Goal Setting for Student Progress Form

Teachers Name: Alison Lotterhos

Subject/Grade: Self-Contained Language Arts, 6th Grade School Year: 2016-2017
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 October 13th, 2016 to the evaluator)

I. Setting (Describe the population and William Monroe Middle School is in a rural area located in
special learning circumstances) Stanardsville, Virginia. There are about 250 6th graders that come
from either Nathanial Greene Elementary School or Ruckersville
Elementary School. Each student was taught a 5th grade curriculum
and there are 11 students in the 6th grade self-contained Language
Arts class at William Monroe Middle School. A Self-Contained
classroom for Language Arts provides an opportunity for
differentiation, slower pace, and for student learning needs to be
met through intervention.
II. Content/Subject/Field Area (The Language Arts 6th grade, teacher will administer the Language Arts
area/topic addressed based on pre and post-test to all students to measure student understanding of
learner achievement, data analysis, the 6th grade Language Arts curriculum. Students will master
or observational data) writing skills such as, writing narration, description, exposition,
and persuasion, editing and revising, and how to organize text.
Students will master the skills necessary to respond to a writing
prompt, answering the question(s) appropriately, effectively, and
efficiently.

III. Baseline Data (What is shown by
the current data?)
IV. Goal Statement (Describe what
you want learners/program to
accomplish)
The baseline data will show the starting score for the students. The
data will allow for students to be grouped into different score
ranges.
Data attached
For the 2016-2017 school year, 100% of students will increase their
writing score by at least 3 points overall. Students will also grasp
the main concepts of the Language Arts 6th grade curriculum.

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

Strategy Evidence Target Date

Pre-test given as the school-wide The writing prompt is based on the skills and March 2017
Language Arts writing prompt topics that fall within the 6th grade Virginia
Curriculum for Language Arts.
Pre-test accuracy Post-test
accuracy
2-4.5 points Increase by at least
3
points total
Instruction Common Assessments, group rotation work, August 2016-
weekly writing prompts (based on 8th grade May 2017, all
(~6 months*)
*Mid-year benchmark given ~January
2016.
Post-test given after instruction
Remediation for students who did not
achieve this goal
Warm ups before Benchmark
Teachers Signature ______________________________________
Evaluators Signature _____________________________________
VI. Mid-Year Review (Describe goal progress and other
relevant data)
writing prompts given) Notes and practice four quarters
worksheets, and IXL.
Flash card study game
Trashketball game
Chromebook Writing
Real life experiences: using prior knowledge of
reading and writing
Multiple Writing assignments (different genres)
Writing book reports
Poster projects
Score at least 3 more points on overall score March 2017, mid
than on the first writing prompt, using the same fourth quarter
style of writing prompt and rubric.
Progress will be checked throughout school January 2017-
year, especially at the midway point. March 2017
Remediation from then would include:
Small group instruction
Dragon time instruction
Group rotations
After school tutoring
Home practice
Review of items missed on assessment
Word study assessments First quarter
Exit tickets with assessment questions
Morning journal entries/quick writes with
questions from the assessment
Group rotations, focusing on specific topic and
examples from benchmark
Writing assignments, different genres
Quick writes, using questions similar to one
found on past writing prompts
Date _________
Date _________
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 Student Growth as defined by SMART goals:
Yes No

Evaluators Signature _____________________________________ Date _________