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Monica Jaloma, Professional Development Consultant ESC R19
Eliza Simental, Professional Development Consultant ESC R19
Using Student Goal Setting to Improve Student Learning
MY GOALS:
READING
WRITING
1
Student Goal Setting
Student Name:
Grade Level:
Notes:
Conference with each student
BOY – Review Assessments Results/Set Goals
Date:
MOY – Progress monitoring of goals
Date:
EOY – Progress/Evaluation of goals
Date:
Student Signature:_______________________________________Date:_____________________
STAAR 2016
Grade Level
Passing Standard
Scale Score
Raw
Reading 6 Reading 7
Writing 7
Reading 8
TELPAS Grade 4 & 5 Scale Score Range
Beginning (B) 348-642
Intermediate (I) 643-697
Advance (A) 698-765
Advance High (AH) 766 and above
TELPAS Grade 6 & 7 Scale Score Range
Beginning (B) 350-651
Intermediate (I) 652-711
Advance (A) 712-782
Advance High (AH) 783 and above
TELPAS Grade 8 Scale Score Range
Beginning (B) 365-660
Intermediate (I) 661-719
Advance (A) 720-795
Advance High (AH) 796 and above
Academic Goals TELPAS Goals Content 2016 2017 Domains 2016 2017
Reading Reading
Writing Listening
Speaking
Writing
2
What are your academic goals? What are your TELPAS goals? What steps will you put into place to accomplish your goals?
3
What are your strengths? How can these strengths help you achieve your goals? END OF THE YEAR Did you show growth? Explain.
4
Did the plan you put in place help you accomplish your goals? Explain. What would you do differently for next year? Explain. What are some areas you need to work on?
Goal Setting
Skill area:______________________________________________________________________
Set three goals:
1. 1
What steps will you take to accomplish each goal listed above?
Progress Monitoring: First Semester
Progress Monitoring: Second Semester
Teacher Name:________________________ Subject:________________________________ Grade Level:__________________________ School Year: _____________________
Copyright © Texas Education Agency, 2012 Developed by Education Service Center, Region 20 in conjunction with Texas Education Agency.
Digitally formatted by Education Service Center Region 19
Listening Speaking Reading Writing
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¨¨ peer¨and¨native¨language¨support¨¨ gestures¨for¨added¨emphasis¨¨¨ simple¨conversations¨(words/phrases)¨¨ visuals¨and/or¨verbal¨cues¨to¨reinforce¨spoken¨or¨written¨words
¨¨ pre-teach¨vocabulary¨¨ short¨sentences¨and¨single¨words¨¨ provide¨phrases¨or¨simple¨sentence¨frames¨¨ rephrase,¨repeat,¨or¨slow¨down¨¨¨ wait¨time¨¨ extra¨time¨for¨complex¨material¨and/or¨assignments¨¨¨ non-participation¨in¨simple¨conversations¨¨ word¨bank¨of¨key¨vocabulary¨¨ model¨pronunciation¨¨¨ tiered¨sentence¨stems¨¨ organize¨reading¨in¨chunks¨¨ adapted¨text(s)¨¨ clarification¨of¨word(s)¨or¨phrase(s)¨¨ oral¨translation¨¨ bilingual¨dictionary¨or¨glossary¨¨ clarify¨directions¨¨ translate¨word(s),¨phrase(s),¨or¨sentence(s)¨¨ read¨and¨model¨think¨aloud¨¨¨ drawing¨or¨pictorial¨representation¨¨ writing¨on¨familiar,¨concrete¨topics¨¨ scaffold¨writing¨assignments
