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Campbell County Schools Nationally Ranked High School- Top 2,000 of 27,000 High Schools according to News Week Magazine National Blue Ribbon School AdvancED.

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Presentation on theme: "Campbell County Schools Nationally Ranked High School- Top 2,000 of 27,000 High Schools according to News Week Magazine National Blue Ribbon School AdvancED."— Presentation transcript:

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2 Campbell County Schools Nationally Ranked High School- Top 2,000 of 27,000 High Schools according to News Week Magazine National Blue Ribbon School AdvancED International Accreditation Proficient and Distinguished Schools based on KPREP 55 AP Scholars 3 PERFECT ACT Scores; 16 Scored 30 or Above Close to 70% CCHS Graduates of 2013 met College and Career Readiness Benchmarks based on ACT Benchmarks and Industry Certification CCS Ranked 12 th in the State (top 7%) on ACT Scores

3 TTTT hhhh iiii nnnn kkkk,,,, P P P P aaaa iiii rrrr,,,, S S S S hhhh aaaa rrrr eeee Quick Write: Think about your childhood. What did you dream of becoming? If you are not what you thought you would be, what stopped you? Once the music begins you should begin walking away from the people you sat by. When the music stops find the closet person to you. Introduce yourself, where you will be teaching and grade level. Discuss what your dream was and what kept you from that dream. Be ready to share with the group. “The difference between a dream and a goal is ACTION!”

4 Goals for Today You will be able to… understand the importance of setting goals write and teach students to use SMART goals use a variety of goal setting in the classroom (weekly testing, MAP, KPREP, Explore, Plan) celebrate the successes

5 Research on Goal Setting Research on Goal Setting Ronald Taylor (1964) compared the goals of underachievers and achievers. He found that underachievers either had no particular goals, or if they did, aimed impossibly high. Achievers, by comparison, set realistic, attainable goals that were related to their school work. Robert Wood and Edwin Locke (1987) found a significant relationship between goals and self-efficacy: Students with a stronger sense of efficacy also set higher, but reachable, goals. Wood and Locke also pointed out that more challenging goals usually prompt higher achievement. Challenge, of course, is in the eye of the beholder. Goals the teacher considers challenging may be seen as too stiff by some students, and laughably easy by others. The challenge for the teacher, then, is to assist students in setting reasonable goals for themselves. Albert Bandura and Dale Schunk (1981) showed that when elementary students are taught to carve up large, distant goals into smaller subgoals, several useful outcomes follow: They make faster progress in learning skills or content, they learn an important self-regulation skill, and they improve their self- efficacy and interest in the task. In every class, there may be some students who already are skillful at goal- setting. On their own, gifted students– especially gifted girls– make frequent use of goal-setting and planning strategies. But all students will profit from careful thought about their achievement goals. Dale Schunk’s (1985) study of sixth grade learning disabled mathematics students showed that the best learning occurred not just when the students focused on short-term goals, but when they also had a say in goal-setting. Students showed more growth in self-efficacy and math skills when they participated in goal-setting. Specific goals are far more effective motivators than general ones, such as “Do your best.” When a student goal contains a clear performance standard, it cuts out a lot of guesswork about where to aim. Learning and self-efficacy are enhanced by specific goals, because it is easier for both teacher and student to gauge progress.

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 and develops our skills.

7 The Four Key Questions Establish your goals by answering these questions: 1. Define the Challenge Why do I want it? Define the desire or challenge facing you. 2. Goal What do I want? Write down the goal you want to achieve. 3. Action Steps How will I get it? Your specific step-by-step action plan to reach your goal. 4. Target Dates When do I want it? The completion date to reach your goal.

