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

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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:¨_____/_____/_____

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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:¨¨________________________________________________________