'Just Right' Goals

‘JUST RIGHT’ GOALS

What represents a truly “Ambitious” Goal?

© Relay Graduate School of Education. All rights reserved. 3

Ambitious Goal

http://www.taipeitimes.com/images/2006/04/30/20060418165400.jpeg


NOT Ambitious Goal

https://www.rightthisminute.com/sites/default/files/videos/images/brothers-duel-video.jpg


Ambitious Goal

http://resources3.news.com.au/images/2012/05/01/1226343/427099-skiers-rings-of-fire.jpg


NOT Ambitious Goal

http://www.tuxboard.com/photos/2013/05/ski-fail.gif


Ambitious Goal

http://hdlatestwallpapers.com/wp-content/uploads/2015/03/Awesome-Bike-Stunt-Gallery.jpg


NOT Ambitious Goal

http://nc700-forum.com/forum/attachments/ctx700-hornet-rt-reverse-trike-conversion-image-jpg

© 2014 Relay Graduate School of Education. All rights reserved. 9

A Truly Ambitious Goal


• Challenging



• Challenging• At the nexus of ambitious and feasible



• Challenging• At the nexus of ambitious and feasible• Invests teachers, students, and families in

working hard to achieve it




working hard to achieve it• Ensures that most students learned most of the

material at a high level




working hard to achieve it• Ensures that most students learned most of the

material at a high level • Puts students in a strong position to engage

with challenging material in the next grade level


But what if the Ambitious Goal is not ‘just right’ for a

student?


Alternative Ambitious Goal > Class Goal

Sometimes…


Compelling Rationale for INCREASING a Goal

• Historical data proves this is possible• Student is receiving extra instruction or

intervention• Some English Language Learners may increase

reading levels at a more rapid rate


Compelling Rationale for DECREASING a Goal

• Diagnosed learning disability or IEP directly related to the area of instruction

• Class goal is not a the nexus of ambitious and feasible

• Student has other appropriate goals in place• Non-native speaker and native language does

not use the Roman alphabet and/or numerals

Non-Compelling Rationale

• Behavior• Lack of previous performance• “Bad reputation”• Lowest achievers• Undiagnosed or perceived learning disability• Fear of own performance

http://ipledgeafallegiance.wordpress.com/2013/10/05/nuh-uh/


At the start of your Pathway:• Share your rationale and thought process for this

decision (in your module assessment template)• Share the alternative ambitious goal

To Set an Alternative Ambitious Goal…


At the start of your Pathway:• Share your rationale and thought process for this

decision (in your module assessment template)• Share the alternative ambitious goal

At the end of the school year:• Share a short report of how your student performed

relative to his alternative ambitious goal

To Set an Alternative Ambitious Goal…

What about when students leave your class early, join

your class late, or are chronically absent?


Sometimes Students Switch Schools

1) Student was absent for more than 50% of

http://kjcomm.com//02/5-important-technology-items-to-consider-when-moving-offices/the-getaway/


Sometimes Getting Students In School Is Beyond Your Control

1) Student was absent for more than 50% of

http://crooksandliars.com/files/primary_image/14/01/fishy.jpg


As you progress through your yearlong Pathway:• Keep track of students who miss more than 50% of

instructional days• You may request to exclude those students from your

data by making that indication in the tracker file

At the end of the school year:• Analyze how all students performed, even those who

were chronically absent or who joined late or left early

To Exclude A Student Based on Attendance…

In summary, when is it appropriate to remove a

student from the dataset?


• The ambitious goal is not at the nexus of ambitious and feasible for this student, and an alternative ambitious goal is the more appropriate goal- Reference the SGA Handbook for more

information

Appropriate Scenarios For Removing A Student


• The ambitious goal is not at the nexus of ambitious and feasible for this student, and an alternative ambitious goal is the more appropriate goal- Reference the SGA Handbook for more

information• A student was absent more than 50% of

instructional days• Reference the SGA Handbook for more

information

Appropriate Scenarios For Removing A Student


• Students didn’t do well on an assessment- we never go back and remove students from the

roster just because they performed poorly - that is not an accurate and meaningful measure!

Inappropriate Scenarios For Removing A Student


• Students didn’t do well on an assessment- we never go back and remove students from the

roster just because they performed poorly - that is not an accurate and meaningful measure!

• Students ran out of time on an assessment- we never go back and arbitrarily remove students

from the roster just because they didn’t finish the test

Inappropriate Scenarios For Removing A Student

How does the tracker know if you wish to remove a

student?

First things first:

DO NOT DELETE THE STUDENT


Standards Mastery Tracker: “Student Roster” Tab

Indicate here that you wish to

remove a student from the roster

You must produce a compelling rationale for any request to remove a

student from your tracker

See the SGA Handbook for more info


Reading Growth Tracker: “Roster_Changes” Tab

You must produce a compelling rationale for any request to remove a

student from your tracker

See the SGA Handbook for more info

Indicate here that you wish to

remove a student from the roster

For Standards Mastery…

If a student is only expected to master a portion (not all) of the yearlong standards, how can

you let the tracker know that?

So that his blank responses won’t count as zeros?


Simply Enter “NETR” In The Student Response Field

You must enter the letters NETR

with no spaces or other characters!

The tracker will ignore the NETR

fields – it will simply not count

toward the average


The Tracker Will Recognize The “NETR” Code

If you enter NETR for a students’ responses for a

round of data, the tracker will ignore

it entirely

When a new student joins your class, always add them to your roster and promptly administer the

most recent round of assessment, or the next round (as appropriate).

Even if you expect the student will not be present for 50% of the instructional days, include them on your

roster!

We want all students to be this prepared

and this confident

to face the challenges ahead


Prepared AND Confident For The Challenge

http://www.taipeitimes.com/images/2006/04/30/20060418165400.jpeg

Thanks for all that you do

for all of your students!

'Just Right' Goals

Education

Transcript of 'Just Right' Goals