Download Outcomes/Targets Form 2. What is the broad

Description of Outcomes/Targets
The Student Outcome is clear and has an academic focus.
The Student Outcome is a broad goal, not a list of specific objectives, identified for your specific
grade level. All targets in the plan must be connected to the broad goal. The source of this goal
should be from the adopted Kyrene School District Curriculum. If the Kyrene Curriculum is not
developed (e.g., pre-school) the source of the goal may be from some other National or broad
Curricula strand resource.
District Exit Outcomes are identified.
Identifying District Exit Outcomes is a way to acknowledge that the Kyrene School District
Governing Board has established broad Exit Outcomes, which address the larger life-long goals
we have for Kyrene students. Everything we do as teachers supports these Exit Outcomes.
Targets: The learning target is labeled using the target types described.
A clear vision of the expectations for students is essential when planning the learning targets for
a Student Outcomes Plan. Once the target is defined an assessment can be identified or
designed by the teacher. The assessment tool must be directly connected to the learning target.
What students will gain as the results of instruction are presented in terms of observable
behavior. These observable targets support the broad goal and District Exit Outcomes. The
source for these targets must be listed.
The four types of targets in a Student Outcomes Plan are described briefly below and in greater
detail in Dr. Richard Stiggins book, Student-Centered Classroom Assessment, Second Edition.
All quotes which follow are from Dr. Stiggins book.

Knowledge Targets
“All achievement arises out of a basis of knowledge...” When we ask students to master certain
knowledge we want students to recall information of substantive subject matter.
Some examples, but not limited to:
-memorize certain “core facts, information, and relationships”
-access certain knowledge “through the effective use of appropriate reference materials”
-memorize and apply procedures such as the steps for solving division problems
-content that has had repeated exposure or materials and assessments that are used more
than once
-reading fluency (words per minute)
Knowledge targets can be classified as declarative or procedural. Declarative knowledge is
factual information that students must be able to know and use. It can be the content associated
with the subject area. Procedural knowledge is the steps or processes that must be completed in
order to perform a task.
Description of Outcomes/Targets continued

Reasoning Targets
“In most classrooms, at all grade levels, we want students to be able to use the knowledge they
master in productive ways to reason and solve problems. There are many ways to define what it
means to be a proficient problem solver.” Inference, analysis, and comparison are all examples
of reasoning.
Some examples, but not limited to:
-analyze and solve story problems in math
-compare political events or leaders from the past
-reason inductively and/or deductively in science
-evaluate opposing positions on social and scientific issues
-classifying based on attributes
Special Note:
Once the exact lessons, examples, or problems have been taught, they are no longer applied
reasoning tasks but become knowledge tasks.

Skill Targets
For the purpose of a Student Outcomes Plan, students must... “BE OBSERVED WHILE THEY
ARE exhibiting the desired behaviors (skill target) and the teacher must make judgments,” as to
the quality of their performance.
Some examples of these skill targets may be the observation of how students:
-communicate in a second language
-dribble a basketball
-read aloud with expression
-give a speech (oral speaking skills)
-demonstrating movement skills in dance
The necessary conditions for being skillful are usually prerequisite knowledge and the reasoning
power to do something with that knowledge.
Note: Watching students write the letters of the alphabet or locating a country on a map are
knowledge targets. These are not the observation of a skill for the purposes of a Career Ladder
Student Outcomes Plan.

Product Targets
“There are occasions when we ask students to create complex achievement-related products.”
These targets ask students to create some product “...that possess certain key attributes.”
Some examples include, but are not limited to:
-research project
-a work in the visual arts
-a PowerPoint presentation
-a science project
-arts and crafts products
-writing product
-written essay
Note that the necessary conditions for producing a successful product are usually prerequisite
knowledge, reasoning power and skills.
Description of Outcomes/Targets continued
Literacy Assessments
The following Literacy Assessments are classified as Knowledge: Letter Identification, High
Frequency Words, and Phonological Awareness. The Running Record assessment is classified as
a skill.
The Book Knowledge and Dictation Analysis assessments, that were previously tested, are no
longer recommended by the literary program. Therefore, these assessments are not appropriate for
a Student Outcomes Plan.
Special Note:
Affective, cooperative learning, study skills, student self-evaluation, group processing, or
any other targets which are non-academic in focus will not be accepted.
Although these targets are valued instructional tools they do not meet the academic focus and data
documentation requirements for Career Ladder. The Student Outcomes Plan is designed to meet
student achievement requirements for any Career Ladder Program.
Student self-evaluation will be accepted only if the student’s evaluation is compared to the
teacher’s evaluation within the plan.
Group scores on academic tasks are acceptable as long as individual scores are recorded in
data documentation section.
Exceptions: School counselors, student advisors, and behavioral specialists may include affective
targets in their plans.
Targets for which assessment data will be gathered are clearly labeled.
Targets that are planned for assessment are indicated. Only list targets you will assess. It will be
assumed that many supporting targets are also present and are prerequisite for the targets listed.
Special Note:
Each teacher must submit the minimal number of target types and assessment methods.
Each member of a collaborative team must implement the required number of targets.
This can be achieved in one of two ways. The targets are the same and implemented with
different populations or the targets for each teacher are different when working with the
same population.
Outcomes/Targets Form
2. What is the broad outcome and the related targets for this
population?
The Student Outcome is clear and has an academic focus.
What is the specific source of this outcome?
The Student Outcome address the following District Exit Outcomes:
Self-responsible, life-long learner
Committed, Contributing citizens
Creative, disciplined thinkers
Interdependent team members
Respectful individuals who value diversity and unique gifts
Masters of communication arts, math, science and humanities
Social-science solution-makers
Physically, intellectually, and emotionally healthy
persons
The following targets that support the Student Outcomes will be assessed.
Target #1:
(select only one target type)
Target Type:
Knowledge
Reasoning
Skill
Product
Specific Source (Strand, Concept, Performance Objective and/or ELA source) of Target #1:
For Collaborative Plans list teacher(s) assessing this target:
Target #2:
(select only one target type)
Target Type:
Knowledge
Reasoning
Skill
Specific Source (Strand, Concept, Performance Objective and/or ELA source) of Target #2:
For Collaborative Plans list teacher(s) assessing this target:
Product
Outcomes/Targets Form
continued
Target #3:
(select only one)
Target Type:
Knowledge
Reasoning
Skill
Product
Specific Source (Strand, Concept, Performance Objective and/or ELA source) of Target #3:
For Collaborative Plans list teacher(s) assessing this target:
Target #4:
(select only one)
Target Type:
Knowledge
Reasoning
Skill
Product
Specific Source (Strand, Concept, Performance Objective and/or ELA source) of Target #4:
For Collaborative Plans list teacher(s) assessing this target:
Target #5:
(select only one)
Target Type:
Knowledge
Reasoning
Skill
Product
Specific Source (Strand, Concept, Performance Objective and/or ELA source) of Target #5:
For Collaborative Plans list teacher(s) assessing this target:
Note:
Residency plans must have two assessed targets utilizing at least one assessment method.
Experienced plans must have three assessed targets. Targets must be in three types using at least three
different methods.
Career plans must have five assessed targets. Targets must be in three types using three different methods.
At least one of the five targets must assess integration of another subject. Only one knowledge target and
two selected response tools may be used.
There is a three year limit for the implementation of the same Student Outcomes Plan.
For the purpose of the Student Outcomes Plan only include the targets for which you plan to provide
an assessment tool and data documentation.
In collaborative plans, include in each target box information about who will or will not be
assessing the target.