Handout for Teachers Annual Goals The setting of annual is a critical first step in embedding Zone of Proximal Development (ZPD) the formative assessment process in student learning. The concepts and skills that students have mastered are Annual goals for each student include identifying the within their Zone of Proximal Development (ZPD). The next student’s starting place on the content-area learning step on the learning progression becomes the starting point progression and his or her expected growth in learning by for developing learning goals. Using the formative the end of the school year. The authors of the Common Core assessment process, the student and teacher clarify the have described learning progressions to give teachers a intended learning, using success criteria and model clear map” of the expected student progress toward products, and build learning events for the student to build “road college- and career-ready performance. You will find links to on the knowledge that is already mastered. To develop these learning progressions in the attached Resources annual goals, the teacher estimates the progress that the document. student will make on each learning progression by the end of the school year. For each annual goal, the teacher also Finding each student’s starting place on each learning prepares model products for the ending point in the learning progression is a process of comparing the examples of progression to help explain the annual goal to students and student work on the Common Core website and the Smarter parents. Balanced website to examples of your own students’ work. You can compare grade-level models to identify the level of Language Profile understanding that each students has accomplished. Based Another key piece of information for planning annual goals is on the identified level of understanding, find the next logical the student’s language profile. English language learners step on the learning progression. A student’s claim-level need support in the acquisition of competencies in English scores on the summative assessment, along with evidence language arts/literacy (ELA) while still moving forward on the from student assignments, can be used to validate your learning progressions in ELA/literacy and mathematics. A estimate of the student’s progress. student’s language profile describes the student’s prior knowledge in his or her primary language and the types of
Handout for Teachers Annual Goals The setting of annual is a critical first step in embedding the formative assessment process in student learning. Annual goals for each student include identifying the student’s starting place on the content-area learning progression and his or her expected growth in learning by the end of the school year. The authors of the Common Core have described learning progressions to give teachers a clear “road map” of the expected student progress toward college- and career-ready performance. You will find links to these learning progressions in the attached Resources document. Finding each student’s starting place on each learning progression is a process of comparing the examples of student work on the Common Core website and the Smarter Balanced website to examples of your own students’ work. You can compare grade-level models to identify the level of understanding that each students has accomplished. Based on the identified level of understanding, find the next logical step on the learning progression. A student’s claim-level scores on the summative assessment, along with evidence from student assignments, can be used to validate your estimate of the student’s progress. Zone of Proximal Development (ZPD) The concepts and skills that students have mastered are within their Zone of Proximal Development (ZPD). The next step on the learning progression becomes the starting point for developing learning goals. Using the formative assessment process, the student and teacher clarify the intended learning, using success criteria and model products, and build learning events for the student to build on the knowledge that is already mastered. To develop annual goals, the teacher estimates the progress that the student will make on each learning progression by the end of the school year. For each annual goal, the teacher also prepares model products for the ending point in the learning progression to help explain the annual goal to students and parents. Language Profile Another key piece of information for planning annual goals is the student’s language profile. English language learners need support in the acquisition of competencies in English language arts/literacy (ELA) while still moving forward on the learning progressions in ELA/literacy and mathematics. A student’s language profile describes the student’s prior knowledge in his or her primary language and the types of
Annual-Goals-for-Teachers.docx