Student Goal-Setting Process Flashcards

Ms. Anya is conducting a goal-setting conference with a student. Which of the following approaches best promotes student ownership and investment in the learning process?

Answer: Analyzing the Student Profile report together and collaboratively identifying a specific learning statement from the Learning Continuum to focus on.

Effective goal-setting is a collaborative process that empowers students. By discussing the Student Profile report with the student and jointly selecting a specific learning statement, the teacher centers the goal on tangible skills rather than just a number, fostering student agency and investment.

A fifth-grade student's fall reading RIT score places them at the 35th percentile. The teacher uses the MAP Growth Goal Explorer tool with the student. The 'Average Growth' projection indicates the student will likely remain at the 35th percentile in the spring. To improve their achievement percentile, what type of goal should the teacher and student consider setting?

Answer: An 'Aspirational Growth' goal, which is set at a percentile of growth higher than the median (50th percentile).

To improve an achievement percentile, a student's growth must exceed the average growth of their peers. The 'Aspirational Growth' goal is designed for this purpose, as it represents a target (e.g., 60th percentile of growth) that is above the median, helping the student 'catch up' or gain ground relative to their peers.

Which of the following is the MOST effective type of goal to create with a student based on their MAP Growth data?

Answer: "By the end of the geometry unit, I will be able to use the Pythagorean theorem to find the missing side of a right triangle in 4 out of 5 problems."

The most effective goals are specific, skill-based, and measurable. A goal focused on a specific learning statement (e.g., using the Pythagorean theorem) connects the MAP Growth data to classroom instruction and provides a clear, actionable target for the student to work on and for the teacher to support.

Mr. Davis is preparing for student goal-setting conferences. He wants to create a document with each student that outlines their RIT score, their growth goal, and the specific actions they will take to achieve it. This document will be signed by the student, teacher, and shared with parents. Which NWEA resource is specifically designed for this purpose?

Answer: The Student Goal Setting Worksheet

The Student Goal Setting Worksheet is a report designed to be used with a student to set growth and learning goals. It serves as a learning contract to help students establish ownership and can be shared with parents to communicate the plan.

During a goal-setting conversation, a student seems disengaged and says, "I'm just not good at reading." What is the teacher's most effective FIRST step to re-engage the student in the process?

Answer: Start by discussing the student's strengths and asking them about what parts of the assessment felt easy or successful.

To build student buy-in and a growth mindset, it's crucial to start with a positive and collaborative tone. Beginning the conversation by acknowledging strengths and asking for the student's perspective on the test experience helps build rapport and shifts the focus from a fixed mindset ('I'm not good at this') to a growth-oriented one.

A key principle of the NWEA goal-setting process is that goals should connect directly to upcoming classroom instruction. A student's Student Profile report suggests an area for growth in 'Measurement and Data.' However, the teacher's curriculum map does not cover that unit until late spring. What is the most appropriate action for the teacher?

Answer: Collaborate with the student to identify a different area of focus from their report that aligns with the instructional units planned before the next MAP Growth test.

Goals are most effective when they are relevant and can be worked on in the context of classroom learning. If the primary area of need is not being taught soon, the best practice is to collaborate with the student to find a secondary area of focus that does align with the upcoming curriculum, making the goal-setting process meaningful and actionable.