1. Introduction to Academic Goal Setting
Phase 1
Miami-Dade County Public Schools

2. What is the purpose of our meeting today?
To learn about IPEGS
To learn about academic goal setting
To understand how academic goal setting relates to IPEGS
The purpose of our meeting today is to learn more about IPEGS, Academic Goal Setting, and how Academic Goal Setting relates to IPEGS. Academic goal setting is just one of the data sources used to document the performance of a teacher, an instructional support professional, or a student services professional.

3. Goal Setting & Goal Attainment
Goal Statement: During the school year, the majority (> 50%) of students in my 4th grade reading class will achieve the 50th percentile or higher on the Reading FCAT.
Academic goal setting is based on learner/program progress data. The purpose of academic goal setting is to support learner/program improvement. For example, in the first graph the majority of this teacher’s students scored in the 1-25th percentile on the FCAT NRT in Reading. The teacher used this data to then develop a goal. The goal statement sets the goal that the majority of the students will achieve 50th percentile or higher. Notice the change in reading scores from 3rd grade to 4th grade. The “L” shape in the first graph is now a “J” shape. Student achievement increased and the teacher reached the goal.

4. What is the purpose of academic goal-setting?
Focus on student results
Explicitly connect teaching and learning
Improve instructional practices and teacher / education specialist performance
Tool for school improvement
Academic goal setting focuses on the students or program results. It explicitly connects the roles that the teacher and educational specialist play and student or program progress, thereby improving instructional practices. Goal setting is also a tool for school improvement. A school may focus on improving achievement in one area and the academic goals developed support the overall school goal.
Academic goal setting does not replace classroom observation. Classroom observation is a crucial tool in assessing teacher/education specialist performance.
Academic goal setting is not the only source used to inform evaluation decisions. It is one source among many, including classroom observation and document logs.
NOT a replacement for classroom observation
NOT the sole criterion for evaluation decisions

5. What does research say about academic goal setting?
Linked to mastery learning
1 standard deviation higher on average compared with conventional instruction (Bloom, 1984)
Includes formative assessments, frequent corrective feedback
Linked to enhancing pre-requisite cognitive skills
.7 standard deviation higher on average compared with conventional instruction (Walberg, 1984)
Includes initial skills assessment and teaching prerequisite skills that are lacking
Linked to assessment for learning
Formative assessment in the classroom can result in increases in student learning up to two grade levels (Assessment Reform Group, 2000)
Linked to standards-based performance assessment
Schools in Loveland, CO, were among highest percentage increase in student performance after implementing standards-based performance assessment (Stronge & Tucker, 2000)
Linked to standards-based instruction
18-41 percentage point gains when teachers set and communicate clear goals for learning (Marzano, Pickering, & Pollock, 2001)
Linked to data-based decision-making
School districts that show multiple (i.e., 3 or more) years of improvement use data to make decisions and encourage teachers to use student learning data to make instructional decision (Cawelti, 2004; Langer & Colton, 2005; Togneri & Anderson, 2003)
Research indicates that academic goal setting is a useful tool for learner and program progress.

6. What is an academic goal?
Goal … a statement of an intended outcome of your work:
Student Learning
Distinct from Strategies
Strategies = Means
Goal = End
“Are you going to New York or by train?”
“SMART” Goals
Specific
Measurable
Appropriate
Realistic
Time-bound
An academic goal is a statement of an intended outcome of your work: student or program progress.
Academic goals are different from strategies. Strategies are the means and goals are the ends. Consider the following question: Are you going to New York or by train? This question is confusing. New York is the end, the train is the means.
An academic goal is SMART.
Specific - The goal is focused such as by content area and by learners’ needs
Measurable - An appropriate instrument/measure is selected to assess the goal
Appropriate - The goal is clearly related to the role and responsibilities of the instructional professional
Realistic - The goal is attainable by the instructional professional
Time-bound - The goal is contained to a single school year

