Intensive English Literacy

INTENSIVE ENGLISH LITERACY (Elementary 6-10-year-old)

SELECTIVE UNIT 6 (S06)

(Goal Setting Using MAP Data) (July 2014)

Unit Statement: Setting goals can be a powerful tool in motivating the student to learn. Realistic and achievable goals allow a student to be in control of his/her own learning, which can lead to feelings of competence and higher interest in school. In this unit, the teacher will use MAP data to find the strengths and weaknesses of a student in specific areas of reading and language usage. With teacher guidance, the student will set attainable goals to improve specific reading and language usage skills and strategies.

This unit is designed to be open all year. It is primarily intended to be used by select students identified by the teacher; however, it can be used by the whole class at teacher discretion. Please keep in mind that student data is very private and not to be exposed to other students in the classroom.

Essential Outcomes: (must be assessed for mastery)

This is a step-by-step process that should be followed to achieve success (see appendix):

1. The Student Will analyze and discuss, after the fall MAP test, the fall Student Goal Setting Worksheet with the teacher to identify strengths and areas of concern in reading or language usage.

2. TSW identify one mathematical goal strand with an area of concern.

3. TSW choose 3 or 4 learning statements on the Descartes Continuum within that mathematical goal strand to focus on for improvement.

4. TSW write goal(s) on the Student Goal Setting Worksheet.

5. TSW engage in teacher-provided activities related to the goal and learning statements.

6. TSW monitor goals throughout the year to check progress (with teacher support).

7. TSW analyze the spring Student Goal Setting Worksheet with the teacher and reflect on progress made on the Reflection Sheet.

Key-Terms: (*taken directly from NWEA training resources)

Descartes Continuum* ● Indicates skills and concepts that parallel the RIT scale ● Identifies content at students’ instructional levels ● Aligned with your state standards’ goal structure and content

1QSI IE LITERACY EL S06 Copyright © 1988-2014 Goal Strands ● List of reading and language usage concepts assessed by MAP ● Some goal strands include: foundation skills, literature, informational text, etc.

Learning Statements ● Skills found in the Descartes Continuum.

“Concern in Reading or Language Usage” ● Areas of weakness in reading or language usage

RIT* ● An equal-interval scale, with scores commonly ranging between 100-300 ● Measures academic growth like a yardstick measures physical growth ● Not grade-level dependent ● Aligns with both normative data and instructional content and skills

Essential Resources:

● Student Goal Setting Worksheet ● Directions for Finding Student Goal Setting Worksheet ● Descartes Continuum printed from Class by RIT Report for each student ● Highlighters to highlight learning statements on Descartes Continuum ● Reflection Sheet ● Goal Setting Participation Rubric

Suggested Assessment Tools:

1. MPG (MAP for Primary Grades): Early Literacy Screening and Skills Checklists *see QSI Literacy User’s Guide

Technology Links:

www.nwea.org This is the original NWEA site. It is filled with many resources.

https://reports.nwea.org/Login.aspx This is where teachers log in to access teacher reports for MAP testing.

http://www.nwea.org/support This is the link to Partner Support. At this link, you will see a bar of gray with white titles. The titles are: All Resources, Professional Development, Test Administration, Reports, and Troubleshooting. If you click on each tab, you will see a new set of tabs below that can help you with a huge variety of questions.

http://www.nwea.org/support/category/professional-development At this link, you will find the professional development section of the NWEA support materials. Under the professional development tab, you will see several tabs appear below. These titles are: MAP Foundation Series, Knowledge Academy, Online Training, Modules.

● The MAP Foundation Series are the four workshops that QSI schools will be trained in over

2QSI IE LITERACY EL S06 Copyright © 1988-2014 the next few years. There are four workshops. The three core workshops aimed at helping teachers and schools with understanding data are: Stepping Stones to Using Data, Climbing the Data Ladder, and Growth and Goals. These three workshops are broken into “modules” found in the other tab. All the MAP Foundation workshop content must be delivered by a trained NWEA Facilitator.

● Knowledge Academy is free to each school but your MAP Coordinator must give you an additional (different than reports login) username and password. Knowledge Academy is a series of online workshops that allow teachers to understand more about how to use MAP results in the classroom.

● “Online Training” offers online workshops for teachers. They are free and easy to take. MAP Basics is essential for any teacher who has never given MAP before.

● Modules tab is the MAP Foundation Series broken into parts.

EVALUATION RUBRICS FOUND ON FOLLOWING PAGES………………

Name: ______Date: ______

● To receive a ‘B’, the student must show ‘B’ level mastery on all essential outcomes (TSW’s). ● To receive an ‘A’, the student must show ‘A’ level mastery in all available ‘A’ level TSW’s and ‘B’ level mastery on all of the remaining TSW’s.