¨¨ peer¨and¨native¨language¨support¨¨ gestures¨for¨added¨emphasis¨¨¨ simple¨conversations¨(words/phrases)¨¨ visuals¨and/or¨verbal¨cues¨to¨reinforce¨spoken¨or¨written¨words
¨¨ pre-teach¨vocabulary¨¨ short¨sentences¨and¨single¨words¨¨ provide¨phrases¨or¨simple¨sentence¨frames¨¨ rephrase,¨repeat,¨or¨slow¨down¨¨¨ wait¨time¨¨ extra¨time¨for¨complex¨material¨and/or¨assignments¨¨¨ non-participation¨in¨simple¨conversations¨¨ word¨bank¨of¨key¨vocabulary¨¨ model¨pronunciation¨¨¨ tiered¨sentence¨stems¨¨ organize¨reading¨in¨chunks¨¨ adapted¨text(s)¨¨ clarification¨of¨word(s)¨or¨phrase(s)¨¨ oral¨translation¨¨ bilingual¨dictionary¨or¨glossary¨¨ clarify¨directions¨¨ translate¨word(s),¨phrase(s),¨or¨sentence(s)¨¨ read¨and¨model¨think¨aloud¨¨¨ drawing¨or¨pictorial¨representation¨¨ writing¨on¨familiar,¨concrete¨topics¨¨ scaffold¨writing¨assignments
¨¨ peer¨and¨native¨language¨support¨¨ gestures¨for¨added¨emphasis¨¨¨ simple¨conversations¨(words/phrases)¨¨ visuals¨and/or¨verbal¨cues¨to¨reinforce¨spoken¨or¨written¨words
¨¨ pre-teach¨vocabulary¨¨ short¨sentences¨and¨single¨words¨¨ provide¨phrases¨or¨simple¨sentence¨frames¨¨ rephrase,¨repeat,¨or¨slow¨down¨¨¨ wait¨time¨¨ extra¨time¨for¨complex¨material¨and/or¨assignments¨¨¨ non-participation¨in¨simple¨conversations¨¨ word¨bank¨of¨key¨vocabulary¨¨ model¨pronunciation¨¨¨ tiered¨sentence¨stems¨¨ organize¨reading¨in¨chunks¨¨ adapted¨text(s)¨¨ clarification¨of¨word(s)¨or¨phrase(s)¨¨ oral¨translation¨¨ bilingual¨dictionary¨or¨glossary¨¨ clarify¨directions¨¨ translate¨word(s),¨phrase(s),¨or¨sentence(s)¨¨ read¨and¨model¨think¨aloud¨¨¨ drawing¨or¨pictorial¨representation¨¨ writing¨on¨familiar,¨concrete¨topics¨¨ scaffold¨writing¨assignments
Beginning of Year (BOY)Date:¨_____/_____/_____
Prior¨Year¨TELPAS:L p B p I p A p AHS p B p I p A p AHR p B p I p A p AHW p B p I p A p AH
Middle of Year (MOY)Date:¨_____/_____/_____
Copyright¨©¨2013¨Texas¨Agency
ELL InstructIonaL accommodatIonsname:
End of Year (EOY)Date:¨_____/_____/_____
aca
dem
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ear:
____
____
___
Gra
de: _
____
____
___
cam
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___
____
____
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____
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ELL InstructIonaL accommodatIonsEo
Ym
oY
BoY
teacher LPac committee
Subjective¨Teacher¨Evaluation:¨
Subjective¨Teacher¨Evaluation:¨
Subjective¨Teacher¨Evaluation:¨ Comments/Recommendations:¨
Comments/Recommendations:¨
Comments/Recommendations:¨
Signature:¨ ¨ _____________________________¨ ¨ Date:¨ _______________________
Signatures:¨¨_____________________________¨¨____________________________
¨ ¨¨¨¨¨_____________________________¨¨____________________________
¨ ¨¨¨¨¨_____________________________¨¨Date:¨_______________________
EOY Review:¨¨ TELPAS¨¨ State¨Assessment¨Results¨¨ Oral¨Language¨Proficiency¨Test¨(OLPT)
¨¨ Linguistic¨Accommodations¨¨ Academic¨Progress
name:
Completed¨by:¨¨________________________________________________________
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