8 S Specific- The goal addresses student needs within the content. The goal is focused on a specific area of need. M Measurable- An appropriate instrument or measure is selected to assess the goal. The goal is measurable and uses an appropriate instrument. A Appropriate- The goal is clearly related to the role and responsibilities of the teacher. The goal is standards- based and directly related to the subject and students that the teacher teaches. R Realistic- The goal is attainable. The goal is doable, but rigorous and stretches the outer bounds of what is attainable. T Time-bound- The goal is contained to a single school year/course. The goal is bound by a timeline that is definitive and allows for determining goal attainment.

9 S Specific- The goal addresses student needs within the content. The goal is focused on a specific area of need. Say your goal is ‘To lose weight’. Here’s how to make it SMART… Step 1: Make it Specific ‘To lose weight’ is vague. What exactly do you want your weight loss to look like? Specific: I’ll fit into my black skinny jeans It helps if: You can picture it clearly

10 M Measurable- An appropriate instrument or measure is selected to assess the goal. The goal is measurable and uses an appropriate instrument. Step 2: Make it Measurable How precisely will you know when you’ve reached your goal? What’s at the finish line? Measurable: My black skinny jeans will zip up all the way It helps if: There’s an objective, defined point

11 A Appropriate- The goal is clearly related to the role and responsibilities of the teacher. The goal is standards- based and directly related to the subject and students that the teacher teaches. Step 3: Make it Appropriate Here you run a reality check. Are you prepared to make the commitment your goal will take? If your skinny jeans are 12 sizes away, are you willing to dramatically alter your life? Is there a more achievable target you are willing to work for? Appropriate: My black skinny blue bootleg jeans will zip up all the way It helps if: Your goal and your commitment level are well matched

12 R Realistic- The goal is attainable. The goal is doable, but rigorous and stretches the outer bounds of what is attainable. If it’s a ‘should’ inherited from someone else or out-of-date thinking, ditch or revise it. For instance, if a weight-loss buddy thinks your goal should be to finish a marathon but you loathe running, competition and the outdoors, choose something else. Make it relevant to you or you’ll run out of steam early on. Relevant: My black skinny blue bootleg jeans will zip up all the way – which is realistic to my goals of being healthy and looking my best. It helps if: You aren’t fighting with yourself to reach your objective

13 Step 5: Make it Time-Bound What’s a reasonable date for achieving your goal? Strike a balance between being so ambitious you never expect to succeed and aiming so low you lack incentive to try. You can tweak the date as you make progress. Time-Bound: My black skinny blue bootleg jeans will zip up all the way – which is relevant to my goals of being healthy and looking my best – by October It helps if: The time frame is close enough to energize you (sometimes you need a series of sub–goals) T Time-bound- The goal is contained to a single school year/course. The goal is bound by a timeline that is definitive and allows for determining goal attainment. From: 5 Steps To SMART Goal Setting

14 Tips that can help you set effective goals… Develop several goals. A list of five to seven items gives you several things to work on over a period of time. Pick the most important goal(s). State goals as declarations of intention: “I will try out for three clubs.” Attach a date to each goal. State what you intend to accomplish and by when. Short term and long term goals should be included. Be specific. “To raise my grade” is too general; “to raise my grade by 10%” is better. Share your goals with someone who cares if you reach them. Sharing your intentions with your parents, your best friend, or your teacher will help ensure success. Write down your goals and put them where you will see them. The more often you read your list, the more results you get. Review and revise your list. Goal setting improves with practice, so play around with it!

15 After getting to know your class data, what subject or sub area of a subject could use growth? Set a goal for that area. Goals have to be SMART for you and for your students. Begin with the end in mind!

16 “What STUDENTS think about and do with assessment results is as important as what adults think about and do with them…” Rick Stiggins

17 To set a positive tone for the school year and help young people develop important skills, it’s valuable to encourage students to think about their future and set goals they can work toward. Michael Jordan Story

18 How to begin… Smaller can be better Smaller can be better When it comes to goal setting, smaller is better. Help your students set small, achievable goals that can be accomplished quickly. As you work through a project or unit, you can help them set more difficult and larger, longer-term goals. During the initial phase of any project, short-term goals that ensure immediate success are essential. Young students, in particular, are not able to focus on long-term goals. One setback during a long series of successes with short-term goals is much easier to handle than a larger set-back with one long-term goal. As Michael Jordan's advice states, “Step by step, I can’t see any other way...”

