Introduction to Academic Goal Setting - PowerPoint
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Introduction to Academic Goal Setting Phase 1 Miami-Dade County Public Schools What is the purpose of our meeting today? 1. To learn about IPEGS 2. To learn about IPEGS academic goal setting 3. To understand how Academic academic goal Goal Setting setting relates to IPEGS Goal Setting & Goal Attainment FCAT NRT (norm-referenced test) in Reading N=20 Students / 3rd Grade 20 # of Students 15 10 Spring 2005 5 0 1-25 26-50 51-75 76-100 Percentile Rank Goal Statement: During the 2005-06 school year, the majority (> 50%) of students in my 4th grade reading class will achieve the 50 th percentile or higher on the Reading FCAT. FCAT NRT (norm-referenced test) in Reading N=20 Students / 4th Grade 20 # of Students 15 Spring 2005 10 Spring 2006 5 0 1-25 26-50 51-75 76-100 Percentile Rank What is the purpose of academic goal-setting? Focus on student results Explicitly connect teaching and learning Improve instructional practices and teacher / education specialist performance Tool for school improvement NOT a replacement for classroom observation NOT the sole criterion for evaluation decisions What does research say about academic goal setting? Linked to mastery learning • 1 standard deviation higher on average compared with conventional instruction (Bloom, 1984) • Includes formative assessments, frequent corrective feedback Linked to enhancing pre-requisite cognitive skills • .7 standard deviation higher on average compared with conventional instruction (Walberg, 1984) • Includes initial skills assessment and teaching prerequisite skills that are lacking Linked to assessment for learning • Formative assessment in the classroom can result in increases in student learning up to two grade levels (Assessment Reform Group, 2000) Linked to standards-based performance assessment • Schools in Loveland, CO, were among highest percentage increase in student performance after implementing standards-based performance assessment (Stronge & Tucker, 2000) Linked to standards-based instruction • 18-41 percentage point gains when teachers set and communicate clear goals for learning (Marzano, Pickering, & Pollock, 2001) Linked to data-based decision-making • School districts that show multiple (i.e., 3 or more) years of improvement use data to make decisions and encourage teachers to use student learning data to make instructional decision (Cawelti, 2004; Langer & Colton, 2005; Togneri & Anderson, 2003) What is an academic goal? Goal … a statement of an intended outcome of your “SMART” Goals work: Specific Student Learning Measurable Distinct from Strategies Appropriate Strategies = Means Goal = End Realistic “Are you going to New York Time-bound or by train?” Link to Decision Tree Link to Completed Goal Form Sample Elementary Teacher Goals 4th Grade Teacher Baseline Data: Four (21%) of my students are Level 4 or higher; 10 (53%) students are Level 3; 3 (16%) students are at Level 2; and 2 (10%) students are at Level 1. Goal Statement: For the 2006-07 school year, at least 70% of my students will demonstrate one year’s growth on the 4th grade Reading FCAT. For Grade 4, that represents an increase in 230 developmental scale score points. Kindergarten Teacher Baseline Data: In September 2006, the DIBELS tests showed that 15 students met benchmarks on the DIBELS and are “at grade level.” Six students require strategic intervention because they have not met the benchmarks in all four areas. One student requires intensive intervention as she is identified as at risk. Goal Statement: For the 2006-07 school year, the 6 students who require strategic intervention will be at grade level by the end of the year and the 1 student who is “at risk/emerging” will move to the category of “low risk/established” on three of four areas tested by DIBELS. Sample Middle School Teacher Goals 8th Grade Math Teacher Baseline Data: The baseline data shows that 22% scored at Achievement Level 1; 21% at Achievement Level 2; 19% at Achievement Level 3; 18% at Achievement Level 4; and 10% at Achievement Level 5 on the 7th grade Mathematics FCAT. Goal Statement: For the 2006-07 school year, the percentage of my students scoring at Level 3 or above will increase from 47% to 60%. 