Campbell County Schools
• Nationally Ranked High School- Top 2,000 of 27,000 High
Schools according to News Week Magazine
• National Blue Ribbon School
• AdvancED International Accreditation
• Proficient and Distinguished Schools based on KPREP
• 55 AP Scholars
• 3 PERFECT ACT Scores; 16 Scored 30 or Above
• Close to 70% CCHS Graduates of 2013 met College and
Career Readiness Benchmarks based on ACT Benchmarks
and Industry Certification
• CCS Ranked 12th in the State (top 7%) on ACT Scores
Think, Pair, Share
• Quick Write: Think about your childhood. What
did you dream of becoming?
• If you are not what you thought you would be,
what stopped you?
• Once the music begins you should begin walking
away from the people you sat by. When the
music stops find the closet person to you.
Introduce yourself, where you will be teaching
and grade level. Discuss what your dream was
and what kept you from that dream. Be ready to
share with the group.
“The difference between a dream and a goal is ACTION!”
Goals for Today
You will be able to…
• understand the importance of setting
goals
• write and teach students to use
SMART goals
• use a variety of goal setting in the
classroom (weekly testing, MAP,
KPREP, Explore, Plan)
• celebrate the successes
Research on Goal Setting
Ronald Taylor (1964) compared the goals of underachievers and achievers. He found that underachievers
either had no particular goals, or if they did, aimed impossibly high. Achievers, by comparison, set
realistic, attainable goals that were related to their school work.
Robert Wood and Edwin Locke (1987) found a significant relationship between goals and self-efficacy:
Students with a stronger sense of efficacy also set higher, but reachable, goals. Wood and Locke also pointed out
that more challenging goals usually prompt higher achievement. Challenge, of course, is in the eye of the
beholder. Goals the teacher considers challenging may be seen as too stiff by some students, and laughably easy
by others. The challenge for the teacher, then, is to assist students in setting reasonable goals for
themselves.
Albert Bandura and Dale Schunk (1981) showed that when elementary students are taught to carve up
large, distant goals into smaller subgoals, several useful outcomes follow: They make faster progress
in learning skills or content, they learn an important self-regulation skill, and they improve their selfefficacy and interest in the task. In every class, there may be some students who already are skillful at goalsetting. On their own, gifted students– especially gifted girls– make frequent use of goal-setting and planning
strategies. But all students will profit from careful thought about their achievement goals. Dale Schunk’s
(1985) study of sixth grade learning disabled mathematics students showed that the best learning occurred not
just when the students focused on short-term goals, but when they also had a say in goal-setting. Students
showed more growth in self-efficacy and math skills when they participated in goal-setting.
Specific goals are far more effective motivators than general ones, such as “Do your best.” When a
student goal contains a clear performance standard, it cuts out a lot of guesswork about where to aim. Learning
and self-efficacy are enhanced by specific goals, because it is easier for both teacher and student to gauge
progress.
Why Set Goals?
• Goals focus us on a specific target.
• Without goals, we tend to become
scattered in thoughts and actions.
• Goals direct our minds on
achievement.
• Goal setting improves everyday
actions and decision making.
• Goal setting provides us with a sense
of purpose and develops our skills.
The Four Key Questions
• Establish your goals by answering these questions:
• 1. Define the Challenge Why do I want it?
•
Define the desire or challenge facing you.
• 2. Goal What do I want?
•
Write down the goal you want to achieve.
• 3. Action Steps How will I get it?
•
Your specific step-by-step action plan to reach your
goal.
• 4. Target Dates When do I want it?
•
The completion date to reach your goal.
S
M
A
R
T
Specific- The
goal addresses
student needs
within the
content.
MeasurableAn appropriate
instrument or
measure is
selected to
assess the goal.
AppropriateThe goal is
clearly related
to the role and
responsibilities
of the teacher.
Realistic- The
goal is
attainable.
Time-boundThe goal is
contained to a
single school
year/course.
