Goal Setting:Goal Setting:

Strategies to help Students Strategies to help Students Develop and Achieve Develop and Achieve

their Goalstheir Goals

Goals for TodayGoals for Today1.1. Identify 10 principles that support theIdentify 10 principles that support the

use of assessments for learninguse of assessments for learning

2.2. Examine strategies for successful goal settingExamine strategies for successful goal setting

3.3. Locate reports and resources for grade level, Locate reports and resources for grade level, class, and student goal settingclass, and student goal setting

4.4. A Garden Road Model: Starring the Third A Garden Road Model: Starring the Third Grade TeamGrade Team

5.5. Work in grade level teams to identify grade Work in grade level teams to identify grade level and class goals level and class goals

6.6. Write sample action steps for our goal area Write sample action steps for our goal area RIT rangesRIT ranges

7.7. Develop our Personal Goal Setting MakeoversDevelop our Personal Goal Setting Makeovers

Goal Setting 101Goal Setting 101

Setting the StageSetting the Stage

• Create an environment where students feel Create an environment where students feel comfortable discussing their strengths and comfortable discussing their strengths and weaknesses and are willing to take risks to growweaknesses and are willing to take risks to grow

– Create an emotionally safe classroom Create an emotionally safe classroom – Focus on growth for all studentsFocus on growth for all students– Keep all conversations focused on the REAL issuesKeep all conversations focused on the REAL issues– Consistently honor individual strengthsConsistently honor individual strengths– Core Classroom Value: we all believe that everyone in our room has Core Classroom Value: we all believe that everyone in our room has

valuable strengths. What strategy could we implement to ensure valuable strengths. What strategy could we implement to ensure every student will be honored for what he or she contributes? How every student will be honored for what he or she contributes? How do we provide opportunities for all students to contribute?do we provide opportunities for all students to contribute?

Addressing ConcernsAddressing Concerns

• Creating a class Creating a class perspective on “mistakes” perspective on “mistakes” or discussing or discussing “weaknesses.”“weaknesses.”

• ““I’ve missed more than I’ve missed more than 9,000 shots in my career. 9,000 shots in my career. Twenty-six times I’ve been Twenty-six times I’ve been trusted to take the game trusted to take the game winning shot and missed. winning shot and missed. I’ve failed over and over I’ve failed over and over again in life. And, that is again in life. And, that is why I succeed.” why I succeed.” ~Michael Jordan~Michael Jordan

Clarifying our TermsClarifying our Terms

• Most of us confuse dreams and goals so Most of us confuse dreams and goals so it is a great place to begin our discussionit is a great place to begin our discussion

– ““The difference between a dream The difference between a dream and a goal is action.”and a goal is action.”

– Dreams often stay Dreams often stay dreams until we makedreams until we make up plans to reach up plans to reach themthem

– Sports examples Sports examples connect this idea connect this idea for many studentsfor many students

Begin with Begin with Grade Level GoalsGrade Level Goals

• In the NWEA Grade Level Report or in In the NWEA Grade Level Report or in the Grade Level view in the Ladder, the Grade Level view in the Ladder, determine the highest and lowest goal determine the highest and lowest goal areas by looking at the mean for eachareas by looking at the mean for each

• Determine resources and Determine resources and strategies you’ll implementstrategies you’ll implement

• Determine how you’ll Determine how you’ll monitor your successmonitor your success

Setting Classroom GoalsSetting Classroom Goals

• Model goal setting by setting class goals Model goal setting by setting class goals first. first.

• Use your class goal area “means” that can Use your class goal area “means” that can be found on the Learning Ladder in TIM by be found on the Learning Ladder in TIM by clicking on: Class Report for _______”clicking on: Class Report for _______”

Click here to open your class report

Choosing Your Classroom Choosing Your Classroom GoalGoal

Honor class strengths by noting the goal areas with the highest mean scores. Find the lowest mean to determine the best standard strand for your class goal. (You’ll want to simply post the mean score for each goal area when using this with your students) What strength do you note for this class? What would be the best goal?

Choosing a RangeChoosing a Range

Knowing DesCartes will give us three ranges, we can use our class reports to choose the best range to guide our instruction. Which would you choose for this class?

DesCartesDesCartes

• Login to NWEA using your current passwordLogin to NWEA using your current password• Choose DesCartes from the left hand navigationChoose DesCartes from the left hand navigation• Select your subject, goal area, and the range. (If Select your subject, goal area, and the range. (If

your lowest goal area mean is 191, choose 191-200) your lowest goal area mean is 191, choose 191-200)

Narrowing our FocusNarrowing our Focus

• Print the range for your class goalPrint the range for your class goal• Highlight areas you know you’ll address with one Highlight areas you know you’ll address with one

color; then go back and circle or highlight concepts color; then go back and circle or highlight concepts you need to add to your curriculum with a different you need to add to your curriculum with a different color.color.

• You may want to cut and paste just one range to You may want to cut and paste just one range to display on the overhead or doc-u-cam during the display on the overhead or doc-u-cam during the class discussion of your goal class discussion of your goal

Setting Classroom GoalsSetting Classroom Goals

• A great goal includes what students need to learn, a A great goal includes what students need to learn, a plan of action, a list of necessary resources, and a plan of action, a list of necessary resources, and a realistic timeline. (Think S.M.A.R.T. Goals: Specific, realistic timeline. (Think S.M.A.R.T. Goals: Specific, Measurable, Attainable, Realistic, and Timely.)Measurable, Attainable, Realistic, and Timely.)

• Examine the following examples from classes in our Examine the following examples from classes in our district:district:

Monitoring Classroom GoalsMonitoring Classroom Goals

• Some teachers Some teachers prefer to post prefer to post magnified Student magnified Student Goal Setting Goal Setting charts to help charts to help students monitor students monitor class growth by class growth by goal area during goal area during the year.the year.

