How do I create diagnostic measures that are appropriate to content, grade level, students’ age, and developmental needs?
Check with the HISD Curriculum Resources and the Student Performance Guidebook for guidance.
How do annual goals relate to grouping in the classroom?
It is beneficial to create groups based on ability or academic readiness. However, even students who are at the same level attain mastery differently based on ease or difficulty of content. Remember to use Flexible Grouping throughout the year as you plan lessons and interventions.
When will I find time to communicate goals to students?
Schedule student conferences during group practice, independent practice, and/or workstation time. These do not need to cut into planning periods or direct instruction time.
How do I make sure that high achieving students show growth?
Adjust for that when making your goals (i.e. 100% is not a good goal even if it would account for the same percentage of progress as other students). For these students, consider assigning a primary goal based on the end-of-year assessment or performance task and also investing them in goals that show they are pushing their limits in other ways, such as an ongoing research project.
Consider constructing non-cognitive goals (i.e. behavior) in addition to academic goals with students.
Improvements in behavior and focus contribute to student achievement (Marzano, 2009).
Think about providing a framework for creating rigorous goals, but allow students to create their own goals. This gives students ownership for their learning and growth.
Prepare to spend the bulk of time constructing goals at the beginning of the year. Work time into lesson plans to communicate goals to students either individually or in a whole group. Revisit, re-evaluate, and re-invest students in goals on a regular basis.
Discuss within the PLC or staff meeting what the student starting point data would imply, as well as strategies for communication and student investment of goals.