The goal is
measurable
and uses an
appropriate
instrument.
The goal is
standardsbased and
directly related
to the subject
and students
that the teacher
teaches.
The goal is
doable, but
rigorous and
stretches the
outer bounds
of what is
attainable.
The goal is
bound by a
timeline that
is definitive
and allows for
determining
goal
attainment.
The goal is
focused on a
specific area
of need.
S
Specific- The
goal addresses
student needs
within the
content.
Say your goal is ‘To lose weight’. Here’s how to make
it SMART…
Step 1: Make it Specific
‘To lose weight’ is vague. What exactly do you want
your weight loss to look like?
Specific: I’ll fit into my black skinny jeans
It helps if: You can picture it clearly
The goal is
focused on a
specific area
of need.
M
MeasurableAn appropriate
instrument or
measure is
selected to
assess the goal.
The goal is
measurable
and uses an
appropriate
instrument.
Step 2: Make it Measurable
How precisely will you know when
you’ve reached your goal? What’s at
the finish line?
Measurable: My black skinny jeans
will zip up all the way
It helps if: There’s an objective,
defined point
A
AppropriateThe goal is
clearly related
to the role and
responsibilities
of the teacher.
The goal is
standardsbased and
directly related
to the subject
and students
that the teacher
teaches.
Step 3: Make it Appropriate
Here you run a reality check. Are you
prepared to make the commitment
your goal will take? If your skinny
jeans are 12 sizes away, are you
willing to dramatically alter your life?
Is there a more achievable target you
are willing to work for?
Appropriate: My black skinny blue
bootleg jeans will zip up all the way
It helps if: Your goal and your
commitment level are well matched
R
If it’s a ‘should’ inherited from
someone else or out-of-date thinking,
ditch or revise it.
Realistic- The
goal is
attainable.
For instance, if a weight-loss buddy
thinks your goal should be to finish a
marathon but you loathe running,
competition and the outdoors, choose
something else. Make it relevant to
you or you’ll run out of steam early
on.
The goal is
doable, but
rigorous and
stretches the
outer bounds
of what is
attainable.
Relevant: My black skinny blue
bootleg jeans will zip up all the way –
which is realistic to my goals of being
healthy and looking my best.
It helps if: You aren’t fighting with
yourself to reach your objective
T
Time-boundThe goal is
contained to a
single school
year/course.
The goal is
bound by a
timeline that
is definitive
and allows for
determining
goal
attainment.
From: 5 Steps To SMART Goal Setting
Step 5: Make it Time-Bound
What’s a reasonable date for
achieving your goal? Strike a balance
between being so ambitious you
never expect to succeed and aiming
so low you lack incentive to try. You
can tweak the date as you make
progress.
Time-Bound: My black skinny blue
bootleg jeans will zip up all the way –
which is relevant to my goals of being
healthy and looking my best – by
October 2013.
It helps if: The time frame is close
enough to energize you (sometimes
you need a series of sub–goals)
Tips that can help you set
effective goals…
• Develop several goals. A list of five to seven items gives you
several things to work on over a period of time. Pick the most
important goal(s).
• State goals as declarations of intention: “I will try out for three
clubs.”
• Attach a date to each goal. State what you intend to accomplish
and by when. Short term and long term goals should be included.
• Be specific. “To raise my grade” is too general; “to raise my
grade by 10%” is better.
• Share your goals with someone who cares if you reach them.
Sharing your intentions with your parents, your best friend, or
your teacher will help ensure success.
• Write down your goals and put them where you will see them. The
more often you read your list, the more results you get.
• Review and revise your list. Goal setting improves with practice,
so play around with it!
Begin with the end in mind!
• After getting to know your class
data, what subject or sub area of a
subject could use growth?
• Set a goal for that area. Goals have
to be SMART for you and for your
students.
