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Module 6 - Classroom-Level Goal Setting

Description

This module begins with the review of a background knowledge flyer prepared by the data coach. The flyer, which also appears in Module 7, includes key vocabulary and concepts relevant to setting achievement goals. The module continues with a teacher navigating the A+ Inquiry data utilization framework to set classroom-level goals and write an accompanying action plan based on fall interim reading assessment results of all students in her class. Participants will be given access to an A+ Inquiry graphic organizer, goal setting flyer, goal setting data planner, and classroom-level goal setting monitoring and evaluating organizer that will be partially completed during module. The module includes 5 sections (parts 1, 2A, 2B, 3, and 4). Each part comprises multiple mastery-based chunks of content. If a participant answers all items correct in the activity portion of a chunk, the participant skips the accompanying tutorial and proceeds to the activity portion of the next chunk.

Learning Goals

Part 1 - Classroom-Level Goal Setting: Background Knowledge

  • Increase knowledge of goal setting vocabulary
  • Increase knowledge of potential benefits of goal setting
  • Increase knowledge of cautions to consider when goal setting
  • Increase knowledge of characteristics of good goals

Part 2A - Classroom-Level Goal Setting: Absorb and Ask

  • Increase knowledge of questions that may be formulated to guide the inquiry cycle for setting a classroom-level goal

Part 2B - Classroom-Level Goal Setting: Accumulate and Access

  • Increase knowledge of data that may be useful for setting a classroom-level goal
  • Increase knowledge of locations where data utilized for setting a classroom-level goal may be retrieved

Part 3 - Classroom-Level Goal Setting: Analyze and Answer

  • Increase skill in analyzing data to identify baseline values relevant to classroom-level goal setting
  • Increase skill in analyzing data to identify expected values relevant to classroom-level goal setting
  • Increase skill in analyzing data to identify low performance areas relevant to classroom-level goal setting
  • Increase knowledge of limitations that may affect analysis findings relevant to classroom-level goal setting
  • Increase knowledge of implications that may be informed by analysis findings relevant to classroom-level goal setting

Part 4 - Classroom-Level Goal Setting: Announce and Apply

  • Increase knowledge of how classroom-level baseline, expected, and subcategory performance values may be communicated to appropriate stakeholders
  • Increase knowledge of how classroom-level goals may be set based on baseline and expected values
  • Increase knowledge of how an action plan may be written based on setting classroom-level goals and supporting evidence

SLDS Data Use Standards

  • K.1.A Question Formation: Knows which questions can be answered with data and how to identify the nature and extent of the data needed to answer questions
  • K.1.C Types of Data: Knows that data come in two main forms— QUANTITATIVE and QUALITATIVE—and that, within these forms, there are other categories
  • K.1.D Types of Measures: Knows various types and purposes of ASSESSMENTS and other MEASURES
  • K.1.E Data Metric: Knows that MEASURES can be broken down into data metrics, which are calculated for ANALYSIS and monitored for changes
  • K.1.F Data Sources: Knows different types of data sources and the benefits and limitations of using each
  • K.2.D Data Context: Knows the circumstances and purposes for which data are collected
  • K.3.B Data Limitations: Knows that data have limitations and that these limitations affect the interpretation and usefulness of data
  • S.1.A Goals and Questions: Identifies BASELINE measure(s) and poses questions that can be answered with data
  • S.2.A Data Discovery and Data Acquisition: Identifies and locates appropriate data sources and can access the data from various sources (e.g., classroom, school, district, state sources) for DATA ACQUISITION
  • S.4.C Aligned Analysis: Using appropriate technologies, conducts ANALYSIS suitable for the type of data collected, the VARIABLES identified, and the questions or hypotheses posed
  • S.5.C Patterns: Identifies patterns, TRENDS, and gaps in data and suggests reasons for their occurrence
  • S.6.C Multiple Audiences: Communicates effectively about data, interprets FINDINGS, and explains progress toward goals to a variety of constituent groups (e.g., students, families, and colleagues)
  • S.6.B Explanation: Explains different data representations and distinguishing features (e.g., histograms, bar charts, contingency tables)
  • S.7.A Strategies: Identifies appropriate strategies grounded in evidence to address the needs and goals identified during data ANALYSIS
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Module 6 Part 1 - Classroom-Level Goal Setting: Background Knowledge

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Mod 6 Part 1 slides
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Module 6 Part 2A - Classroom-Level Goal Setting: Absorb and Ask

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Mod 6 Part 2A slides
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Mod 6 Part 2A Interactive Storyline
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Module 6 Part 2B - Classroom-Level Goal Setting: Accumulate and Access

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Mod 6 Part 2B Interactive Storyline
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Module 6 Part 3 - Classroom-Level Goal Setting: Analyze and Answer

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Mod 6 Part 3 Interactive Storyline
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Module 6 Part 4 - Classroom-Level Goal Setting: Announce and Apply

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Mod 6 Part 4 slides
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Mod 6 Part 4 Interactive Storyline