The Power of The Power of Student ReflectionsStudent Reflections

• Students’ reflections Students’ reflections when developing and when developing and monitoring goals help monitoring goals help them discover what them discover what limits or contributes limits or contributes to their success.to their success.

• Sample prompts Sample prompts posted at posted at www.pusdmap.com www.pusdmap.com

Goal Setting in ActionGoal Setting in Action

In Action #2In Action #2

Gathering Resources for Gathering Resources for Student Goal SettingStudent Goal Setting

• Focus on positives, strengths, and growth firstFocus on positives, strengths, and growth first• Many teachers use the Individual Student Many teachers use the Individual Student

ReportReport

– Students note their score growth and reflect on their Students note their score growth and reflect on their strengths using the text versionstrengths using the text version

– Using the graph version, students Using the graph version, students connect their first test pointconnect their first test pointto the most current to visualizeto the most current to visualizetheir growththeir growth

Setting Student GoalsSetting Student Goals

• Use the age appropriate Use the age appropriate planning sheets planning sheets students students filled out during testing filled out during testing to choose the best goal to choose the best goal area and support area and support academicacademic vocabulary vocabulary

Learn to Write Specific Action Learn to Write Specific Action StepsSteps

• Students often struggle to write Students often struggle to write these steps. (Work with your these steps. (Work with your team to personalize Amy Huff’s team to personalize Amy Huff’s sample action steps for your sample action steps for your students’ RIT ranges)students’ RIT ranges)

• If they are stuck, ask them to If they are stuck, ask them to reflect on what they think they’d reflect on what they think they’d have to do differently in order to have to do differently in order to reach their goals. Then ask why reach their goals. Then ask why they don’t do that now and you’ll they don’t do that now and you’ll find additional insight to get find additional insight to get closer to the real issuescloser to the real issues

Student ExampleStudent Example

• The following slide is a student’s first The following slide is a student’s first attempt to write goals to improve his attempt to write goals to improve his primary study skills. How would you primary study skills. How would you help this student break these ideas help this student break these ideas into more specific action steps?into more specific action steps?

Student Sample 1Student Sample 1– Listen better in ClassListen better in Class– Sit in a different location in classSit in a different location in class– Take good classroom notesTake good classroom notes– Participate in classroom discussionsParticipate in classroom discussions– Ask more questions when I don’t understand something Ask more questions when I don’t understand something

in classin class– Learn how to preview chapters before reading themLearn how to preview chapters before reading them– Read chapters before doing my homeworkRead chapters before doing my homework– Write down questions when I don’t understand Write down questions when I don’t understand

something I’ve readsomething I’ve read– Write down my assignments correctlyWrite down my assignments correctly– Learn how to study for testsLearn how to study for tests– Ask someone to help me studyAsk someone to help me study– Hand in homework on timeHand in homework on time

Sample FormatSample Format

• Challenge: Challenge: I want to improve my reading comprehension I want to improve my reading comprehension skillsskills

• Goal: Goal: I will read a book each monthI will read a book each month• Action Steps:Action Steps:

– I will go to the library each weekI will go to the library each week– I will choose a book in my Lexile rangeI will choose a book in my Lexile range– I will find magazines on subjects that interest me and will I will find magazines on subjects that interest me and will

read them during my free time each dayread them during my free time each day– I will find 30 minutes each day to read I will find 30 minutes each day to read – I won’t watch TV or play video games from 6:30-8:30 I won’t watch TV or play video games from 6:30-8:30

each nighteach night– I won’t get on IM or take phone calls from friends between I won’t get on IM or take phone calls from friends between

6:30 and 8:30 pm each night6:30 and 8:30 pm each night

What would you change?What would you change?

Self Monitoring is CriticalSelf Monitoring is Critical

• Self-monitoring is a critical skill set if we Self-monitoring is a critical skill set if we want students to develop intrinsic want students to develop intrinsic motivationmotivation

• Some models that work:Some models that work:– Graphs of progress Graphs of progress – Daily goals on deskDaily goals on desk

(dry erase marker)(dry erase marker)– Weekly reflectionsWeekly reflections– Weekly evidenceWeekly evidence

Choosing a “Goal” Quote Choosing a “Goal” Quote

• Students have shown us that inspirational quotes are Students have shown us that inspirational quotes are great tools to help them stay focused on their goals and great tools to help them stay focused on their goals and to re-focus their thinking when the going gets tough.to re-focus their thinking when the going gets tough.

• They especially liked many under “Excuses,” “Goals,” They especially liked many under “Excuses,” “Goals,” and “Action.”and “Action.”

• Here’s a sample from theHere’s a sample from the“goals“goals” ” categorycategory

http://www.goal-setting-guide.com/quotes.html

In life, as in football, In life, as in football, you won't go far you won't go far unless you know unless you know

where the goalposts are.where the goalposts are.

Arnold H. GlasgowArnold H. Glasgow

Helpful ResourcesHelpful Resources• Classroom Assessment for Student Classroom Assessment for Student

Learning: Doing it Right-Using it WellLearning: Doing it Right-Using it Well, by , by Richard J. Stiggins, Judith A. Arter, Jan and Richard J. Stiggins, Judith A. Arter, Jan and Stephen Chappuis, Assessment Training Stephen Chappuis, Assessment Training Institute, c.2004Institute, c.2004

• Goal setting for Students: A Success Tool Goal setting for Students: A Success Tool for Grades 5-12for Grades 5-12 by John Bishop. Around by John Bishop. Around $10.00 on Amazon$10.00 on Amazon

• Website: Website: http://www.goal-setting-guide.comhttp://www.goal-setting-guide.com