Student Goal Setting Kindergarten Action Team October 3, 2011

Celebrating the Three C’s Think about the first 33 days of school. What examples have you seen students working as -Confident Learners -Capable Learners -Curious Learners What examples have you seen of students transferring understandings to a new situation?

Celebrating the Three C’s Select a Letter (or two) and write an example (or two). When the music begins move around the room. When the music stops share your example with someone close to you. When the music begins move again. After three rounds return to table. Roll the dice and make a colleague famous.

Why Action Team?

Setting the Table Kindergarten Institute Building Plans Parkway Strategic Plan –Goal 1: All students are Capable Learners who transfer their prior learning to new demands, in and out of school. –Goal 2: All students are Curious Learners who understand and respond to the challenges of an ever-changing world. –Goal 3: All students are Confident Learners who are increasingly self-directed, skilled, and persistent as learners.

Essential Questions How will student goal setting ensure students are capable, curious, and confident learners who respond to an ever changing world? What role do formative assessments play in student goal setting? How can we balance rigorous formative assessments and student goal setting while valuing the developmental needs or five and six year old students? October 3, 2011November 7, 2011 February 6, 2012April 30, 2012 How will student goal setting ensure students are capable, curious, and confident learners who respond to an ever changing world? What role do formative assessments play in student goal setting? How can we balance rigorous formative assessments and student goal setting while valuing the developmental needs or five and six year old students?

Assessment FOR Learning Parkway 3G Student Goal Setting Is there an app for that?

Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G #+= ABC return AFSDGHJKL ZVXCBNM We help our students become increasingly efficacious when we…help them learn how to improve the quality of their work one attribute at a time, when we help them learn to see and keep track of the changes in their own capabilities, and when we help them reflect on the relationships between those improvements and their own actions. Rick Stiggins

Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G #+= ABC return AFSDGHJKL ZVXCBNM To be effective, student self- assessment and goal-setting must be planned and must be purposeful.

Assessment FOR Learning Parkway 3G Where Am I Going? Where Am I Now? How Can I Close the Gap? Cancel

Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G #+= ABC return AFSDGHJKL ZVXCBNM Provide a clear and understandable vision of the learning target. –Share the learning target with students –Use language students understand –Introduce students to the language and concepts of the rubrics you use Where Am I Going? Chappuis, 2009

Assessment FOR Learning Parkway 3G 2 types of feedback Success Feedback Identify what is done correctly. Describe a feature of quality present in the work. Point out effective use of strategy or process. Intervention Feedback Identify a correction Describe a feature of quality needing work. Point out a problem with strategy or process Offer a reminder. Make a specific suggestion. Ask a question Jan Chappuis, 2009

Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G #+= ABC return AFSDGHJKL ZVXCBNM Effective Feedback –Occurs during learning, where there is still time to act on it –Does not do the work for the student Where am I now?

Assessment FOR Learning Parkway 3G Where Am I Going? Where Am I Now? How Can I Close the Gap? Cancel

Assessment FOR Learning Parkway 3G Stars and Stairs – the only difference is “I” “What steps am I going to make to reach the stars?”

Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G #+= ABC return AFSDGHJKL ZVXCBNM Self-assessment Ideas Chappuis pp Moving parts (checkers, buttons, plastic chips) Learning chains Stars and Stairs KWL revisited and modified throughout a unit Exit tasks/tickets Tracking/marking I Can statements as they are reached Letter to parent, principal, last year’s teacher, etc. Traffic light (good, partial, or little understanding) using colored dots

Assessment FOR Learning Parkway 3G Assessment FOR Learning Parkway 3G #+= ABC return AFSDGHJKL ZVXCBNM 1.Provide students with a clear and understandable vision of the learning target. 2.Use examples and models of strong and weak work. 3.Offer regular descriptive feedback. 4.Teach students to self-assess and set goals. 5.Design lessons to focus on one learning target or aspect of quality at a time. 6.Teach students focused revision. 7.Engage students in self-reflection and let them keep track of and share their learning. 7 Strategies of Assessment FOR Learning

Student Goal Setting in Action Divide into groups based on color on name tag Recording Sheet Visit Groups Teach Sharing Goal Setting Descriptions Strategies I Could TryLingering Questions Round 1: Round 2: Round 3: Round 4:

Carousel Starting Points Catherine Pecher – red group Sara Loehr – yellow group Nicole Crowell – blue group Kate Sinnokrak – green group

Designing a Plan Individual Reflection Make Your Goal Public with a Team Member Student Goal Increments to Success Data to Monitor Making Data Visual

Future Work November 7, 2011 February 6, 2012 April 30, 2012