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'Just Right' Goals
- 2. What represents a truly “Ambitious” Goal?
- 3. © Relay Graduate School of Education. All rights reserved. 3 Ambitious Goal http://www.taipeitimes.com/images/2006/04/30/20060418165400.jpeg
- 4. © Relay Graduate School of Education. All rights reserved. 4 NOT Ambitious Goal https://www.rightthisminute.com/sites/default/files/videos/images/brothers-duel-video.jpg
- 5. © Relay Graduate School of Education. All rights reserved. 5 Ambitious Goal http://resources3.news.com.au/images/2012/05/01/1226343/427099-skiers-rings-of-fire.jpg
- 6. © Relay Graduate School of Education. All rights reserved. 6 NOT Ambitious Goal http://www.tuxboard.com/photos/2013/05/ski-fail.gif
- 7. © Relay Graduate School of Education. All rights reserved. 7 Ambitious Goal http://hdlatestwallpapers.com/wp-content/uploads/2015/03/Awesome-Bike-Stunt-Gallery.jpg
- 8. © Relay Graduate School of Education. All rights reserved. 8 NOT Ambitious Goal http://nc700-forum.com/forum/attachments/ctx700-hornet-rt-reverse-trike-conversion-image-jpg
- 9. © 2014 Relay Graduate School of Education. All rights reserved. 9 A Truly Ambitious Goal
- 10. © 2014 Relay Graduate School of Education. All rights reserved. 10 • Challenging A Truly Ambitious Goal
- 11. © 2014 Relay Graduate School of Education. All rights reserved. 11 • Challenging • At the nexus of ambitious and feasible A Truly Ambitious Goal
- 12. © 2014 Relay Graduate School of Education. All rights reserved. 12 • Challenging • At the nexus of ambitious and feasible • Invests teachers, students, and families in working hard to achieve it A Truly Ambitious Goal
- 13. © 2014 Relay Graduate School of Education. All rights reserved. 13 • Challenging • At the nexus of ambitious and feasible • Invests teachers, students, and families in working hard to achieve it • Ensures that most students learned most of the material at a high level A Truly Ambitious Goal
- 14. © 2014 Relay Graduate School of Education. All rights reserved. 14 • Challenging • At the nexus of ambitious and feasible • Invests teachers, students, and families in working hard to achieve it • Ensures that most students learned most of the material at a high level • Puts students in a strong position to engage with challenging material in the next grade level A Truly Ambitious Goal
- 15. But what if the Ambitious Goal is not ‘just right’ for a student?
- 16. © 2014 Relay Graduate School of Education. All rights reserved. 16 Alternative Ambitious Goal > Class Goal Sometimes…
- 17. © Relay Graduate School of Education. All rights reserved. 17 Compelling Rationale for INCREASING a Goal • Historical data proves this is possible • Student is receiving extra instruction or intervention • Some English Language Learners may increase reading levels at a more rapid rate
- 18. © Relay Graduate School of Education. All rights reserved. 18 Compelling Rationale for DECREASING a Goal • Diagnosed learning disability or IEP directly related to the area of instruction • Class goal is not a the nexus of ambitious and feasible • Student has other appropriate goals in place • Non-native speaker and native language does not use the Roman alphabet and/or numerals
- 19. Non-Compelling Rationale • Behavior • Lack of previous performance • “Bad reputation” • Lowest achievers • Undiagnosed or perceived learning disability • Fear of own performance http://ipledgeafallegiance.wordpress.com/2013/10/05/nu h-uh/
- 20. © 2014 Relay Graduate School of Education. All rights reserved. 20 At the start of your Pathway: • Share your rationale and thought process for this decision (in your module assessment template) • Share the alternative ambitious goal To Set an Alternative Ambitious Goal…
- 21. © 2014 Relay Graduate School of Education. All rights reserved. 21 At the start of your Pathway: • Share your rationale and thought process for this decision (in your module assessment template) • Share the alternative ambitious goal At the end of the school year: • Share a short report of how your student performed relative to his alternative ambitious goal To Set an Alternative Ambitious Goal…
- 22. What about when students leave your class early, join your class late, or are chronically absent?
