Student Goal Setting

1. Student Goal Setting Kindergarten Action Team October 3, 2011

2. Celebrating the Three C’s Think about the first 33 days of school. What examples have you seen students working as Confident Learners Capable Learners Curious Learners What examples have you seen of students transferring understandings to a new situation?

3. Celebrating the Three C’s Select a Letter (or two) and write an example (or two). When the music begins move around the room. When the music stops share your example with someone close to you. When the music begins move again. After three rounds return to table. Roll the dice and make a colleague famous.

4. Why Action Team?

5. Setting the Table • Kindergarten Institute Building Plans • Parkway Strategic Plan • Goal 1: All students are Capable Learners who transfer their prior learning to new demands, in and out of school. • Goal 2: All students are Curious Learners who understand and respond to the challenges of an ever-changing world. • Goal 3: All students are Confident Learners who are increasingly self-directed, skilled, and persistent as learners.

6. Essential Questions • How will student goal setting ensure students are capable, curious, and confident learners who respond to an ever changing world? • What role do formative assessments play in student goal setting? • How can we balance rigorous formative assessments and student goal setting while valuing the developmental needs or five and six year old students?

7. Student Goal Setting Is there an app for that?

8. We help our students become increasingly efficacious when we…help them learn how to improve the quality of their work one attribute at a time, when we help them learn to see and keep track of the changes in their own capabilities, and when we help them reflect on the relationships between those improvements and their own actions. Rick Stiggins

9. To be effective, student self-assessment and goal-setting must be planned and must be purposeful.

10. Cancel Where Am I Going? Where Am I Now? How Can I Close the Gap? 7

11. Where Am I Going? • Provide a clear and understandable vision of the learning target. • Share the learning target with students • Use language students understand • Introduce students to the language and concepts of the rubrics you use Chappuis, 2009

12. 2 types of feedback Jan Chappuis, 2009

13. Where am I now? • Effective Feedback • Occurs during learning, where there is still time to act on it • Does not do the work for the student

14. Cancel Where Am I Going? Where Am I Now? How Can I Close the Gap? 7

15. Stars and Stairs – the only difference is “I” “What steps am I going to make to reach the stars?”

16. Self-assessment Ideas Chappuis pp. 99-126 • Moving parts (checkers, buttons, plastic chips) • Learning chains • Stars and Stairs • KWL revisited and modified throughout a unit • Exit tasks/tickets • Tracking/marking I Can statements as they are reached • Letter to parent, principal, last year’s teacher, etc. • Traffic light (good, partial, or little understanding) using colored dots

17. 7 Strategies of Assessment FOR Learning • Provide students with a clear and understandable vision of the learning target. • Use examples and models of strong and weak work. • Offer regular descriptive feedback. • Teach students to self-assess and set goals. • Design lessons to focus on one learning target or aspect of quality at a time. • Teach students focused revision. • Engage students in self-reflection and let them keep track of and share their learning.

18. Student Goal Setting in Action • Divide into groups based on color on name tag • Recording Sheet • Visit Groups

19. Carousel Starting Points • Catherine Pecher – red group • Sara Loehr – yellow group • Nicole Crowell – blue group • Kate Sinnokrak – green group

20. Designing a Plan • Individual Reflection • Make Your Goal Public with a Team Member

21. Future Work • November 7, 2011 • February 6, 2012 • April 30, 2012