Introduction to Academic Goal Setting - PowerPoint

							       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].