- 23. © Relay Graduate School of Education. All rights reserved. 23 Sometimes Students Switch Schools 1) Student was absent for more than 50% of http://kjcomm.com//02/5-important-technology-items-to-consider-when-moving-offices/the-getaway/
- 24. © Relay Graduate School of Education. All rights reserved. 24 Sometimes Getting Students In School Is Beyond Your Control 1) Student was absent for more than 50% of http://crooksandliars.com/files/primary_image/14/01/fishy.jpg
- 25. © 2014 Relay Graduate School of Education. All rights reserved. 25 As you progress through your yearlong Pathway: • Keep track of students who miss more than 50% of instructional days • You may request to exclude those students from your data by making that indication in the tracker file At the end of the school year: • Analyze how all students performed, even those who were chronically absent or who joined late or left early To Exclude A Student Based on Attendance…
- 26. In summary, when is it appropriate to remove a student from the dataset?
- 27. © 2014 Relay Graduate School of Education. All rights reserved. 27 • The ambitious goal is not at the nexus of ambitious and feasible for this student, and an alternative ambitious goal is the more appropriate goal - Reference the SGA Handbook for more information Appropriate Scenarios For Removing A Student
- 28. © 2014 Relay Graduate School of Education. All rights reserved. 28 • The ambitious goal is not at the nexus of ambitious and feasible for this student, and an alternative ambitious goal is the more appropriate goal - Reference the SGA Handbook for more information • A student was absent more than 50% of instructional days • Reference the SGA Handbook for more information Appropriate Scenarios For Removing A Student
- 29. © 2014 Relay Graduate School of Education. All rights reserved. 29 • Students didn’t do well on an assessment - we never go back and remove students from the roster just because they performed poorly - that is not an accurate and meaningful measure! Inappropriate Scenarios For Removing A Student
- 30. © 2014 Relay Graduate School of Education. All rights reserved. 30 • Students didn’t do well on an assessment - we never go back and remove students from the roster just because they performed poorly - that is not an accurate and meaningful measure! • Students ran out of time on an assessment - we never go back and arbitrarily remove students from the roster just because they didn’t finish the test Inappropriate Scenarios For Removing A Student
- 31. How does the tracker know if you wish to remove a student?
- 32. First things first: DO NOT DELETE THE STUDENT
- 33. © Relay Graduate School of Education. All rights reserved. 33 Standards Mastery Tracker: “Student Roster” Tab Indicate here that you wish to remove a student from the roster You must produce a compelling rationale for any request to remove a student from your tracker See the SGA Handbook for more info
- 34. © Relay Graduate School of Education. All rights reserved. 34 Reading Growth Tracker: “Roster_Changes” Tab You must produce a compelling rationale for any request to remove a student from your tracker See the SGA Handbook for more info Indicate here that you wish to remove a student from the roster
- 35. For Standards Mastery… If a student is only expected to master a portion (not all) of the yearlong standards, how can you let the tracker know that? So that his blank responses won’t count as zeros?
- 36. © Relay Graduate School of Education. All rights reserved. 36 Simply Enter “NETR” In The Student Response Field You must enter the letters NETR with no spaces or other characters! The tracker will ignore the NETR fields – it will simply not count toward the average
- 37. © Relay Graduate School of Education. All rights reserved. 37 The Tracker Will Recognize The “NETR” Code If you enter NETR for a students’ responses for a round of data, the tracker will ignore it entirely
- 38. When a new student joins your class, always add them to your roster and promptly administer the most recent round of assessment, or the next round (as appropriate). Even if you expect the student will not be present for 50% of the instructional days, include them on your roster!
- 39. We want all students to be this prepared and this confident to face the challenges ahead
- 40. © Relay Graduate School of Education. All rights reserved. 40 Prepared AND Confident For The Challenge http://www.taipeitimes.com/images/2006/04/30/20060418165400.jpeg
- 41. Thanks for all that you do for all of your students!