“What STUDENTS think
about and do with
assessment results is
as important as what
adults think about and
do with them…”
Rick Stiggins
To set a positive tone for the school
year and help young people develop
important skills, it’s valuable to
encourage students to think about
their future and set goals they can
work toward.
Michael Jordan Story
How to begin…
Smaller can be better
When it comes to goal setting, smaller is better. Help your
students set small, achievable goals that can be
accomplished quickly. As you work through a project or
unit, you can help them set more difficult and larger,
longer-term goals. During the initial phase of any project,
short-term goals that ensure immediate success are
essential. Young students, in particular, are not able to
focus on long-term goals. One setback during a long series
of successes with short-term goals is much easier to handle
than a larger set-back with one long-term goal. As Michael
Jordan's advice states, “Step by step, I can’t see any other
way...”
What to do...
Ideas to get you started
•Discuss what a goal is… accept their ideas and work toward a common
understanding that a goal is
•Print the Michael Jordan goal-setting basketball story and share it with
your students.
•Work with your students to set three goals each week. A form (My
Accomplishment Plan) is provided for the student to use. These goals
should be specific so that it is easy for the student to recognize progress
toward them. The goals should also be attainable...within the student's
reach with reasonable effort. At the end of each week, review the student's
Accomplishment Plan for the week and assist the student in developing
new goals for the next week.
•Find trade books that deal with kids meeting their goals/dreams. Read
and discuss what worked for them.
•Tell students about your own goals and if or how you have reached them.
•Have students ask their parents what goals they have or had and how
they work to met them.
•Step by step lesson plan ideas are included in your packet. 
My Accomplishment Plan
(What I Want to Do Better This Week)
Name: _____________________________________
Week: _____________________________________
Goal
1st
2nd
How I Did
The Best Thing About
Trying to Reach This Goal
MAP Data and Goal Setting
• Begin the year off analyzing your incoming
students’ MAP data to help you make
SMART goals on the area that needs the
most growth.
• Conference with students and have
students graph or record their Spring
scores before they take this year’s Fall
test.
• Have students set SMART goals to raise
that percentage or RIT score.
www.nwea.org Teacher reports give you
percentage and RIT scores.
MAP Goal Setting Plan
Name:____________________________
“The difference between a dream and a goal is action.”
Explain what that quote means to you. ____________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
It takes hard work to reach goals. Reaching goals doesn’t just happen. You must demonstrate a strong
commitment, sustained efforts, exercise self control, believe in yourself, and not accept failure as an option.
Why is it important to set goals?____________________________________________________________________________
__________________________________________________________________________________________________________
__________________________________________________________________________________________________________
Use your testing data to fill in the table below:
MAP
Subject
Math
Reading
LA
Science
Score from
Spring
Goal for
Fall
Score for
Fall
Goal for
Winter
Score for
Winter
Goal for
Spring
Score for
Spring
MAP Goals and Scores
“The difference between a dream and a goal is action.”
Math
Score:_________
Goal:_________________________________________________
List and describe three actions/strategies that you will commit to doing to help you
reach your goal. Be sure to include the resources (materials and people) you may
need to help you.
1. ____________________________________________________________________
____________________________________________________________________
2. ____________________________________________________________________
____________________________________________________________________
3. ____________________________________________________________________
____________________________________________________________________
Reading
Score:_________
Goal:_________________________________________________
List and describe three actions/strategies that you will commit to doing to help you
reach your goal. Be sure to include the resources (materials and people) you may
need to help you.
1. ____________________________________________________________________
____________________________________________________________________
2. ____________________________________________________________________
____________________________________________________________________
3. ____________________________________________________________________
____________________________________________________________________
LA
Score:_________
Goal:_________________________________________________
List and describe three actions/strategies that you will commit to doing to help you
reach your goal. Be sure to include the resources (materials and people) you may
need to help you.
