1. By: Autumn Sutton, Judith Windhausen & Anne Ploettner

2. Premise: Students will use self-evaluation as a tool to increase their achievement Set goals for achievement: * Marking period goals ~ Report Card Students evaluated their marking period progress Conference with students and parents to compare results * Subject areas Student chosen areas of improvement * Accelerated Reader

3. Qualitative Data First marking period Report Cards Students self-evaluated themselves Met with parents & students to highlight where we agreed. Discussed areas of disagreement. Third marking period Report Cards Students self-evaluated and wrote comments. Met with parents and students to highlight areas of agreement- Huge increase in agreement! Student Comments: Student A “has been doing a good job and paying attention more often. She has been participating more.” Student B “is getting better at turning in homework on time. She is improving in class. She is not as shy as she used to be.” Student C “needs to read more books.” (AND she is!) Student D “was alright, but could have been greater.”

4. Qualitative Data Student Goal Organizer Each subject area targeted Students wrote goal for next marking period and 2 things to help them accomplish their goal. Students referred to sheets each time they worked in that subject area. Student Comments: Student A says, “It helps me by keeping me focused and I get to evaluate myself.” Student B says, “ It helps remind me what I need to do to improve.”

5. Accelerated Reader Goal-Setting Student & teacher negotiated goals based on AR goals set by the program during 2 nd and 3 rd qtrs. Students complete Independent Reading Progress Sheets to achieve point goals 11 students achieved their marking period goals this year. (6 did more than once.) 15 students said that the goal setting motivated them to read more and score more AR points.

6. Self Awareness Red, Yellow, Green cards Daily Target Sheet Math Accountability Sheet Student friendly rubrics 2 point rubrics Self assess rubrics Peer assess rubrics Created for math and ELA Daily Target Sheets I Like ~ I Wish Sheets Students used these during group presentations

7. Data ~ Red, Yellow & Green Cards ~Windhausen Require students to stop and think….. Not always accurate with performance, especially early on 39% accurate –studious students more self aware 30% rated self too high 30% rated too low Latest check 76% accurate 19% too high 4% too low BUT, an obvious impact: After completing the first lesson and homework of long division, one student came bursting through the door, yelling, “Ms. W., I’m a green in division now! I get it!”

8. Data ~ Red, Yellow & Green Cards ~Ploettner Require students to stop and think….. Not always accurate with performance, especially early on 50 % accurate –studious students more self aware 8 % rated self too high 42 % rated too low Latest check 73 % accurate 15 % too high 12 % too low Student Comment: “They help me because now I can tell Mrs. P. and get help and it’s a secret.” “It helps me the most, because I do the work first and then I grade myself.”

9. Data ~ Red, Yellow & Green Cards ~Sutton Require students to stop and think….. Not always accurate with performance, especially early on 47 % accurate –studious students more self aware 20 % rated self too high 33 % rated too low Latest check 87 % accurate 0% too high 13 % too low Student Comment: “I’m only cheating myself if I am not honest. I won’t get the help I really need.” “It helps me see that a lot of people need help sometimes.”

10. Data ~ Student Friendly Rubrics Students took NYS Rubric and created their own version using their own words. Created them for ELA and Math Focused more on 2 point rubric Self assessment/peer assessment Student Comments: “The rubrics help me because it shows how the 1, 2 grades work for our writing.” “I like having other kids grade my writing because they can give me suggestions how to improve.”

11. Data ~ Daily Targets Students complete a weekly sheet that requires them to self-assess themselves on daily targets in ELA, Math, and Science 3pm – Work about 5 minutes, they show me Parents sign Results: Increases focus on targets for students & teacher Most studious students love it Some avoid Time –consuming Needs a strong routine of completion to expedite

12. Daily Target Assessment DateMondayTuesdayWednesdayThursdayFriday One Target that I did well with today One target that I still need some help with Other: Behavior: 1,2,3,4 Describe Why

13. I Like ~ I Wish Form used to evaluate presentations & writing pieces Increased on-task behavior Peer assessment Self Assessment Student Comments I like “that you included specific details from the story to prove your statement.” I wish “you had written more about your statement so I could get a better picture in my head about what was happening in the story.”

14. Monitoring Progress With STAR STAR testing data tracking Students informed of progress with STAR graphs Discussed with each child how they did on each test Charted progress Students were invested in growth Conferencing with students prior to test to motivate Student Comments: “Mrs. P! What was my score? I tried really hard to concentrate and I think I did it!” “Ms. W., Are you going to show us our scores today?” “Mrs. S., I know I met my goal this time!”

15. Math Star Data ~ Results Windhausen Fall/Winter At/Above ~ 20% / 31% On Watch ~ 40% / 50% Intervention ~ 32% / 15% Urgent Intervention ~ 8% / 4% Ploettner Fall/Winter At/Above ~ 27% / 35% On Watch ~ 36% / 30% Intervention ~ 14% / 22% Urgent Intervention ~ 23% / 13% Sutton Fall/Winter At/Above ~ 33% / 40% On Watch ~ 20% / 33% Intervention ~ 33% / 27% Urgent Intervention ~ 13% / 0%

16. ELA Star Data ~ Results Windhausen Fall/Winter At/Above ~ 20% / 19% On Watch ~ 24% / 35% Intervention ~ 28% / 35% Urgent Intervention ~ 28% / 12% Ploettner Fall/Winter At/Above ~ 0% / 9% On Watch ~ 27% / 39% Intervention ~ 41% / 39% Urgent Intervention ~ 32% / 13% Sutton Fall/Winter At/Above ~ 7% / 20% On Watch ~ 13% / 40% Intervention ~ 47% / 20% Urgent Intervention ~ 33% / 20%

17. Learning Surveys ~ Windhausen Do you use self-assessment to help improve your learning? Yes – 63% Sometimes – 32% No – 4% Methods, ranked in order: Daily Target Sheets; Thumbs; Red, Yellow, Green; Line Up & Fold “Self-assessment helps me think more about what I learned if I need help on one of our targets.” “We can reflect on what we learned and if we have trouble, we can talk to the teacher about it.”

18. Learning Surveys ~ Ploettner Do you use self-assessment to help improve your learning? Yes – 56% Sometimes – 34% No – 10% Methods, ranked in order: Red, Yellow & Green Cards; Math Accountability Sheets; Thumbs; Rubrics; Fist-to-five Student Comments: “The accountability sheets helps me the most, because it keeps me organized and then I do better” “It doesn’t help me, because I do it all the time anyway.” “Self-evaluation helps me because it helps me concentrate.”

19. Learning Surveys ~ Sutton Do you use self-assessment to help improve your learning? Yes – 67% Sometimes – 33% No – 0% Methods, ranked in order: Red, Yellow & Green Cards; Rubrics; I Like, I Wish sheets; Fist-to-five; Thumbs Student Comments: “I know if I reached my objective by self assessing at the end of a lesson.” “I use self assessment when it is something I have never done.” “It helps me try hard every time!”