Editor's Notes
- Say That’s the kind of vision we’re talking about here. If I’m evaluating an assessment, I want that vision for student mastery to shine through. I want to feel your passion for for creating a critical mass of critical thinkers who will solve the problems of tomorrow’s world. That’s what we want to access, what we want to channel with each assessment item. We want your teachers and their students, when it comes time to break the boards (or ice blocks), to have practiced and MASTERED that skill so that they kick through it without hesitation and without fail. http://www.taipeitimes.com/images/2006/04/30/20060418165400.jpeg
- Say That’s the kind of vision we’re talking about here. If I’m evaluating an assessment, I want that vision for student mastery to shine through. I want to feel your passion for for creating a critical mass of critical thinkers who will solve the problems of tomorrow’s world. That’s what we want to access, what we want to channel with each assessment item. We want your teachers and their students, when it comes time to break the boards (or ice blocks), to have practiced and MASTERED that skill so that they kick through it without hesitation and without fail. http://www.taipeitimes.com/images/2006/04/30/20060418165400.jpeg
- Say That’s the kind of vision we’re talking about here. If I’m evaluating an assessment, I want that vision for student mastery to shine through. I want to feel your passion for for creating a critical mass of critical thinkers who will solve the problems of tomorrow’s world. That’s what we want to access, what we want to channel with each assessment item. We want your teachers and their students, when it comes time to break the boards (or ice blocks), to have practiced and MASTERED that skill so that they kick through it without hesitation and without fail. http://www.taipeitimes.com/images/2006/04/30/20060418165400.jpeg
- Say That’s the kind of vision we’re talking about here. If I’m evaluating an assessment, I want that vision for student mastery to shine through. I want to feel your passion for for creating a critical mass of critical thinkers who will solve the problems of tomorrow’s world. That’s what we want to access, what we want to channel with each assessment item. We want your teachers and their students, when it comes time to break the boards (or ice blocks), to have practiced and MASTERED that skill so that they kick through it without hesitation and without fail. http://www.taipeitimes.com/images/2006/04/30/20060418165400.jpeg
- Say That’s the kind of vision we’re talking about here. If I’m evaluating an assessment, I want that vision for student mastery to shine through. I want to feel your passion for for creating a critical mass of critical thinkers who will solve the problems of tomorrow’s world. That’s what we want to access, what we want to channel with each assessment item. We want your teachers and their students, when it comes time to break the boards (or ice blocks), to have practiced and MASTERED that skill so that they kick through it without hesitation and without fail. http://www.taipeitimes.com/images/2006/04/30/20060418165400.jpeg
- Say That’s the kind of vision we’re talking about here. If I’m evaluating an assessment, I want that vision for student mastery to shine through. I want to feel your passion for for creating a critical mass of critical thinkers who will solve the problems of tomorrow’s world. That’s what we want to access, what we want to channel with each assessment item. We want your teachers and their students, when it comes time to break the boards (or ice blocks), to have practiced and MASTERED that skill so that they kick through it without hesitation and without fail. http://www.taipeitimes.com/images/2006/04/30/20060418165400.jpeg
- AN ACCURATE AND MEANINGFUL MEASURE of student achievmeent IS AN ACCURATE AND MEANINGFUL INDICATION OF THE DEGREE, EXTENT OR QUALITY OF Student achievement. [really emphasize with intonation here] THERE’S A BIG DIFFERENCE BETWEEN AN ACCURATE AND MEANINGFUL MEASURE OF STUDENT ACHIEVEMENT VERSUS any old number.
- AN ACCURATE AND MEANINGFUL MEASURE of student achievmeent IS AN ACCURATE AND MEANINGFUL INDICATION OF THE DEGREE, EXTENT OR QUALITY OF Student achievement. [really emphasize with intonation here] THERE’S A BIG DIFFERENCE BETWEEN AN ACCURATE AND MEANINGFUL MEASURE OF STUDENT ACHIEVEMENT VERSUS any old number.
- AN ACCURATE AND MEANINGFUL MEASURE of student achievmeent IS AN ACCURATE AND MEANINGFUL INDICATION OF THE DEGREE, EXTENT OR QUALITY OF Student achievement. [really emphasize with intonation here] THERE’S A BIG DIFFERENCE BETWEEN AN ACCURATE AND MEANINGFUL MEASURE OF STUDENT ACHIEVEMENT VERSUS any old number.
