1. K-2 ELA Academy: Part 4 Progress Monitoring and Goal Setting

2.  We will…  Be honest and share what we think and feel.  Participate in the conversation.  Focus on the task.  Think creatively and comprehensively.  Treat one another as equals.  Listen when others speak.  Bring humor to the table.

3.  Assessment tool  Document progress  Provide insights into the child’s reading strategies  Plan for future instruction  Find appropriate reading level of student  To guide reading instruction

5.  Running records  Anecdotal notes  Text Level Line of Progression  Student goals  Graphs to chart student progress in specific areas/skills  Jan Richardson Progress Monitoring Tools (in book and on website)  Reading/writing journals  Student work  Guided Writing Journals from guided reading

6.  Get in groups of 3 from colleagues in the same grade level. Make sure there are 3 different schools represented. Take your notebooks with you. Share out the following information about your Progress Monitoring/Guided Reading Notebooks:  How is your Progress Monitoring/Guided Reading Notebooks set up?  What forms do you use to monitor progress?  How do you use the information to plan instruction or teaching points in your guided reading?  How do your tools help provide documentation for RtI purposes?

7.  It is a form of on-going formative assessment.  Addresses individual instructional needs & set appropriate goals  Provides documentation for RtI purposes

8.  What new tools did you find useful?  Any organizational tips that you can quickly implement?  What is one area for which you would like to make a goal for improvement?

9. Netschool Resources for Progress Monitoring

10.  Individual goals for each student in reading & writing  Needs to be measurable/observable  Based on Strategy or skill to move them forward in their reading or writing  Reading example: “Check the picture and get my mouth read” vs. “Get to a level 14” or “Read 20 minutes each night”  Writing example: “Add details to my writing to make it more clear” vs. “write more sentences”

11.  GREAT tool for goal setting!!!!  Kinder – look at pgs. 110-113 for Level 2/B  1 st – Look at pgs. 124-127 for Level 10/F  2 nd – Look at pgs. 144-147 for Level 20/K *Take two minutes to look over goals * Mad Minute to discuss with table group

13.  Look at a JR lesson plan next to the Continuum of Literacy Learning  Kinder – Emergent Lesson Plan  1 st – Early Lesson Plan  2 nd – Transitional Lesson Plan  Put this lesson plan next to the page you turned to from the Continuum.  Note any similarities/differences you see in the goals from the Continuum to the “Teaching Points in the lesson plan

14.  At your table, discuss similarities and differences between the lesson plan and the Continuum goals (Mad Minute)  Share out with whole group

15. Option 1:  During the “Text Reading with Prompting”, if you see a pattern of prompting a student with the same prompt, stop and say, “I think this would be a great goal for you.”  Quickly model the strategy for the child, then add to their reading notebook or wherever student goals are stored. (See Netschool for Goal stickers if you like.)  One group of students may be working on the same goal at the same time to start (to help you get started)  Remind students to work on their goals and even read them out loud to themselves before independent, partner, or guided reading.  Check back in with the student in a few days to a week to see if they are applying the strategy with success. Take anecdotal notes on progress. Either keep working or set a new goal.

16. Option 2:  After analyzing a running record of a student for miscues, pick one student a day to do a mini-conference before the GR lesson (2-3 min), and follow goal setting procedures on previous slide

17. Option 3:  Reading Conference – set aside time to confer with students for 3-5 min individually for goal setting and/or check in.

18.  Goals for below level students: weekly  Goals for on level: every two weeks  Goals for above level: every three to four weeks  SCHEDULE OR A SYSTEM! We must be intentional.

19.  Look at individual student writing/journals for patterns to be addressed either individually, in small writing groups, or with the entire class  Option 1: Individual writing conferences where you roam the room and stop for 2-3 min with several students; possibly pick one table a day to confer with  Option 2: Small writing groups (or during guided writing in the guided reading group time)  One group of students may be working on the same goal at the same time to start (to help you get started with goal setting)  Briefly model the strategy for the student(s) such as putting spaces between words, adding a hook to introduce my writing, etc.  Remind students to read their goals aloud to themselves to help them remember to work on their goals during writing time  Check back in with students in a few days or week to monitor progress. Take anecdotal notes to document progress.  SCHEDULE!!!

20. On your name plate: What is one goal you will set for yourself in regards to goal setting and/or progress monitoring?

21. Let us know if you have any questions! sjohnson@nisdtx.org mvanetten@nisdtx.org pbrake@nisdtx.org