19 What to do... Ideas to get you started Discuss what a goal is… accept their ideas and work toward a common understanding that a goal is Print the Michael Jordan goal-setting basketball story and share it with your students.Michael Jordan goal-setting basketball story Work with your students to set three goals each week. A form (My Accomplishment Plan) is provided for the student to use. These goals should be specific so that it is easy for the student to recognize progress toward them. The goals should also be attainable...within the student's reach with reasonable effort. At the end of each week, review the student's Accomplishment Plan for the week and assist the student in developing new goals for the next week.form (My Accomplishment Plan) Accomplishment Plan Find trade books that deal with kids meeting their goals/dreams. Read and discuss what worked for them. Tell students about your own goals and if or how you have reached them. Have students ask their parents what goals they have or had and how they work to met them. Step by step lesson plan ideas are included in your packet.

20 My Accomplishment Plan (What I Want to Do Better This Week) Name: _____________________________________ Week: _____________________________________ Goal How I Did The Best Thing About Trying to Reach This Goal 1st 2nd 3rd

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28 MAP Data and Goal Setting Begin the year off analyzing your incoming students’ MAP data to help you make SMART goals on the area that needs the most growth. Conference with students and have students graph or record their Spring scores before they take this year’s Fall test. Have students set SMART goals to raise that percentage or RIT score. Teacher reports give you percentage and RIT scores.

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39 Goal Setting for KCCT After analyzing the results, I placed the number of Distinguished, Proficient, Apprentice, and Novice on a spreadsheet for each individual tested grade.Distinguished Next, I found some music that would get the students pumped up. I danced into the room with the music and let the song finish before I began. This really got the kids curious. I told them that we had reason to celebrate! Scores were in from the KCCT! I placed their scores on the document camera and explained what they meant.scores I asked if they thought they could do better than last year’s third graders, etc. I told them that I had visited the number 1 school in the state and they had scored only 13 points higher than us! I asked students who would like to be number one in the state and what we could do to become number 1. I had students set a goal for our school: 128 #1 in the State! I had students list things they could do to help our school become number 1. I had their teachers pledge to do something fun if they reached their goal and we posted that in the classroom. I passed out the goal sheet for them to pledge what they would do and posted them as a bulletin board for all the school to see. From there, I introduced the data analysis folders to help them goal set for weekly tests. This can be used for MAP goal setting, too.

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43 – Listen better in class – Sit in a different location in class – Take good classroom notes – Participate in classroom discussions – Ask more questions when I don’t understand – Learn how to preview chapters before reading them – Read chapters before doing my homework – Do my best every day with behavior – Write down my assignments correctly in my planner – Learn how to study for tests – Ask someone to help me study – Hand in homework on time Students list action plans to help our school meet the goal.

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46 Data Folders Each student gets a manila folder with data analysis sheets and goal setting sheets stapled inside. We wrote our learning targets on the outside of the folder. “I can analyze and reflect on my scores.” “I can set goals to improve my scores.” Model and explain how to use folders. Students use their data folders to keep all scores graphed inside. This helps with visualizing how their pattern of scores look and makes them reflect on their scores. “I didn’t study for this test so my graph is thirty points lower!” It also helps with parents during conferences. After the whole group introduction of how to use data folders and practicing together, students can do this independently at a center or as an anchor activity.center Show video

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49 Celebrate Successes! Toast to the class- Kool-Aid in party glasses Extra recess time Eating lunch outside with the teacher and special friends Chewing gum No homework pass Allow them to wear hats, pjs, etc. Pizza party Happy Dance! School wide Congo Dance School Wide Celebrations BIG CELEBRATIONS

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51 Your turn… Write a SMART Goal(s) that shows how you will use the information from this professional development.

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