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Annual goals that are composed of short-term learning targets serve as stepping stones toward mastering the ultimate goal. This chapter discusses considerations that influence selection of learning goals, including grade-level standards, student assessment data, individualized education programs (IEPs), and research-based instructional priorities within academic disciplines. It describes a process for identifying instructional goals that are aligned with grade-level standards and individual needs. The chapter identifies considerations that influence selection of learning goals. It describes instructional and individualized priorities across academic content areas. The chapter also describes a process for identifying instructional goals that are aligned with grade-level standards and individual needs. It assists teachers in finding the balance between the general curriculum standards and the individual needs of their students. The chapter provides guidance and examples of deconstructed standards as well as resources for teaching to the standards. Developing long-term and short-term goals based on prioritized knowledge and skills serves as a foundation for robust instructional design.

This chapter focuses on three critical elements of instruction: clear instructional goals, logical sequencing of knowledge and skills, and teaching students to organize content. It describes the importance and characteristics of clear learning goals. The chapter examines elements of instructional design that help teachers prioritize and sequence learning goals. It also describes strategies teachers can use to help students make connections. The chapter provides more detail about graphic organizers that may be used to help students organize content. It focuses on what teachers should do in between identifying instructional priorities and teaching those priorities to their students. Clear learning goals help teachers know what to teach and assess, students understand what they are expected to learn, and parents better understand student progress to become more engaged in student learning. The most strategically, systematically sequenced instruction will require adjustments to meet the needs of all learners.