Goal Setting with Students

When setting goals, I use the student worksheet through the MAP website.  Students set a goal for themselves based on the projected RIT graphed.  Next to it, students come up with ways to help them be successful - such as using scratch paper or highlighting the text.  On the day of the test, students have their goal sheets next to them to remind them what they are working towards.

In the weeks before testing we mention it a lot during the day and during class meetings. I meet with students 1-on-1 and pull up the student profile on the MAP website.  I show them where they scored in the previous MAP testing session and where the MAP website predicts that they should be.  I ask them if they feel like that goal is obtainable, and give them the option to set the goal higher if needed.  On the day of testing I write their goal, as well as a motivation message, on a post it note that they stick on their desks.  Students know immediately if they have reached that goal or not.  I can usually tell by their face and how excited they are raising their hand if they have met it or not. 

I explain the MAP goals to students whole class. Then I allow students time to set their own goals. I then meet with each student individually to discuss their goal and plan of action.  The day of MAP testing I pass out goal sheets before we begin testing, so students have the opportunity to review their goals. As students finish MAP testing we write in their goal together and either celebrate with a high five or discuss what may have gone wrong. 

I met with each student one-on-one and we talked about their MAP scores and what they meant. We then talked about what they have been doing in class that will help them and what they can do on the test to help improve their score. 

I meet with students one-on-one to look at past performance and set a goal. I show them their own student progress graph and what the computer suggests that they can achieve. I like to say, "The computer doesn't know YOU though. What do you think you can do?"  We talk about it and set a goal. On the bottom of their goal setting sheet we make a success plan for the day of the test. I've been surprised by some of the students responses. A couple have told me that they want to face the wall and be away from everyone. Others have said they would like to take a quick break. So we set a number for them to work to then take a drink break. It helps them focus and stay on task. I would have never know without the one-on-one conference. On the day of the test I give them back their success plans to look over and get ready.

I conference with students one-on-one and show them their previous score from the fall. Then I use the Projected RIT column on the classroom report, and also some teacher discretion, to come up with their winter goal. During the conference I explain how many more points they need to earn to meet this goal. I then ask the student to share with me one thing they will do during the test to help them reach their goal (listen to the whole question, go slow, focus, etc.).

During the test I give them their turtles (with one the goal filled in) to serve as a reminder of their goal and also the turtle's mantra on the backside. 

I pull students individually and show them their past performance using the graph in the Student Profile dynamic report.  After reflecting on their growth, or lack there of, we talk about where they currently are and the growth we’d like them to gain over the course of the current year.  This is also an opportunity to discuss the importance of taking your time on the test if I had kids that took 30 minutes or less on the last round.  

I write the goal on a sheet of paper so the kids can have that with them when they sit down to test.  They can immediately write their actual score down and determine if they met or exceeded their goal.