Introduction to Academic Goal Setting

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Introduction to Academic Goal Setting
Phase 1 Miami-Dade County Public Schools
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What is the purpose of our meeting today?

• To learn about IPEGS
• To learn about academic goal setting
• To understand how academic goal setting relates
  to IPEGS

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Goal Setting Goal Attainment
Goal Statement During the 2005-06 school year,
the majority (gt 50) of students in my 4th grade
reading class will achieve the 50th percentile or
higher on the Reading FCAT.
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What is the purpose ofacademic 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

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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)

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What is an academic goal?

• Goal a statement of an intended outcome of your
  work
• Student Learning
• Distinct from Strategies
• Strategies Means
• Goal End
• Are you going to New York or by train?

• SMART Goals
• Specific
• Measurable
• Appropriate
• Realistic
• Time-bound

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How does goal setting work?
Link to Decision Tree
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How do I document my goal?
Link to Completed Goal Form
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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
  years growth on the 4th grade Reading FCAT. For
  Grade 4, that represents an increase in 230
  developmental scale score points.

FCAT data

• 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.

non-FCAT
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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.

FCAT data

• 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.

non-FCAT
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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.

FCAT data

• 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.

non-FCAT teacher using FCAT data
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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.

FCAT data

• 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.)

non-FCAT
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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.

FCAT data

• 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 teachers 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.

non-FCAT
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When can I learn more aboutthe 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

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What do I need to do next?

• Review details of IPEGS and Goal Setting at
  websites
• http//ipegs.dadeschools.net
• http//www.teacherqualityresources.com/ipegs.htm
• Participate in Phase II training which will take
  place on insert date at insert time.