Goal Setting for Student Progress Form

Pungoteague Elementary School

School Year: 2014- 2015
Casey Dillard
Teachers Name: __________________________________________
Wandnetta McCray, Principal
Evaluators Name: __________________________________________
Reading/First Grade
Subject/Grade: ____________________________________

2014
School Year:
____2015
-____

Directions: This form is a tool to assist teachers in setting a goal that results in measurable learner
progress. NOTE: When applicable, learner achievement/progress should be the focus of the goal. Enter
information electronically into the cells (the boxes will expand to fit the text)
Initial Goal Submission (due by 9/30 to the evaluator)
I. Setting (Describe the population
and special learning
circumstances)

My first grade class is comprised of 19 students. I

have 10 males and 8 females. 10 African Americans,
5 Caucasians, and 3 Hispanic students. 16% are ELL
students.
Class Demographics 2013-2014
Male
56%
10 students
White
28%
5 students
Special Education
0%
0 students

II. Content/Subject/Field Area (The

area/topic addressed based on
learner achievement, data analysis,
or observational data)

Female
44%
8 students
Black
56%
10 students
LEP
11%
2 students

Reading comprehension, fluency, vocabulary, and

word decoding.

III. Baseline Data (What is shown by

the current data?)

PALs testing was conducted in September, 2014 for

students beginning first grade at Pungoteague
Elementary School. According to this data:
PAL
S
Fall
14

Data attached

PP

42
%

47
%

PP/
P
5%

P
0
%

P/
1
0
%

1
0
%

1/
2
0
%

2
0
%

2/
3
5
%

Star
Early
Literacy

Early
Emerge
nt

Late
Emergen
t

Transition
al

Probabl
e

Not
teste
d

Fall
14

17%

67%

6%

6%

6%

DSA

Early
Emerge
nt
Letter
Name

Letter
Name

Within
Word

Fall
14

6%

94%

0%

Based on the Fall PALS assessment, eighty-eight percent

(16students) were below grade level, and five percent (1 student)
was on grade level and five percent (1 student) was above grade
level. Based on the Early STAR Literacy test, seventeen percent (3
students) are reading at an Early Emergent stage, sixty-seven
percent (12 students) are reading at a Late Emergent stage, six
percent (1 student) is reading at a Transitional stage and six percent
(1 student) is reading at a Probable Reader stage; six percent

IV. Goal Statement (Describe what

you want learners/program to
accomplish)

For the current school year, all students will make at

least one grade levels growth on the PALS assessment
and a stage growth on the Early Star Literacy test in
reading. For students reading at or above grade level
(PP/P-up), they will progress one reading level ahead.
For students reading below grade level (R-PP), they will
progress one and a half reading levels ahead. For the
Early STAR Literacy test, all students will show growth
within their stage or progress to the next stage.

V. Means for Attaining Goal (Strategies used to accomplish the goal)

Strategy (How?/ Action Steps)

Evidence (What?/ Document)

Target Date

Students below level will have daily

practice reading high frequency
words to develop a stronger sightword vocabulary (i.e. Leveled
Readers, Reading Street Series,
poetry, decodable readers, and
Dolche Sight Words.)

Informal DIBELS assessment which are

given monthly. Use the Reading Street
Fresh Reads passages and weekly
Fluency Checks. Students will keep a
binder or folder with practiced poems, ABC
Book, Tap n Says and vocabulary words. In
this binder there is a Fluency Chart that
allows students to track their own progress.

Monthly fluency
assessments will be
given.

Weekly word sorts tests and DSA mid-year

and end of the year assessments;

Every Friday, Mid-year

and end of year

Below-level Intensive and Strategic

Reading Groups will read the Decodable
Reader every day in small group to
practice learned patterns.

Weekly

Students reading at or above grade

level will have practice reading
leveled readers, trade books, Dolche
Sight Words, poetry, and readers
theatre to expand their vocabulary
and further develop their fluency.
In my intensive, strategic and benchmark
groups, use small group word study
instruction to enhance decoding skills and
learn patterns within words.

In my intensive, strategic and

benchmark groups, use specific
phonemic awareness and phonics
instructional activities to enhance
students decoding skills (i.e. picture
sorts, letter/sound recognition, use of
RTI kit for Scott Foresman).
Use small group instruction (guided reading)
to increase comprehension and
understanding of skills and strategies. (all
levels)

Informal assessments in small group

instruction, small group lesson plans,
literacy work stations.

Weekly reading tests, informal observations

and questioning (Blooms H.O.T.)

Daily/Weekly/Monthly

Daily, weekly, on-going

Approval of Goal
To the Evaluator: Use the following rubric to determine whether the goal is a rigorous goal that meets the
SMART criteria. Provide a rating by checking the appropriate box in the rubric below.
Goal Setting Rubric
Level of Performance
Unsatisfactory
Not Applicable

Emerging
Not Applicable

CANNOT MOVE
FORWARD

CANNOT MOVE
FORWARD

Student learning and

academic achievement goals
are unrelated to identified
student needs.

Student learning and

academic achievement goals
are related to identified
student needs, but
S.M.A.R.T. process needs
refining.

Proficient
Student learning and
academic achievement goals
are rigorous, attainable and
reflect acceptable growth
during the course or school
year

Exemplary
Student learning and
academic achievement goals
are rigorous, attainable and
reflect extraordinary growth
beyond expectations during
the course or school year

Feedback from Administration on Goal

Strengths:

Areas for Improvement:

Next Steps:
Revisions Needed: Revise Goal Using Suggestions Provided Above and Resubmit by _________
Revisions Not Needed at this Time: Continue with Goal Setting Process
Signatures
Sign form after formative feedback has been provided from administration and goal has been revised, if
necessary.
Teachers Signature _____________________________________________

Date

Evaluators Signature ____________________________________________

Date

VI. Mid-Year Review (Describe goal progress

and other relevant data)

Mid-year review conducted on____________

Initials:

_____(teacher)

_____(evaluator)

Data attached

Teachers Signature _________________________________________ Date _____________________

Evaluators Signature ________________________________________ Date _____________________

End-of-Year Review
Appropriate Data Received
Strategies used and data provided demonstrate appropriate Student Growth

Yes

No

Evaluators Signature ________________________________________ Date _____________________