Classroom  Teacher  –  Examples     Tracking  Student  Progress   Current  student  behavior/learning  that  I  want  to  see  improve  as  a  result  of  focusing  on  this  target   strategy     Currently  I  track  the  progress  of  the  entire  class  on  their  learning  goals.    I  would  like  the  students  to  become   more  involved  in  their  progress  as  a  result  of  focusing  on  this  target  strategy.     Changes  in  student  behavior/learning  I  expect  to  see  as  a  result  of  focusing  on  this  target  strategy     I  would  like  the  following  changes  to  occur  in  student  behavior/learning  as  a  result  of  focusing  on  this  target   strategy.    (1)  Students  can  describe  their  status  relative  to  the  learning  goal  using  the  scale  or  rubric;  (2)   Students   will   systematically   update   their   status   on   the   learning   goal;   (3)   I   will   use   formal   and   informal   assessments   to   assign   scores   to   students   depicting   their   progress   so   they   can   rate   themselves   on   the   scale   accordingly.     State  your  Growth  Goals  for  this  element     By  the  end  of  each  unit,  at  least  75%  of  the  students  in  the  4/5  reading  group  will  be  able  to  describe  their   status  relative  to  the  learning  goal  by  using  a  scale  or  rubric.       Providing  Rigorous  Learning  Goals  and  Performance  Scales  (Rubrics)   Current  student  behavior/learning  that  I  want  to  see  improve  as  a  result  of  focusing  on  this  target   strategy     I   would   like   to   see   students   demonstrating   more   ownership   throughout   their   learning   process   as   part   of   their   behavior/learning   improvement.     When   given   information,   students   need   to   show   their   level   of   understanding   and   refer   to   state   the   learning   goal   along   with   the   tie-­‐in   to   the   scale.     In   September,   3/12   or   25%  of  my  students  could  either  explain  how  their  current  activities  relate  to  their  learning  goals  or  explain   the  meaning  of  the  levels  of  performance  in  the  scale  or  rubric.         Changes  in  student  behavior/learning  I  expect  to  see  as  a  result  of  focusing  on  this  target  strategy     The   changes   I   expect   to   see   in   student   behavior/learning   as   a   result   of   focusing   on   this   strategy   are   as   follows:    students  can  explain  how  their  current  activities  relate  to  their  learning  goal  or  target.    Students   can   explain   the   meaning   of   the   levels   of   performance   in   the   scale   or   rubric.     In   addition,   I   will   post   the   scale   as  a  visual  for  all  students  to  see  or  provide  individual  copies  for  each  student.     State  your  Growth  Goals  for  this  element     By   the   end   of   each   unit,   I   will   provide   rigorous   and   concise   learning   goals   and/or   targets,   both   of   which   are   embedded   in   a   performance   scale   that   includes   application   of   knowledge   and   monitor   for   evidence   of   the   majority  of  students’  understanding  of  their  learning  goals  and  the  levels  of  performance.    I  want  11/16  or   69%   of   my   students   to   explain   how   their   current   activities   relate   to   their   learning   goals   or   explain   the   meaning  of  the  levels  of  performance  in  the  scale  or  rubric.      

Classroom  Teacher  –  Examples     Engaging  Students  in  Cognitively  Complex  Tasks  Involving  Hypothesis  Generation  and  Testing     Current  student  behavior/learning  that  I  want  to  see  improve  as  a  result  of  focusing  on  this  target   strategy     Students  generally  do  work  on  their  own  or  in  partnerships  but  the  activities  are  low-­‐level/simple  tasks.     Changes  in  student  behavior/learning  I  expect  to  see  as  a  result  of  focusing  on  this  target  strategy     I  will  provide  my  students  with  the  opportunities  for  complex  tasks  so  that  students  can  generate  and  test   hypotheses.  Students  will  be  guided  in  their  thinking  to  generate  hypotheses.  Students  need  to  think  about   how  the  whys  of  learning.     State  your  Growth  Goals  for  this  element     Students   will   be   able   to   generate   possible   or   multiple   solutions   to   a   problem   or   different   answers   to   a   question   rather   than   just   getting   the   correct   answer.   Students   will   be   able   to   answer   questions   related   to   decision-­‐making,  inquiry,  and  investigation.     Helping  Students  Examine  Their  Reasoning     Current  student  behavior/learning  that  I  want  to  see  improve  as  a  result  of  focusing  on  this  target   strategy     When   students   are   given   an   incorrect   answer,   they   do   not   describe   the   error   they   made   or   state   an   argument  to  support  a  claim.         Changes  in  student  behavior/learning  I  expect  to  see  as  a  result  of  focusing  on  this  target  strategy     I  would  like  for  students  to  examine  their  own  reasoning  or  the  logic  of  the  information  presented  to  them.   In  guiding  students,  they  will  be  able  to  deepen  the  knowledge  in  the  informational  content.     State  your  Growth  Goals  for  this  element       I   will   provide   more   opportunities   for   students   to   examine   their   errors   in   reasoning.   When   looking   at   the   reasoning,   we   will   look   at   some   angles,   such   as,   faulty   logic   or   misinformation.   Students   will   also   have   to   defend  their  reasoning  with  evidence  for  the  clear  argument  they  present.    

