Sean P.

Galipeau-Eldridge

RSU 16 Student Learning Goal Form

Purpose:
The Student Learning Goal setting process has several purposes. First, it encourages teachers to
develop strong assessment skills. By creating assessments that align with standards and appropriately
measure student achievement, teachers build their knowledge of assessment literacy and standardsbased education. Second, it encourages professional collaboration for the benefit of students. The
collaborative process of creating and scoring assessments ensure that students benefit from the
professional conversations that evolve from the process. Finally, it allows teachers to share their
achievement of a variety of professional practice standards in a concrete way.

Part I: Pre-Assessment
How many students are in this goal?
There are nineteen fourth grade students in this goal.
When does this goal begin and end (beginning of instructional time and approximate end)?
The pre-assessment will be given between September 28, 2015 and October 2, 2015. The
pre-assessment will be scored on October 14, 2016. Instruction will occur after the preassessment is scored and our post-assessment will be administered for analysis on January
20, 2016.

What is the current level of student performance on the pre-assessment?

14 of 19 (74%) students do not meet the standard.
1 of 19 (5%) students partially meet the standard.
3 of 19 (16%) students meet the standard.
1 of 19 (5%) students exceed the standard.
See table.

My student learning goal is (put goal achievement for each students on the attached list and
explain here your choices for goal setting).

80% of my students will improve their ability to correctly match text feature names
and definitions to pictures of specific text features.
What course/grade level standard(s) does this learning goal focus on?

Reading Standard 4.RI.7

I can use the visuals in a text to better understand the subject.
I can explain how the visuals support the text.
How will I measure student learning (name of assessment, attached copy of assessment and
rubric)?

I will compare the pre- and post-assessment to determine student growth.

Describe the methods / strategies / activities that will be used to accomplish my goal? Consider
interventions for students who did not meet the standard and interventions for those who
exceeded the standard.
What resources or support will be needed to reach my goal?

Use CAFE strategies to introduce

Small group exploration of non-fiction textbooks to gather examples
Create text features flip book
To enrich student learning, teach text features not on the assessment
Cut and paste scavenger hunt with Scholastic News

Teacher _____________________________________ Date _________________

Signature of colleague who normed/scored pre-assessment with you:
____________________________________________ Date _________________

Part II: Post-assessment

Did your students meet the target (attached list of students with pre- and post-assessment
scores)?
Yes, my students met the goal I established after scoring the pre-assessment.
As it is, 16 of 19 (84%) of students improved their actual score; 18 of 19 students showed
greater understanding of text features by answering a larger percentage of the postassessment correctly (95%). This result is even more pronounced if you notice that I had a
student receive a 4 on the pre-assessment. He received a 4 on the post-test, but also
showed me in an individual conference several more text features from the SRB and
explained their use and function.
Of the 1's on the pretest: 13 of 14 (93%) students improved their rubric score.
The one student who scored a 1 on both assessments went from identifying zero correctly on the pretest, to identifying,
heading, glossary, and diagram correctly . . . for positive growth despite not meeting the standard.

Of the 2's on the pretest: 0 of 1 (0%) students improved her score. Her 2 remained a 2.
She mixed up two different text features on both assessments.

Of the 3's on the pretest: 3 of 3 (100%) students improved from a 3 to a 4.

The student who received a 4, remained a 4.

If yes, what materials/strategies were used that were successful?

Most students proved successful as they utilized different modes of learning to become
accustomed with and master the key text features required by our grade level. I found that
having students search through text and physically find and use cut and paste practice as a
strategy that made the most connections with my students.
Students took the pre-assessment without any prior fourth grade teaching. Although the
assessment itself does use a text that fourth graders in our RSU are familiar with, I do find it
to be a challenging test. The grayscale of the print and images make discerning differences
more of a challenge. If it was a color assessment, like the Everyday Mathematics Student
Reference Book it originates from, it is my belief that students would have less uncertainty.

Teacher _____________________________________ Date _________________

Signature of colleague who normed/scored post-assessment with you:
____________________________________________ Date _________________

Administrator _________________________________ Date _________________