Follow the steps provided in the LG&PS creation process document. Level 3 on the scale is the target learning goal, or the standard(s), and the remainder of the scale consists of the learning targets needed to achieve mastery, i.e. Level 1 and Level 2, or to extend learning beyond the target learning goal (Level 4).

LG&PS are developed based on the complexity of the standard(s) being assessed as well as the needs of students in a classroom. Just as a teacher would create lesson plans based on the needs of their students, LG&PS also need to be created based on the needs of students.

Yes, in fact, many standards are related standards and are not taught in isolation. A teacher has the option of creating a learning goal and performance scale for one key standard, or they may cluster key standards that they are planning to intentionally teach and assess together. Follow the same learning goal and performance scale creation process as when creating a learning goal and performance scale for a single standard. The Level 3 on the scale would consist of the target learning goal, or cluster of key standards, that are being taught and assessed.

A learning goal takes a course standard(s) that may take students weeks, months, or even all year to master and is chunked into targets (scales or progress points) that guide students toward successful mastery. Learning targets identify the precise “chunk” of the content students are expected to master. The learning targets are determined by deconstructing the standard and identifying the key process or skills needed to master the standard.

A performance scale should be created based on new content standard(s), specific to the course. Students may have gaps in previous grade level knowledge/skills which would require remediation; however, the performance scale would only reflect those skills and concepts needed to master the target learning goal. Level 4 on the performance scale is an extension or enrichment beyond what was taught, yet still specific to the grade level standard and/or course.

Use appropriate research-based instructional strategies to design learning activities that are aligned to the target learning goal. Example products could include; an observational checklist, an assessment such as a quiz or test, a performance task such as an oral presentation, a project, or written work that is scored using a rubric. Student evidence should be content specific and measurable.

The key to learning goals and scales being successful is to have them accessible to students. This may look differently from classroom to classroom and from school to school. The important pieces are for teachers to

1. Determine the best method of making the LG&PS accessible to students and develop a procedure for doing so, such as having it posted in the classroom in a designated area, having it projected during a lesson presentation, or providing a copy for students to keep in an academic binder/notebook for reference.
2. Identify what the expectations are for their grade level, at their particular school, so that all stakeholders are informed and are in support of the implementation.

For clarification purposes, consider a rubric as a scoring tool. It outlines specific criteria for a task or an assignment, which can be correlated for a grade, or a score. A scale is a tool that defines a level of performance in relation to learning goals. It helps students and teachers determine the level of proficiency as it relates to the standard(s).

The length of use for a LG&PS is dependent upon the depth of the standard and the needs of the particular students within the class. When deconstructing a standard, determine the key terms, skills, and processes needed to master the standard, or go beyond what is taught. The time frame for this process will vary.

Movement on a scale is done on an individual basis, not as a whole group. The key determining factor for movement on the scale is in the student evidence piece. A level of mastery for each task or assignment given must be identified in order to determine proficiency.

Tracking student progress is a key piece in the successful use of LG&PS. In order to track progress, determine ahead of time what student evidence will be used for each learning target identified within the performance scale. Design appropriate activities/assignments for which demonstration of mastery can be determined and ensure that the student evidence is in line with the expectations of the learning goal.