1. ____________________________________________________________________
____________________________________________________________________
2. ____________________________________________________________________
____________________________________________________________________
3. ____________________________________________________________________
Student signature___________________________________
Parent signature____________________________________
Teacher signature___________________________________
Student Goal Planning for MAPs: Math
Name_______________________ Per. _______
Math Data for MAPs Goals
Math MAPs
Overall
Score
Number
Sense and
Operations
Patterns,
Functions, &
Algebra
Measurement
Geometry &
Spatial Sense
Data
Analysis,
Statistics, &
Probability
Problem
Solving
What is Measured
Fall
Score
Winter
Score
I can solve problems involving different
operations (addition, subtraction,
multiplication, and division) of whole
numbers. I understand the relationship among
the different operations. I understand place
value and how it relates to simple fractions
and percents. I can solve problems with both
positive and negative numbers.
I can use variables, mathematical symbols,
and properties to write and simplify
expressions and sentences. I know how to
manipulate and solve equations.
I can choose and use appropriate units and
measurement tools to find the properties of
objects (length, weight, volume, time,
temperature, angles, and money.) I can find
the area and perimeter of objects.
I can describe and compare the characteristics
of plane and solid geometric figures and use
my understanding to show relationships and
solve problems.
I can collect numerical data and record,
organize, display, and understand data given
as a set or as a graph (bar, table, line, circle, or
pie.) I can find the probability of events.
I can make decisions about how to approach
problems. I can use different strategies
(pictures, patterns, lists, work backwards,
guess and check, and familiar problems),
skills (operations and fractions), and concepts
(time, money, measurement) to find solutions
and check an answer’s reasonableness.
Total Time
Total Spring MAPs Math Score needed to predict a
th
238
Spring
Score
Goal Setting for KCCT
•
•
•
•
•
•
•
•
•
•
•
•
•
After analyzing the results, I placed the number of Distinguished, Proficient,
Apprentice, and Novice on a spreadsheet for each individual tested grade.
Next, I found some music that would get the students pumped up.
I danced into the room with the music and let the song finish before I began. This
really got the kids curious.
I told them that we had reason to celebrate! Scores were in from the KCCT!
I placed their scores on the document camera and explained what they meant.
I asked if they thought they could do better than last year’s third graders, etc.
I told them that I had visited the number 1 school in the state and they had scored
only 13 points higher than us!
I asked students who would like to be number one in the state and what we could do
to become number 1.
I had students set a goal for our school: 128 #1 in the State!
I had students list things they could do to help our school become number 1.
I had their teachers pledge to do something fun if they reached their goal and we
posted that in the classroom.
I passed out the goal sheet for them to pledge what they would do and posted them
as a bulletin board for all the school to see.
From there, I introduced the data analysis folders to help them goal set for weekly
tests. This can be used for MAP goal setting, too.
rd
3 Grade KCCT Scores
Subject
D P A N
Reading 19 36 5 2
Math 29 24 8 1
#1 in the State
Subject
2010 Goal
Reading
2009
Score
111
Math
116
133
Science
122
131
S.S.
OnDemand
119
100
129
111
126
Students list action plans to help
our school meet the goal.
– Listen better in class
– Sit in a different location in class
– Take good classroom notes
– Participate in classroom discussions
– Ask more questions when I don’t
understand
– Learn how to preview chapters
before reading them
– Read chapters before doing my
homework
– Do my best every day with
behavior
– Write down my assignments
correctly in my planner
– Learn how to study for tests
– Ask someone to help me study
– Hand in homework on time
#1 in the State
I pledge to do my best to reach our school goal. Here is how I am going to help my school reach this goal:
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
Signed:
Date:
Hallway bulletin board
KCCT Goal Setting Plan for ____________________________________________
Subject
3rd Grade
Reading
Math
4th Grade
Reading
Math
Science
5th Grade
Reading
Math
Social
Studies
OnDemand
KCCT
Score
Goal for
Next KCCT
Actual
Score
Actions/Strategies to help me reach my goal.
