Student Achievement Goal Setting

Student Achievement Goal Setting:

Honoring Progress and Getting Results

Division Leadership Support Teams Williamsburg, VA

September 24, 2012

Leslie W. Grant, Ph.D. The College of William and Mary

lwgran@wm.edu

1|Goal Setting

Student Achievement Goal Setting:

Honoring Progress and Getting Results

Division Leadership Support Teams Williamsburg, VA

September 24, 2012

Leslie W. Grant, Ph.D. The College of William and Mary

lwgran@wm.edu

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.

2|Goal-Setting

Standard 7: Student Academic Progress

The work of the teacher results in acceptable, measurable, and appropriate student academic progress.

What are the purposes of Student Achievement Goal Setting?

Focus on student results Explicitly connect teaching and

learning Improve instructional practices

and teacher performance Tool for school improvement

3|Goal-Setting

Goal-Setting Process

Step 1:

Determine needs

Step 2:

Create specific learning Goals based on preassessment

Step 3: Create and implement teaching and

learning strategies

Step 4: Monitor student progress through ongoing formative assessment

Step 5:

Determine whether the

students achieved the

Goal

Step 1: Determining Needs

Step 1:

Determine needs

Step 2:

Create specific learning Goals based on preassessment

Step 3: Create and implement teaching and

learning strategies

Step 4: Monitor student progress through ongoing formative assessment

Step 5:

Determine whether the

students achieved the

Goal

4|Goal-Setting

Who Determines Areas of Focus?

District? Principals? Teacher groups? Individual teachers?

How Do We Determine Areas 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.

5|Goal-Setting

Sunshine Elementary Grade 4

Percent of Students Passing End-of-Year Assessments

Reading Writing

Math Virginia Studies

20092010 92% 87% 64% 71%

20102011 95% 89% 58% 73%

20112012 91% 91% 62% 70%

The Pre-Assessment: A Necessity

You might know where you're going...but if you don't know where you're starting, how can you make a plan to get there?

6|Goal-Setting

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?

7|Goal-Setting

Goal Setting for Student Academic Progress Form

Teacher: Samantha Darren

Subject/Grade: 4th School Year: 2012-2013

Grade Mathematics

Evaluator: Lucy Mertz

Initial Goal Submission Due:

10/15

A. Setting

I teach in a rural school district. Sixty-four percent of the students in the

Describe the population and school receive free or reduced lunch. Of my 25 students (10 boys, 15 girls),

special learning circumstances.

eight receive special education services for learning disabilities.

B. Content/Subject/Field Our fourth grade SOL passing scores for mathematics have been as follows

Area

for the past 5 years:

The area/topic addressed

based on learner achievement, data analysis, or observational data

2011-2012: 64% 2010-2011: 58% 2009-2010: 62%

C. Baseline Data

What does the current data show?

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. 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:

Advanced 1/25 (4%)

Benchmark 11/25 (44%)

Intensive 13/25 (52%)

In addition, the averages for each area were as follows:

Conceptual Understanding

1.16

Strategies & Reasoning

1.16

Computation & Estimation

1.52

Communication

0.88

Insights

0.88

8|Goal-Setting

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