Student Achievement Goal Setting

1 1 | G o a l S e t t i n g Student Achievement Goal Setting : Honoring Progress and Getting Results Division Leadership Support Teams Williamsburg, VA September 24, 2012 Leslie W. Grant, The College of William and Mary 2 | G o a l-S e t t i n g Student Achievement Goal Setting :Honoring Progressand Getting ResultsDivision Leadership Support TeamsWilliamsburg, VASeptember 24, 2012 Leslie W. Grant, College of William and Why Consider Student Achievement Goals Setting ?The Uniform Performance Standards and Evaluation Criteria incorporate Student academic progress as a significant component of the evaluation For about 30 percent of teachers, Student growth percentiles will be available. For about 70 percent of teachers, other measures of academic progress will need to be identified. 3 | G o a l-S e t t i n g Standard 7: Student Academic ProgressThe work of the teacher results in acceptable, measurable, and appropriate Student academic progress.

2 What are the purposes ofStudent Achievement Goal Setting ? Focus on Student results Explicitly connect teaching and learning Improve instructional practices and teacher performance Tool for school improvement 4 | G o a l-S e t t i n g Goal- Setting ProcessStep 1:Determine needsStep 2:Create specific learning Goals based on pre-assessmentStep 4: Monitor Student progress through on-going formative assessmentStep 3: Create and implement teaching and learning strategies Step 5:Determine whether the students achieved the Goal Step 1: Determining NeedsStep 1:Determine needsStep 2:Create specific learning Goals based on pre-assessmentStep 4: Monitor Student progress through on-going formative assessmentStep 3: Create and implement teaching and learning strategies Step 5:Determine whether the students achieved the Goal 5 | G o a l-S e t t i n g Who Determines Areas of Focus?

3 District? Principals? Teacher groups? Individual teachers? How Do We DetermineAreas of Focus? What sources of data are available? How broad/narrow will our focus be? Example: Grade 4 math OR Grade 4 math in the areas of number sense and computation & estimation. 6 | G o a l-S e t t i n g Sunshine ElementaryGrade 42009-20102010-20112011-2012 Reading92%95%91%Writing87%89%91%Math64%5 8%62%VirginiaStudies71%73%70%Percent of students PassingEnd-of-Year Assessments The Pre-Assessment:A NecessityYou might know where you re if you don t know where you re starting, how can you make a plan to get there? 7 | G o a l-S e t t i n g How Do We Determine What Pre-Assessments to Use? Emphasis on tests with higher validity and reliability Must be able to show progress in skills or content What is already in place? 8 | G o a l-S e t t i n g Goal Setting for Student Academic Progress Form Teacher: Samantha Darren Subject/Grade: 4th Grade Mathematics School Year: 2012-2013 Evaluator: Lucy Mertz Initial Goal Submission Due: 10/15 A.

4 Setting Describe the population and special learning circumstances. I teach in a rural school district. Sixty-four percent of the students in the school receive free or reduced lunch. Of my 25 students (10 boys, 15 girls), eight receive special education services for learning disabilities. B. Content/Subject/Field Area The area/topic addressed based on learner Achievement , data analysis, or observational data Our fourth grade SOL passing scores for mathematics have been as follows for the past 5 years: 2011-2012: 64% 2010-2011: 58% 2009-2010: 62% Therefore, our grade level has decided to focus on mathematics. Furthermore, our students generally do well with computation and estimation, but a strand analysis shows that they have difficulty with other subject areas that use more problem-solving. C. Baseline Data What does the current data show?

5 Data attached. I administered a grade-level appropriate word problem with prompts and then graded Student responses using the Mathematics Problem Solving rubric. The following 5 criteria were considered: conceptual understanding, strategies & reasoning, computation & estimation; communication, and insights. Scores for each area range from 0-3; a score of 2 is considered proficient. The score bands are as follows: 0-5= Intensive 6-12 = Benchmark 13-15= Advanced My scores were as follows: In addition, the averages for each area were as follows: Conceptual Understanding Strategies & Reasoning Computation & Estimation Communication Insights Advanced Benchmark Intensive 1/25 (4%) 11/25 (44%) 13/25 (52%) 9 | G o a l-S e t t i n g Mathematics Problem Solving Scoring Rubric 10 | G o a l-S e t t i n g 11 | G o a l-S e t t i n g Example Baseline Problem: Steve bought a package with 5 sheets of stickers in it.