Initials
Data Folders
•
Each student gets a manila
folder with data analysis
sheets and goal setting sheets
stapled inside.
• We wrote our learning targets
on the outside of the folder.
“I can analyze and reflect on my
scores.” “I can set goals to
improve my scores.”
Model and explain how to use
folders.
• Students use their data
folders to keep all scores
graphed inside. This helps
with visualizing how their
pattern of scores look and
makes them reflect on their
scores. “I didn’t study for this
test so my graph is thirty
points lower!”
• It also helps with parents
during conferences.
After the whole group
introduction of how to use data
folders and practicing together,
students can do this
independently at a center or as
an anchor activity.
Show video
Circle the subject: Reading, Math, Science, Social Studies, Spelling
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Test
Test
Test
Test
Test
Test
Test
Test
Test
Test
Test
test
test
test
test
test
Constructed Response: Extended
4
3
2
1
0
test
test
test
test
test
test
Test Name:__________________________Date of Test:____________Score:____
I missed #s
______________________________________________________________________
What do I need to do to improve in those concepts?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Goal for next test______________________________________________________
Test Name:__________________________Date of Test:____________Score:____
I missed #s
______________________________________________________________________
What do I need to do to improve in those concepts?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Goal for next test______________________________________________________
Test Name:__________________________Date of Test:____________Score:____
I missed #s
______________________________________________________________________
What do I need to do to improve in those concepts?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Goal for next test______________________________________________________
Celebrate Successes!
•Toast to the class- Kool-Aid in party glasses
•Extra recess time
•Eating lunch outside with the teacher and special friends
•Chewing gum
•No homework pass
•Allow them to wear hats, pjs, etc.
•Pizza party
•Happy Dance!  School wide Congo Dance
School Wide Celebrations
BIG CELEBRATIONS
Your turn…
Write a SMART Goal(s) that shows how
you will use the information from this
professional development.
Smart Goal Worksheet
School: Cline Elementary
:
Team Leader: Myssi Turner
District Goal(s): All students will have access to a guaranteed and viable curriculum.
Team SMART Goal
100% of third through fifth
graders will goal set and
use data analysis folders to
reflect on their test results.
For the 2011 – 12 school year, 100%
of students will make measurable
progress in writing. Each student will
improve by one performance level in
two or more areas of the writing
rubric (audience/purpose, idea
development, organization &
structure). Furthermore, 80% of the
students will score a “3” or better
overall.
My students will increase by one
performance level on their CR. 85%
of my students will be performing at
proficiency or above.
Strategies and Action
Steps
Responsibility
th
Timeline
Evidence of Effectiveness
Data folders
Goal setting sheets
Test scores
Classroom observations
I will model goal setting
and data analysis folders to
all 3-5th graders, then
classroom teachers will
have students use folders
on a weekly basis.
Align LTs with Standards
Model and analyze forms
of writing
Have students self assess
and peer assess using KY
Writing Rubric
3-5 grade teachers and
Staff Developer
Sept. 2009-May 2010
Myssi Turner
On-going
August 2013-May 2014
Working Folders
Scores on:
CR samples
On-Demand samples
Samples from Inform,
Narrate,
Opinion/Argumentative
Analyze formative and summative
data to find what areas need to be retaught.
Focus on core content
Use learning targets congruent to cc
Provide purposeful hw
Myssi Turner
Spring 2014
MAP data
Classroom assessments
Common assessments
Smart Goal Worksheet
School:
Name :
District Goal(s): All students will have access to a guaranteed and viable curriculum.
SMART Goal
Strategies and
Action Steps
Responsibility
Timeline
Evidence of
Effectiveness
Smart Goal Worksheet
School:
Team Name :
Team Leader:
District Goal(s): All students will have access to a guaranteed and viable curriculum.
Team SMART
Goal
Strategies and
Action Steps
Responsibility
Timeline
Evidence of
Effectiveness