Goal Setting and Progress Monitoring

February 6, 2018

bit.ly/goalsettingCOPwebinar

Imaginarium OUR MISSION

Our mission is to stimulate and support innovation across Denver, to transform learning

and public education systems.

VisionCommunities of Practice are peer-to-peer professional learning groups that allow educators to shape their practice through experiential, flexible, and relevant learning opportunities. Through intentional shifts in school and classroom Personalized Learning practices, CoPs result in increased learner outcomes and learner agency.

2017-18 Goals Support educators to generate new knowledge to transform personalized

instructional practices that increase learner agency and improve outcomes for ALL learners

Organize opportunities for educators to engage with colleagues across schools to learn (build understanding and insights), practice, dialogue and provide feedback

Identify & share effective practices within and outside of the CoP community

Communities of Practice

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Learning Objectives

1. Build understanding of why goal setting and progress monitoring are important in a PL classroom (or any classroom!)

2. Share resources, tips and lessons learned on HOW to begin with your learners

1. Introductions

2. Overview (what, why)

3. Lessons Learned & Resource Sharing (how)

4. Q & A

Agenda

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bit.ly/pldrivermodel

Teacher Driven Learner Centered Learner Driven

Why spend so much time on goal setting and progress monitoring?

Build confidence and pride (Kreibig, Gendolla, & Scherer, 2010)

Improve academic performance (Latham & Locke, 2007; Locke & Latham, 1990)

Increase motivation (Zimmerman, 1990)

Challenge students (Csikszentmihalyi, 1990)

Instill self-efficacy (Schunk, 1990)

Gain life skills

Model Tell stories about your own goal setting, share your metacognition Share and highlight successes other students have had from setting goals

Build self-evaluation/self-reflection and data analysis skills Explicitly teach and model these skills Provide time for practice of skills and feedback Provide time for student self-reflection

Go slow, together, to build student investment in goals (why, how) The effect of goal setting on achievement depends critically on the

students’ investment (or commitment) in that goal (Klinger, 1977) Students who invest in their goals also demonstrate greater persistence,

creativity, and risk­ taking in their achievement of those goals. (Dewett, 2007; Lepper, Greene, & Nisbett, 1973)

Research-based recommendations on getting started

Ensure goals are SMART Specific, Measurable, Achievable, Realistic/Relevant, Time-Bound

Put goals in writing Ferguson and Sheldon (2010)

Provide structures for constructive, specific feedback on a regular basis Ensure students have access to data related to goal Regular conferences with teachers Peer feedback

Communicate with families Provide opportunities for families to understand and support learner goals

Research-based recommendations on getting started

Process goals Ex: practice my spelling on Spelling City 3x week (tracking) Focus on HOW to achieve, build habits

Outcome goals Ex: score 95% on next spelling test Focus on DESIRED STATE, clear and measurable achievement

Important to tie process and outcome together to ensure learners know where they’re going and how they’ll get there.

Behavioral Subject-specific (literacy, math, science/social studies,

social-emotional, etc.) Full class, small group, individual

What types of goals can learners set?

2nd grade

Liz’s Classroom

Liz’s Classroom

This year so far...1. We gave each child a learning style inventory.2. We had each student set a behavior goal around Daily 53. We tried to transition to setting academic goals4. We stopped goal setting and focused on conversations around learning style5. We tried to combined the two to focus on a combination of how your preferred

learning style or other learning styles can help you reach goals.

Learning Style Inventory

Link to Learning Style Inventory

Learning Style Charts

Behavior Goal Setting

Link to Goal Setting/Reflection Sheet

Academic Goal Setting

Link to Academic Goal Setting/Reflection Sheet

Academic Goals + Learning Styles

Link to printable goal sheets

Link to TPT I Can statements

I Can Statements

Liz’s Classroom Lessons learned

Our move to academic goal setting was a challenge. The students really understood behavior goals but then trying to get them to apply that to academics was very challenging. In the future I will still plan on starting with behavior goals because I believe it sets them up to understand my beginning of the year expectations as well as what goal setting can look like in our room, but also will use supports (The I can statements around 2nd grade ELA standards) to guide the academic goal setting work.

I was also not getting to hear from everyone when we were doing the oral sharing and let the class problem solve with me (which their solutions are now what we are doing). This in and of itself was a wonderful idea because they had ownership as well as preference.

Kira’s Story: Steps

1. Set up student portfolios in which students set a long term career goal2. Administer assessments and conference with students to reflect upon

data and set long term goals for school year based on grade level targets (reading, writing, habits of learning, etc.)

3. Support students in choosing bite-sized goals in each area (see goal cards) and allow them to choose tasks that will support them in meeting the goals (must do/can do sheet)

4. Progress monitor, conference regularly, and adjust goals as needed

Kira’s Story: Tools and Resources

Fluency Rubric

Link to Fluency Rubric

Fluency Rubric

Link to Fluency Rubric

Fluency Bar Graph

Link to Fluency Bar Graph

Additional Examples - student progress monitoring

Increase my iStationscore by at least 7 points

February 28 Practice vocabulary 4 times a week

Link to Goal Sheet

Link to Talking Points for Parents

Resources1. Harvard Goal Setting: https://hilt.harvard.edu/files/hilt/files/settinggoals.pdf2. Engaging Students in Self Assessment & Goal Setting - This resource packet is packed with

templates, tips and tools to support learners in developing the skill sets to be able to self assess and set goals.

3. How to use SMART Goals - The article defines what a SMART goal is and tips on action steps that your learners can take.

4. Goal Setting in Elementary School - This blog provides a detailed explanation from one teacher on her process for student ownership of goal setting.

5. SMART Goal Template - SMART (Specific, Measurable, Achievable, Rigorous, Time-bound) Goals are created by the students. This template provides probing questions to help students create SMART goals. It would have to be adjusted for elementary.

6. Setting Wellness Goals - This guide lays out a strong plan to setting wellness goals in either a Physical Education or Health course. One could also use the format to set SMART goals in other areas.

7. Metacognition and Goal-setting - Explains the role of metacognition and growth mindset in student goal setting.

8. Students Own Their Progress - Students track and metacognitively think about how they are progressing on standards using classroom work and tests as evidence.

9. Students Own Their Progress from EL Education on Vimeo.10. Mastery Tracker - Learners complete a mastery tracker/unit survey to identify mastery and reflect on

prior lessons and next steps that they need to take.

Comments, Q & A

To reach the presenters:Laura_Mitchell@dpsk12.orgKira_Withrow@dpsk12.org

Elizabeth_Reynolds@dpsk12.org

Enter in the chat space:

What new idea has this webinar sparked for you?

What is something you will try with your learners this week?