TSW ‘A’ LEVEL ‘B’ LEVEL Comments The Student Will analyze and The student uses the Student discuss, after the Fall MAP test, Goal Setting Worksheet to the Student Goal Setting explain to the teacher the Worksheet with the teacher to strengths and areas of concern in identify strengths and areas of reading or language usage. concern in reading or language usage. TSW identify one reading or The student identifies, with language usage goal strand with teacher guidance, one reading or an area of concern. language usage goal strand with an area of concern. TSW choose 3 or 4 learning The student chooses, with statements on the Descartes teacher guidance, 3 or 4 learning Continuum within that reading statements to focus on. or language usage goal strand to focus on for improvement. TSW write goal(s) on the The student neatly, clearly, and Student Goal Setting accurately writes his/her goals on Worksheet. the Student Goal Setting Worksheet. TSW engage in teacher- The student engages in The student engages in activities provided activities related to the activities provided by the provided by the teacher and is goal and learning statements. teacher and is evaluated evaluated using the attached using the attached Goal Goal Setting Participation Setting Participation Rubric. Rubric. TSW monitor goals through the The student is evaluated on The student is evaluated on the year to check progress (with the Goal Setting Goal Setting Participation teacher support). Participation Rubric. Rubric. TSW analyze the spring The student clearly, neatly, The student clearly and Student Goal Setting Worksheet and accurately completes accurately completes the with the teacher and reflect on the Reflection Sheet. The Reflection Sheet. progress made. answers reflect a deep level The answers are written with of thought and correct information but do not understanding of the reflect a deep understanding and complete process from are not reflective of the whole beginning to end. process from beginning to end.

Name: ______Date: ______

It is suggested that this rubric be used three times during the school year. To complete the rubric, identify the appropriate value for each student learning behavior. When completing the rubric for the entire unit, average the scores of the three evaluation dates to obtain a score for the unit rubric.

Points for TSW 5 Evaluation #1 Date: ______Evaluation #2 Date: ______Evaluation #3 Date: ______Average

● To receive an ‘A’, the student scores 12-14 points, ● To receive a ‘B’, the student scores 10-13 points. ● To receive a ‘P’, the student scores between 1 – 9 points.

TSW 5: The student will engage in teacher-provided activities related to the goal and learning statements.

Student Learning 1 2 3 4 Behavior Motivation Student shows a Student is motivated to Student motivated to Student is motivated to complete lack of complete the task only complete the task with complete the tasks motivation. with continuous teacher minimal teacher without teacher intervention. intervention. intervention.

Engagement Student expresses no Student expresses limited Student develops Student is highly interest in the task and interest in the task which increased interest in interested and engaged in requires constant requires frequent teacher the task and seeks the task and does not teacher monitoring. monitoring. minimal teacher seek teacher monitoring. monitoring. Focus Student is off task and Student requires frequent Student needs minimal Student remains not focused even with redirection from the redirection from the independently focused consistent teacher teacher to focus and stay teacher to focus and and on task. redirection. on task. stay on task.

Problem Solving Student lacks problem- Student relies heavily on Student and teacher Student independently solving strategies and teacher intervention for choose appropriate chooses problem-solving relies totally on problem-solving problem-solving strategies. teacher intervention. strategies. strategies together.

Information for rubrics compiled from: http://teacherweb.com/TX/CedarValleyMiddleSchool/KalRobbins/Self-Directed-Learner-Rubric.pdf

Name: ______Date: ______

It is suggested that this rubric be used three times during the school year. To complete the rubric, identify the appropriate value for each student learning behavior. When completing the rubric for the entire unit, average the scores of the three evaluation dates to obtain a score for the unit rubric.

Points for TSW 6 Evaluation #1 Date: ______Evaluation #2 Date: ______Evaluation #3 Date: ______Average

● To receive an ‘A’, the student scores 12-14 points, ● To receive a ‘B’, the student scores 10-13 points. ● To receive a ‘P’, the student scores between 1 – 9 points.

TSW 6 The student will monitor goals throughout the year to check progress (with teacher support). Student Learning 1 2 3 4 Behavior Self-Monitoring Student is not able to Student demonstrates Student is able to Student automatically monitor efforts during limited self-monitoring monitor effort with and independently learning and requires strategies and requires occasional teacher monitors performance teacher intervention. consistent teacher guidance. during the activities and guidance. self-corrects as needed.

Information for rubrics compiled from: http://teacherweb.com/TX/CedarValleyMiddleSchool/KalRobbins/Self-Directed-Learner- Rubric.pdf

Name: ______Date: ______

What did you do to try to reach your goal? Be specific. ______

Did you have any problems along the way? If yes, what were the problems? ______

If you met your goal, what was the most helpful thing you did to help you improve? Explain. ______

If you did not meet your goal, what could have been done differently to help you reach your goal in future? ______

What do you think your next step should be and why? ______

Is there a new goal you would like to work on in the future? Explain why. ______

In this process of selecting a goal and trying to improve an aspect of your reading or writing learning, what did you find was the most helpful? Why? ______

What did you find the least helpful? Why? ______