7. How does goal setting work? Link to Decision Tree
The decision tree focuses on the process involved in goal setting. [Show the decision tree and then click on link to see a clearer, larger version and scroll down as you talk about each part].
The first part of the process involves describing your setting and your role. The next part involves collecting baseline data. If you are an FCAT teacher or if you are an education specialist who could base a goal on FCAT data then review and analyze FCAT data. If you do not teach an FCAT subject or if you are an education specialist who mainly deals with programs then you should select an appropriate measure. Once the appropriate measure is selected and administered, then review and analyze data.
Once data has been reviewed and analyzed then the instructional professional identifies learner or program needs and selects a focus for the goal. Then, the goal is set, using SMART criteria. Once the goal is set, the instructional professional identifies strategies to achieve the goal. The goal and strategies must be reviewed and approved by the assessor. The professional then implements the strategies. At mid-year the professional and the assessor meet to review progress. The professional then continues with strategy implementation. At the end of the year, the professional collects data to review and assesses goal attainment. The professional meets with the assessor to review goal attainment.
Link to Decision Tree

8. How do I document my goal? Link to Completed Goal Form
Documentation of the goal is made on the goal setting form. The goal setting form is available on the IPEGS website. [Show form, then click on link to form. Scroll down on the form to review each part.] The goal setting form follows the goal setting decision tree. [Point out where the professional indicates setting, Content Area Focus, Baseline data, Goal Statement, and Strategies.]
Link to Completed Goal Form

9. Sample Elementary Teacher Goals
4th Grade Teacher
Baseline Data: Four (21%) of my students are Level 4 or higher; 10 (53%) students are Level 3; 3 (16%) students are at Level 2; and 2 (10%) students are at Level 1.
Goal Statement: For the school year, at least 70% of my students will demonstrate one year’s growth on the 4th grade Reading FCAT. For Grade 4, that represents an increase in 230 developmental scale score points.
FCAT data
Kindergarten Teacher
Baseline Data: In September 2006, the DIBELS tests showed that 15 students met benchmarks on the DIBELS and are “at grade level.” Six students require strategic intervention because they have not met the benchmarks in all four areas. One student requires intensive intervention as she is identified as at risk.
Goal Statement: For the school year, the 6 students who require strategic intervention will be at grade level by the end of the year and the 1 student who is “at risk/emerging” will move to the category of “low risk/established” on three of four areas tested by DIBELS.
non-FCAT
Review Elementary teacher goals for a teacher using FCAT data and a teacher that does not use FCAT data. Note the baseline data and how the goal statement is related to the baseline data. Note how the Goal statements are Specific, Measurable, Appropriate, Realistic, and Time-bound.

10. Sample Middle School Teacher Goals
8th Grade Math Teacher
Baseline Data: The baseline data shows that 22% scored at Achievement Level 1; 21% at Achievement Level 2; 19% at Achievement Level 3; 18% at Achievement Level 4; and 10% at Achievement Level 5 on the 7th grade Mathematics FCAT.
Goal Statement: For the school year, the percentage of my students scoring at Level 3 or above will increase from 47% to 60%.
FCAT data
6th Grade Health/PE Teacher
Baseline Data: A pre-test of each sub-area shows that a majority of my sixth grade students failed to reach the benchmarks in the Presidential Fitness Tests.
Goal Statement: In the school year, my sixth grade students will improve on each of the Presidential Fitness sub-tests by an average of 20%.
Review Middle School Teacher goals for a teacher using FCAT data and a teacher that does not use FCAT data. Note the baseline data and how the goal statement is related to the baseline data. Note how the Goal statements are Specific, Measurable, Appropriate, Realistic, and Time-bound.
non-FCAT