Non-­‐Classroom  Teacher    Examples     Accessing,  Evaluating  and  Utilizing  Technology  to  Safeguard  and  Enhance  the  Quality  of  Services   Current  student  behavior/learning  that  I  want  to  see  improve  as  a  result  of  focusing  on  this  target   strategy     Currently,   student   information   is   difficult   to   retrieve   and   students   cannot   access   relevant   information   from  multiple  platforms.       Changes  in  student  behavior/learning  I  expect  to  see  as  a  result  of  focusing  on  this  target  strategy     Through  my  effective  entering  of  information  into  TERMS  and  utilizing  technology  as  it  relates  to  student   services  and  record  keeping,  student  information  will  be  more  readily  available  for  me  to  refer  to  in  working   with  students.    Students  will  be  able  to  see  their  progress  in  all  areas,  by  viewing  progress  reports,  testing   data,  etc.    Students  will  be  able  to  gauge  what  is  necessary  to  be  on  task  for  promotion,  and  be  able  to  see   what  areas  they  will  need  to  work  on  to  improve  their  academic  success.     State  your  Growth  Goals  for  this  element     By  June  2014,  through  my  effective  entering  of  information  into  TERMS  and  utilizing  technology  as  it  relates   to  student  services  and  record  keeping,  student  information  will  be  more  readily  available  for  me  to  refer  to   in  working  with  students.    Students  will  be  able  to  see  their  progress  in  all  areas,  by  viewing  progress   reports,  testing  data,  etc.    Students  will  be  able  to  gauge  what  is  necessary  to  be  on  task  for  promotion,  and   be  able  to  see  what  areas  they  will  need  to  work  on  to  improve  their  academic  success.     Organizing  and  Orienting  Participants  to  Interact  with  New  Content   Current  student  behavior/learning  that  I  want  to  see  improve  as  a  result  of  focusing  on  this  target   strategy     Students  are  not  able  to  meet  and/or  discuss  social  barriers  that  may  prevent  them  from  focusing  on  their   academics.     Changes  in  student  behavior/learning  I  expect  to  see  as  a  result  of  focusing  on  this  target  strategy     Students  will  be  selected  to  participate  in  small  groups  based  on  needs.  After  conducting  a  student  services   need  survey,  I  will  create  small  groups  to  meet  weekly  for  an  8-­‐week  session.  Through  participating  in  small   group  counseling,  students  will  be  able  to  meet  and  communicate  with  other  students  who  share  the  same   concerns.     For   example,   students   with   parents   who   are   divorced   would   be   able   to   relate   and   share   experiences   with   other   children   of   divorce.     Coping   strategies   and   suggestions   will   be   discussed.     Students   that   have   social/friendship   issues   will   have   the   opportunity   to   meet   and   get   to   know   others   in   the   same   circumstance  which  will  help  them  relate  to  peers  in  and  outside  of  the  group.     State  your  Growth  Goals  for  this  element     By  June  2014,  selected  students  will  participate  in  small  group  counseling  to  assist  them  with  processing  of   new   content   and   gaining   coping   strategy   techniques.     Small   group   counseling   sessions   will   focus   on   areas   of   student  concern  such  as  divorce,  grief,  and  social/friendship.  Progress  will  be  monitored  by  gaining  feedback   on  the  child’s  use  of  coping  strategies  from  teacher  and  student  surveys  and  feedback.      

