and State standards into a useable format for teachers and students.  Standards (Common Core Standards and Maine Learning Results) and learner expectations (local standards and national association standards) within a curriculum area were divided into smaller categories called strands and then measurement topics.  Each measurement topic was broken down into a progression of learning to show how learning is built in the mind and skills of a learner.  Each step of the progression was translated into a clear target.  Each target was broken down to delineate the skills and knowledge that make up the target. 

The "How To" page will lead you through a basic description of how the pieces fit together.  We link the learning targets, assessments, and scoring guides by tying them together with the tools and forms that lay them out in a straight-forward an comprehensive manner.  This is a MUST SEE before you begin exploring!  Click on the link and a slide show will lead you through a road map for managing the targets in a classroom.

The Classroom and Standards Tools page is a continuous work in progress because we will gather more tools each year to give students voice and choice in managing the targets in the classroom.  The page includes a scoring guide with labels to lead you through the important parts of the form, a scoring guide template that you can use, and a list of classroom and processing tools and some suggested uses.

The content area pages will give you specific information on four different content areas, English Language Arts, Mathematics, Science and Social Studies.  Each of these pages contains links that will lead you to both an overall scope of the learning progressions for the measurement topics in each content area and the scoring guides for the individual targets within each of the content areas.  

The link to the scoring guides will show the scoring scales for each learning target within the content area.  Each scoring guide includes the learning target (level 3 on the scoring scale), the foundation skills and knowledge that must be in place to learn the target (level 2 on the scoring scale), the assessments designed to demonstrate competency of the scoring level 3 targets and foundational skills/knowledge, and finally, the reasoning process (thinking skill) demonstrated in the assessment.  Each of the scales is designed using the process designed by the educational researcher, Robert J. Marzano.

We are also learners and ask that you please provide us your feedback on this site by sending us an email (kevinperkins@rsu57.org) with your thoughts.  The purpose is to serve you.  We take all of your comments to heart when making improvements.  Our goal is to create a resource that teachers, parents, and students access daily.

Each term in blue is listed in the glossary link on the left side of the page.  Click on the link to see the meanings.