6 Each sheet had 32 stickers. What was the total number of stickers Steve bought? Student Prompts: 1. Draw a picture to represent this problem. 2. Which operations will you use to solve this problem? How do you know? 3. Solve the problem. Justify each step (explain why you do it). 4. Can this problem be solved another way? If yes, explain how. 12 | G o a l S e t t i n g Baseline DataAdvancedBenchmarkIntensive1/25 (4%)11/25 (44%)13/25 (52%)52444 Baseline DataIntensiveBenchmarkAdvanced Baseline Data Look at individual Student baseline data. What questions do you have for Samantha about her teaching this year? 13 | G o a l-S e t t i n g Teacher: Samantha Darren Grade 4 Mathematics Baseline Data Conceptual Understanding Strategies & Reasoning Computation & Estimation Communication Insights OVERALL PRE (out of 15)

7 Student 1 2 3 3 2 2 12 Student 2 1 1 2 1 1 6 Student 3 1 0 1 0 0 2 Student 4 2 2 2 2 2 10 Student 5 0 1 2 1 1 5 Student 6 1 1 1 0 1 4 Student 7 1 2 2 1 2 8 Student 8 2 1 1 0 1 5 Student 9 2 1 2 0 1 6 Student 10 1 1 2 1 1 6 Student 11 1 1 2 0 0 4 Student 12 0 1 0 1 0 2 Student 13 1 3 2 1 0 7 Student 14 1 2 2 1 0 6 Student 15 0 0 0 0 0 0 Student 16 1 1 1 1 2 6 Student 17 1 1 1 1 1 5 Student 18 1 0 0 1 0 2 Student 19 2 1 2 2 2 9 Student 20 3 2 3 3 3 14 Student 21 2 2 3 1 1 9 Student 22 1 0 0 0 1 2 Student 23 0 1 1 0 0 2 Student 24 1 0 1 1 0 3 Student 25 1 1 2 1 0 5 14 | G o a l-S e t t i n g Guidelines for Assessment Use in Student Achievement Goal Setting Student Achievement goal Setting is a process in which teachers assess students at the beginning of the year, set learning goals, monitor Student progress, and then assess at the end of the year to determine the degree to which students mastered the intended knowledge and skills in the curriculum.

8 The process is predicated on the use of assessments that yield valid and reliable information about Student learning . The guidelines1 below provide criteria for selecting and using assessments for the goal Setting process. 1. The assessment must offer ways to pre-assess and post-assess students knowledge and skills. The heart of Student Achievement goal Setting is monitoring Student learning and assessing the gains that students have made at the end of some period of time. Therefore, Student growth must be documented through a pre-test and a post-test of Student learning . 2. The assessment must be cumulative in nature. This guideline directly relates to the previous guideline but it is important to make a special note here. Any assessment used for goal Setting should measure the accumulation of knowledge and skills in order to measure growth.

9 3. The assessment and the data results from the assessment must be linked back to important curricular outcomes. The assessment must be connected back to what the teacher intends for the students to learn. Most often, these curricular aims are defined by states and further defined by local school districts. Teachers, in turn, develop instructional objectives. The assessment must be aligned with these curricular aims at each level and the data should link back to the curricular aims. In other words, the assessment must have curricular 4. Post-assessment data must be available by the end of the time period for goal Setting . In order to determine goal attainment within the time period specified in the goal, the teacher or educational specialist must have access to post-assessment data. Too often state or district-level high stakes test results are not available on a timely basis ( , by the end of the school year).

10 Therefore, although the teacher and the entire school may work toward and be held accountable for performance on these end-of-course tests, the use of these tests as the sole measure for Student Achievement goal Setting simply is not practical or desirable. 1 Stronge, , & Grant, (2009). Student Achievement goal Setting : Using data to improve teaching and learning . Larchmont, NY: Eye on Education. 2 Gareis, , & Grant, (2008). Teacher-made assessments: How to connect curriculum, instruction, and Student learning . Larchmont, NY: Eye on Education. 15 | G o a l-S e t t i n g Possible Assessment Measures for Use in Student Achievement Goal Setting Brainstorming Directions: Use the Guidelines for Assessment Use in Student Achievement Goal Setting , list the assessments available in your school division that meet the criteria.