Non-­‐Classroom  Teacher  Examples     Implementing  Processes  to  Motivate  Reading  for  Intrinsic  Value   Current  student  behavior/learning  that  I  want  to  see  improve  as  a  result  of  focusing  on  this  target   strategy     There   are   already   students   who   are   reading   for   intrinsic   value,   but   they   are   typically   not   reading   outside   their  comfort  zone.    I  have  noticed  that  many  students  consistently  read  either  fiction,  non-­‐fiction  or  graphic   novels,  but  do  not  read  outside  of  a  series  they  enjoy  or  a  type  of  book  they  enjoy.     Changes  in  student  behavior/learning  I  expect  to  see  as  a  result  of  focusing  on  this  target  strategy.     Students  will  build  on  their  passion  for  reading,  which  will  have  them  more  motivated  to  read  books  outside   their  comfort  zone.    They  will  be  open  to  a  greater  variety  of  literature  as  well  as  non-­‐fiction  and  also  have   them  further  explore  literature  they  already  enjoy  through  a  school-­‐wide  reading  program     State  your  Growth  Goals  for  this  element     Through   a   school   wide   reading   program,   monthly   circulation   will   increase   among   displayed   books   and   digital  resources.    By  March  20th,  circulation  will  increase  by  2%  among  at  least  51%  of  the  Top  50  library   patrons  from  the  end  of  2nd  quarter.     Demonstrating  Use  of  District  and  School  Online  Resources   Current  student  behavior/learning  that  I  want  to  see  improve  as  a  result  of  focusing  on  this  target   strategy     Many  students  who  come  into  the  Media  Center  are  either  unaware  or  choose  not  to  use  the  most  effective   tools  they  can  to  research  and  organize  new  information,  instead  often  opting  for  Google  and  Wikipedia.     Changes   in   student   behavior/learning   that   I   want   to   see   improve   as   a   result   of   focusing   on   this   target  strategy     I  expect  to  see  that  students  who  come  to  the  Media  Center  to  work  on  classwork  would  be  able  to  effectively   use  and  evaluate  resources  to  gain  knowledge  useful  for  this  purpose  and  see  more  usage  of  databases  and   other  reliable  web  resources.       State  your  Growth  Goals  for  this  element     By  March  20th,  I  will  check  with  a  specific  teacher  who  has  used  the  Media  Center  for  research  purposes  with   the  goal  of  having  more  than  51%  of  that  Teacher’s  students  having  used  resources  available  through  the   Media  Center  –  either  available  databases  or  websites  with  links  on  the  Media  Center’s  website.      

Non-­‐  Example     Providing   Rigorous   Learning   Goals   and   Performance  Scales  (Rubrics)       Current   student   behavior/learning   that   I   want  to  see  improve  as  a  result  of  focusing  on   this  target  strategy     I  want  all  of  my  ESE  students  to  not  feel  ashamed   of  their  level  of  understanding  and  to  use  the  scale   rubric   cards   or   fingers   on   their   hands,   1-­‐4,   consistently,   and   with   fidelity   –   not   what   they   think  I  want  to  hear  but  what  really  reflects  their   level  of  understanding.     Changes   in   student   behavior/learning   I   expect   to   see   as   a   result   of   focusing   on   this   target  strategy     All   of   my   ESE   students   in   my   learning   strategies   classes   will   utilize   the   rubric   consistently   and   with   fidelity  every  time  I  present  a  new  lesson.     State  your  Growth  Goals  for  this  element     I   want   to   go   from   applying   to   innovative   in   this  element.                                            

       

The  scale  that  is  to  be  used  is  not   having  student  a  raise  their   fingers  1-­‐4.  This  element  refers   to  a  performance  scale.  These  are   two  totally  different  ideas.  

   

               

The  change  that  is  to  occur   is  too  vague  and  not  able  to   be  measured.      

   

  How  is  this  to  be   accomplished?  What  is  the   benchmark  date  to  be  used?   How  will  you  know  if  you  m et   your  goal?    

                                 

 

Helping  Students  Examine  Their  Reasoning     Current   student   behavior/learning   that   I   want  to  see  improve  as  a  result  of  focusing  on   this  target  strategy     I   want   all   of   my   students   to   understand   the   explanation(s)  I  give  them  for  errors  in  reasoning   to  improve  their  reading  comprehension.   Example:     The   main   idea   they   selected   for   a   passage  was  a  specific  detail,  not  the  main  idea  of   what  the  student  read.     Changes   in   student   behavior/learning   that   I   want  to  see  improve  as  a  result  of  focusing  on   this  target  strategy     By  repeated  practice  on  short  FCAT  type  passages   the  level  of  understanding  will  be  evident  in  all  of   my  students.     State  your  Growth  Goals  for  this  element     My   growth   goal   in   this   area   is   to   go   from   applying  to  innovating.          

             

Refer  to  your  protocol  when  writing   your  goal.  This  element  states  that   students  examine  their  reasoning   when  content  is  informational  and  as   a  result  knowledge  is  deepened.  This   is  just  much  more  than  students   identifying  a  main  idea  or  details.    

   

               

How  will  you  measure  an   increase  in  level  of   understanding?    This   statement  is  vague.        

 

  How  is  this  to  be   accomplished?  What  is  the   benchmark  date  to  be  used?   How  will  you  know  if  you   met  your  goal?