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Hopewell Public Schools

Goal Setting for Student Academic Progress Form


Teacher Name: Shanique Goshay School Year: 2015-2016
Evaluators Name: _______________
Date: 10/25/15
I. Setting:
( Describe the population
and special learning
circumstances)

II. Content/Subject /Field


Area
(The area/topic addressed based

I teach 18 First Grade students in all subject areas. All students receive
free lunch.
2 of my students will receive speech services in school. Three students
will receive Reading Recovery this semester.
English/Reading/Text Level

on learner achievement, data


analysis, or observational data)

III. Baseline Data


(What does the current data
show?)
Is data attached? Y ___ N ___

IV. Goal Statement


(Describe what you want the
learners to accomplish )

In my classroom, upon giving the Fall PALS test;

1 read Readiness (DRA Level 1)


(RR 0)
5 read Preprimer A (DRA Level 3)
(RR 3-4)
2 read Preprimer B ( DRA Level 4)
(RR 5-6)
6 read Preprimer C ( DRA Levels 6-8) (RR 7-8)
3 Primer (DRA Levels 10-12) (RR9-12)
1 read First Grade or above (DRA Levels 14-16 or higher) (RR 17
or higher)

My goal is to increase student reading levels by one year as measured by a


leveled text. (PALS, DRA, or Reading Recovery)
For the current 2015-2016 school year, all of my students will make
measurable progress on their reading and fluency.
By the end of the school year, the students who were reading PrePrimer A,
Readiness, or below Readiness for Fall PALS will be reading at least on
Primer level or higher with a fluency rating of 2 or 3 for rate and
expression. This corresponds to a DRA level of 14 or higher.
Similarly, the students who have read PrePrimer B or Preprimer C during
Fall PALS will be reading on a first-grade PALS level with a fluency
rating of 2 or 3 for rate and expression. This corresponds to a DRA level
of 18 or higher.
Those already reading at a Primer or above Fall PALS level will make one
grade levels worth of progress by the time Spring PALS is given. These
students will also have a fluency rating of 2 or 3.
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V.

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


Strategy
Evidence
Target Date
Daily Five literacy centers to
Mid-Year and Spring PALS results
Weekly lesson plans
promote reading, writing, and
augmented with DRAs and Reading
PALS Quick Checks
listening skills. (Read to Self,
Recovery testing,
for progress
Read to Someone, Writing,
monitoring
Word Work and Listen to
Data Collection
Reading)
Reports
STAR Reading
DRAs
Running Records
Daily Caf
Journey's small group plans will match
Mini-Lesson topics
-Use of daily observational
student's documented needs.
Small-group book
data collected during small
selections
group or individual reading
On-going
instruction to guide future
instruction.
-Individualized one-on-one
instruction for struggling
readers through conferring
with Daily Caf.
-Explicit teaching of specific
skills in the areas of
Comprehension, Accuracy,
Fluency and Expanding
Vocabulary through the Daily
Caf.
Word Study/Journeys
Differentiated spelling groups
Focus on word study and highfrequency word recognition.

Weekly lesson plans


PALS Quick Checks
Weekly spelling and
High Frequency word
and vocabulary tests
High frequency words,
word lists, homework
Growing and changing
word walls and
vocabulary concept
charts for social studies
and science units.

Grades for spelling and word wall


assessments (PALS spelling and WRI.)

Comments:
Educators Signature_____________________________________ Date_________________
Administrators Signature_________________________________ Date_________________
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