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CCSS Math Long-Term Learning Targets

Created By

EL Education

Topic

  • Assessment
  • Classroom Instruction

Type

Guidance Documents

Grade Level

What We Have Created and Why

  • A group of 15 EL Education staff members wrote long-term learning targets aligned with the Common Core State Standards for English Language Arts (K-12), Disciplinary Reading (6-12), and Math.
  • EL is committed to purposeful learning; to that end, learning targets are a key resource for students, teachers, and instructional leaders. Our hope is that these targets help launch teachers into what we’ve learned is the most powerful work: engaging students with targets during the learning process. 
  • The Common Core State Standards (CCSS) unite us nationally. The standards, along with these long-term learning targets provide us with a common framework and language.
  • We offer these targets as an open educational resource (OER), intended to be shared publicly at no charge.

 

Created By

EL Education

Topic

  • Assessment
  • Classroom Instruction

Type

Guidance Documents

Grade Level

What We Have Created and Why

  • A group of 15 EL Education staff members wrote long-term learning targets aligned with the Common Core State Standards for English Language Arts (K-12), Disciplinary Reading (6-12), and Math.
  • EL is committed to purposeful learning; to that end, learning targets are a key resource for students, teachers, and instructional leaders. Our hope is that these targets help launch teachers into what we’ve learned is the most powerful work: engaging students with targets during the learning process. 
  • The Common Core State Standards (CCSS) unite us nationally. The standards, along with these long-term learning targets provide us with a common framework and language.
  • We offer these targets as an open educational resource (OER), intended to be shared publicly at no charge.

 

Resource Downloads

Suggested Use

Next Steps for Schools and Teachers

  • Determine importance and sort for long-term vs. supporting targets.

In most cases, there are more targets here than teachers can realistically instruct to and assess, and not each target is “worthy” of being a long-term target. We suggest that leadership teams, disciplinary teams, or grade-level teams analyze these targets to determine which ones you consider to be truly long-term versus supporting. Reorganize them as necessary to make them yours.

  • Build out contextualized supporting targets and assessments, looking back at the full text of the standard. Our intention is to offer a “clean translation” of the standards in student-friendly language to serve as a jumping-off point for teachers when developing daily targets used with students during instruction and formative assessment.