6th Grade Health/PE Teacher Baseline Data: A pre-test of each sub-area shows that a majority of my sixth grade students failed to reach the benchmarks in the Presidential Fitness Tests. Goal Statement: In the 2006-07 school year, my sixth grade students will improve on each of the Presidential Fitness sub- tests by an average of 20%. Sample High School Teacher Goals English Teacher Baseline Data: The baseline data show that my 10th grade students are scoring at Level 3 or lower, with a majority in Levels 1 and 2. The class averages for each key content area show that students lack knowledge and skills to be successful in each one. Goal Statement: For the 2006-07 school year, my goal is to reduce the percentage of students who are at Levels 1 or 2 by 29% so that the majority of my students are at Level 3 or higher. Social Studies Teacher Baseline Data: The 8th grade FCAT Reading data for my students show that on average the students in my World Geography class answered 5 of 11 (45%) of the Research/Reference questions correctly. In my World History class, students on average answered 7 of 11 (64%) of the Research/Reference questions correctly. Goal Statement: For the 2006-07 school year, the students in my World Geography will answer an average of at least 60% of the Research/Reference questions correctly. The students in my World History classes will answer an average of at least 75% of the Research/Reference questions correctly on the Spring 2007 administration of FCAT reading. Sample Instructional Support Goals Instructional Coach in an Elementary School Baseline Data: The baseline data shows that 68% of 4th grade students scored at achievement Level 3 or lower on the Mathematics FCAT, and 32% scored at achievement Level 4 or 5. Goal Statement: For the 2006-07 school year, the number of 4th grade students performing at Level 4 or 5 on the 2007 Mathematics FCAT will increase by 25%, which will result in 40% of students achieving at Level 4 or 5. Special Education Teacher Baseline Data: 23% of students in the schools I serve are minority, yet 50% of all MR or ED identified students are minority. Data supports disproportionality in eligibility decisions: Too many minority students are being found to have MR or ED as compared to the overall population in the school system. Goal Statement: For the 2006-07 school year, decisions made at eligibility meetings in which I participate will result in decisions based upon data & observations, and will appropriately identify students with disabilities, with the goal that disproportionality will decrease this year compared to the current percentage. (This is really where I have control as an Instructional Specialist and can help ensure that decisions are made appropriately & are justified 100% of the time.) Sample Student Services Goals High School Guidance Counselor Baseline Data: On the Spring 2006 9th and 10th grade FCAT NRT in reading and math, 34% of 9th grade students and 46% of 10th grade students scored between the 26th and 50th percentile on the FCAT NRT Reading, and 42% of 9th grade students and 48% of 10th grade students scored between the 26th and 50th percentile on the FCAT NRT Math. Goal Statement: In the 2006-07 school year, a majority of students scoring in the 26th to 50th percentile on the FCAT NRT in reading and mathematics will improve on the FCAT NRT in reading and mathematics by 10 percentile points. Physical Therapist Baseline Data: 46% of the time, students are observed to have a lack of proper positioning during classroom instruction. When learners are inappropriately positioned or moved, the student and teacher’s health may be at-risk. For staff, the result can be an on-the-job injury and absence from work. When the regular teacher or staff member is absent, learning is impacted. For the student, being in a less-than-optimal position results in decreased attention, difficulties controlling movement, and a lack of learning. Goal Statement: In the 2006-07 school year, the percentage of students positioned correctly will be 75% or higher in each classroom as measured by observation. When can I learn more about the logistics of goal setting? Phase II August 15 – September 15 Agenda Overview of goal setting Decision making tree Reviewing and analyzing data Identifying needs Establishing focus Setting the goal Determining goal attainment What do I need to do next? 1) Review details of IPEGS and Goal Setting at websites: http://ipegs.dadeschools.net http://www.teacherqualityresources.com/ipegs.htm 2) Participate in Phase II training which will take place on [insert date] at [insert time].