- AN ACCURATE AND MEANINGFUL MEASURE of student achievmeent IS AN ACCURATE AND MEANINGFUL INDICATION OF THE DEGREE, EXTENT OR QUALITY OF Student achievement. [really emphasize with intonation here] THERE’S A BIG DIFFERENCE BETWEEN AN ACCURATE AND MEANINGFUL MEASURE OF STUDENT ACHIEVEMENT VERSUS any old number.
- AN ACCURATE AND MEANINGFUL MEASURE of student achievmeent IS AN ACCURATE AND MEANINGFUL INDICATION OF THE DEGREE, EXTENT OR QUALITY OF Student achievement. [really emphasize with intonation here] THERE’S A BIG DIFFERENCE BETWEEN AN ACCURATE AND MEANINGFUL MEASURE OF STUDENT ACHIEVEMENT VERSUS any old number.
- AN ACCURATE AND MEANINGFUL MEASURE of student achievmeent IS AN ACCURATE AND MEANINGFUL INDICATION OF THE DEGREE, EXTENT OR QUALITY OF Student achievement. [really emphasize with intonation here] THERE’S A BIG DIFFERENCE BETWEEN AN ACCURATE AND MEANINGFUL MEASURE OF STUDENT ACHIEVEMENT VERSUS any old number.
- Say Sometimes an alternative ambitious goal is better for a student than the class goal. Students requiring accommodations like extra time do not need an alternative ambitious goal. An alternative ambitious goal should be set for those students with special needs such that the whole-class goal is not at the nexus of ambitious and feasible.
- http://ipledgeafallegiance.wordpress.com/2013/10/05/nuh-uh/
- AN ACCURATE AND MEANINGFUL MEASURE of student achievmeent IS AN ACCURATE AND MEANINGFUL INDICATION OF THE DEGREE, EXTENT OR QUALITY OF Student achievement. [really emphasize with intonation here] THERE’S A BIG DIFFERENCE BETWEEN AN ACCURATE AND MEANINGFUL MEASURE OF STUDENT ACHIEVEMENT VERSUS any old number.
- AN ACCURATE AND MEANINGFUL MEASURE of student achievmeent IS AN ACCURATE AND MEANINGFUL INDICATION OF THE DEGREE, EXTENT OR QUALITY OF Student achievement. [really emphasize with intonation here] THERE’S A BIG DIFFERENCE BETWEEN AN ACCURATE AND MEANINGFUL MEASURE OF STUDENT ACHIEVEMENT VERSUS any old number.
- AN ACCURATE AND MEANINGFUL MEASURE of student achievmeent IS AN ACCURATE AND MEANINGFUL INDICATION OF THE DEGREE, EXTENT OR QUALITY OF Student achievement. [really emphasize with intonation here] THERE’S A BIG DIFFERENCE BETWEEN AN ACCURATE AND MEANINGFUL MEASURE OF STUDENT ACHIEVEMENT VERSUS any old number.
- AN ACCURATE AND MEANINGFUL MEASURE of student achievmeent IS AN ACCURATE AND MEANINGFUL INDICATION OF THE DEGREE, EXTENT OR QUALITY OF Student achievement. [really emphasize with intonation here] THERE’S A BIG DIFFERENCE BETWEEN AN ACCURATE AND MEANINGFUL MEASURE OF STUDENT ACHIEVEMENT VERSUS any old number.
- Say That’s the kind of vision we’re talking about here. If I’m evaluating an assessment, I want that vision for student mastery to shine through. I want to feel your passion for for creating a critical mass of critical thinkers who will solve the problems of tomorrow’s world. That’s what we want to access, what we want to channel with each assessment item. We want your teachers and their students, when it comes time to break the boards (or ice blocks), to have practiced and MASTERED that skill so that they kick through it without hesitation and without fail. http://www.taipeitimes.com/images/2006/04/30/20060418165400.jpeg
- Slide #21 Reminder: Grad students should come to session 8 with a complete draft of their pathway.