Goal Setting at the Elementary Level

1. Goal Setting at the Elementary Level Using NWEA to Maximize Student Learning Presented by Nancy Burns Campbell County Schools, Campbell County, Kentucky

2. Learning Targets for Today • We will learn why goal setting is vital in student achievement. • We will learn some strategies to use when making goals with students.

3. Creating a Classroom Environment that Supports Goal Setting • Create an emotionally safe environment where students feel comfortable discussing their own strengths and weaknesses, and the strengths and weaknesses of their peers. • Consistently honor and celebrate individual strengths. • Focus on growth for all students. • Support students in their willingness to grow and take risks.

4. Goal Setting in Action • Model individual goal setting by establishing class goals first. • Great goals include what students need to learn, an action plan for that learning, a list of resources to get to that learning and a timeline. • Explain S.M.A.R.T. goals to students (Specific, Measurable, Attainable, Realistic, Timely)

5. SMART Goals

6. Why Set Goals? • Goals focus us on a specific target. • Without goals, we tend to become scattered in thoughts and actions. • Goals direct our minds on achievement. • Goal setting improves everyday actions and decision making. • Goal setting provides us with a sense of purpose. • Goal setting develops our skills and talents.

7. Before MAP Testing • Introduce or explain MAP testing to students especially for those who may never have taken the tests. • Explain the GOAL CARDS that are provided to the students. These cards can also be used to track lines as students read on the computer screen. • GOAL CARDS will help students in determining their targets for growth.

8. After MAP Testing • Students record their scores on the GOAL CARDS as they finish testing. • Students reflect (in writing) on their experiences on the MAP. • There is significant importance that written reflection plays in MAP testing. Writing helps the student to effectively and personally evaluate and process their experience.

9. Reflections • Where there any words or ideas that were new or unfamiliar to you while you were taking the test? • What was your highest area? • Why do you think this is one of your strengths? • How can this strength help you to work on other areas that may be weaker for you?

10. Reflections • What was your lowest area? • Would this area be a good goal for you this year? Why or why not? • If you scored lower on an area this time, why do you think you did so? • Do the scores you received on MAP match what you know about yourself as a student?

11. Self Monitoring • We want students to be able to self monitor and to develop motivation. • Self Monitoring could include graphs of progress, could be made visible as a GOAL WALL, could be weekly reflections. • Self Monitoring could also include Self Assessment Forms.

12. Bottom Lines for Goal Setting • Goal setting encourages student ownership of learning. • Goal setting encourages student engagement. • Goal setting encourages student responsibility.

13. Goal Setting – Learning Targets • Just like learning targets, students will not hit the mark unless they know the location of the target. • “In life, as in football, you won’t go far unless you know where the goalposts are.” Arnold H. Glasgow

14. Review of Our Learning Targets for Today • We will learn why goal setting is vital in student achievement. • We will learn some strategies to use when making goals with students.