11. Sample High School Teacher Goals
English Teacher
Baseline Data: The baseline data show that my 10th grade students are scoring at Level 3 or lower, with a majority in Levels 1 and 2. The class averages for each key content area show that students lack knowledge and skills to be successful in each one.
Goal Statement: For the school year, my goal is to reduce the percentage of students who are at Levels 1 or 2 by 29% so that the majority of my students are at Level 3 or higher.
FCAT data
Social Studies Teacher
Baseline Data: The 8th grade FCAT Reading data for my students show that on average the students in my World Geography class answered 5 of 11 (45%) of the Research/Reference questions correctly. In my World History class, students on average answered 7 of 11 (64%) of the Research/Reference questions correctly.
Goal Statement: For the school year, the students in my World Geography will answer an average of at least 60% of the Research/Reference questions correctly. The students in my World History classes will answer an average of at least 75% of the Research/Reference questions correctly on the Spring 2007 administration of FCAT reading.
non-FCAT teacher
using FCAT data
Review High School teacher goals for a teacher using FCAT data and a non-FCAT teacher that uses FCAT data. Note the baseline data and how the goal statement is related to the baseline data. Note how the Goal statements are Specific, Measurable, Appropriate, Realistic, and Time-bound.

12. Sample Instructional Support Goals
Instructional Coach in an Elementary School
Baseline Data: The baseline data shows that 68% of 4th grade students scored at achievement Level 3 or lower on the Mathematics FCAT, and 32% scored at achievement Level 4 or 5.
Goal Statement: For the school year, the number of 4th grade students performing at Level 4 or 5 on the 2007 Mathematics FCAT will increase by 25%, which will result in 40% of students achieving at Level 4 or 5.
FCAT data
Special Education Teacher
Baseline Data: 23% of students in the schools I serve are minority, yet 50% of all MR or ED identified students are minority. Data supports disproportionality in eligibility decisions: Too many minority students are being found to have MR or ED as compared to the overall population in the school system.
Goal Statement: For the school year, decisions made at eligibility meetings in which I participate will result in decisions based upon data & observations, and will appropriately identify students with disabilities, with the goal that disproportionality will decrease this year compared to the current percentage. (This is really where I have control as an Instructional Specialist and can help ensure that decisions are made appropriately & are justified 100% of the time.)
non-FCAT
Review Instructional Support goals for a professional using FCAT data and a professional that does not use FCAT data. Note the baseline data and how the goal statement is related to the baseline data. Note how the Goal statements are Specific, Measurable, Appropriate, Realistic, and Time-bound.

13. Sample Student Services Goals
High School Guidance Counselor
Baseline Data: On the Spring th and 10th grade FCAT NRT in reading and math, 34% of 9th grade students and 46% of 10th grade students scored between the 26th and 50th percentile on the FCAT NRT Reading, and 42% of 9th grade students and 48% of 10th grade students scored between the 26th and 50th percentile on the FCAT NRT Math.
Goal Statement: In the school year, a majority of students scoring in the 26th to 50th percentile on the FCAT NRT in reading and mathematics will improve on the FCAT NRT in reading and mathematics by 10 percentile points.
FCAT data
Physical Therapist
Baseline Data: 46% of the time, students are observed to have a lack of proper positioning during classroom instruction. When learners are inappropriately positioned or moved, the student and teacher’s health may be at-risk. For staff, the result can be an on-the-job injury and absence from work. When the regular teacher or staff member is absent, learning is impacted. For the student, being in a less-than-optimal position results in decreased attention, difficulties controlling movement, and a lack of learning.
Goal Statement: In the school year, the percentage of students positioned correctly will be 75% or higher in each classroom as measured by observation.
Review student services goals for a professional using FCAT data and a teacher that does not use FCAT data. Note the baseline data and how the goal statement is related to the baseline data. Note how the Goal statements are Specific, Measurable, Appropriate, Realistic, and Time-bound.
non-FCAT

14. When can I learn more about the logistics of goal setting?
Phase II
August 15 – September 15
Agenda
Overview of goal setting
Decision making tree
Reviewing and analyzing data
Identifying needs
Establishing focus
Setting the goal
Determining goal attainment
Phase II will take place between August 15 and September 15. We will learn more about academic goal setting and how to go about developing goals for learner/program progress.

15. What do I need to do next?
Review details of IPEGS and Goal Setting at websites:
Participate in Phase II training which will take place on [insert date] at [insert time].
Please review details, including the IPEGS handbooks, forms, and resources materials related to IPEGS and goal setting at the following websites:
Miami-Dade County Schools Dedicated IPEGS website:
Teacher Quality Resources dedicated website:
Phase II training will take place on [insert date of Phase II] at [insert time of training].