Literature 12/13 Course I S01 FINAL

WRITING-12/13 COURSE II

SELECTIVE UNIT 1 (S01)

(Goal Setting Using MAP Data- Language Usage)

(July 2014)

Unit Statement: Setting goals can be a powerful tool in motivating the student to learn. Realistic and achievable goals allow a student to be in control of his/her own learning, which can lead to feelings of competence and higher interest in school. In this unit, the teacher will use MAP data to find the strengths and weaknesses of students in specific areas of language usage. With teacher guidance, the student will set attainable goals to improve specific language usage skills and strategies.

This unit is designed to be open all year. It is primarily intended to be used by select students identified by the teacher; however, it can be used by the whole class at teacher discretion. Please keep in mind that student data is very private and not to be exposed to other students in the classroom.

Essential Outcomes: (must be assessed for mastery)

This is a step-by-step process that should be followed to achieve success (see appendix):

1.The Student Will analyze and discuss, after the fall MAP test, the fall Student Goal Setting Worksheet with the teacher to identify strengths and areas of concern in language usage.

2.TSW identify one language usage goal strand with an area of concern.

3.TSW choose 3 or 4 learning statements on the Descartes Continuum within that language usage goal strand to focus on for improvement.

4.TSW write goal(s) on the Student Goal Setting Worksheet.

5.TSW engage in teacher-provided activities related to the goal and learning statements.

6.TSW monitor goals throughout the year to check progress (with teacher support).

7.TSW analyze the spring Student Goal Setting Worksheet with the teacher and reflect on progress made on the Reflection Sheet.

Key-Terms: (*taken directly from NWEA training resources)

Descartes Continuum*

●Indicates skills and concepts that parallel the RIT scale

●Identifies content at students’ instructional levels

●Aligned with your state standards’ goal structure and content

Goal Strands

●List of language usage concepts assessed by MAP

●Some goal strands include: foundation skills, literature, informational text, etc.

Learning Statements

●Skills found in the Descartes Continuum.

“Concern in Language Usage”

●Areas of weakness in language usage

RIT*

●An equal-interval scale, with scores commonly ranging between 100-300

●Measures academic growth like a yardstick measures physical growth

●Not grade-level dependent

●Aligns with both normative data and instructional content and skills

Essential Resources:

●Student Goal Setting Worksheet

●Directions for Finding Student Goal Setting Worksheet

●Descartes Continuum printed from Class by RIT Report for each student

●Highlighters to highlight learning statements on Descartes Continuum

●Reflection Sheet

●Goal Setting Participation Rubric

Technology Links:

This is the original NWEA site. It is filled with many resources.

This is where teachers log in to access teacher reports for MAP testing.

This is the link to Partner Support. At this link, you will see a bar of gray with white titles. The titles are: All Resources, Professional Development, Test Administration, Reports, and Troubleshooting. If you click on each tab, you will see a new set of tabs below that can help you with a huge variety of questions.

At this link, you will find the professional development section of the NWEA support materials. Under the professional development tab, you will see several tabs appear below.

These titles are: MAP Foundation Series, Knowledge Academy, Online Training, Modules.

●The MAP Foundation Series are the four workshops that QSI schools will be trained in over the next few years. There are four workshops. The three core workshops aimed at helping teachers and schools with understanding data are: Stepping Stones to Using Data, Climbing the Data Ladder, and Growth and Goals. These three workshops are broken into “modules” found in the other tab. All the MAP Foundation workshop content must be delivered by a trained NWEA Facilitator.

●Knowledge Academy is free to each school but your MAP Coordinator must give you an additional (different than reports login) username and password. Knowledge Academy is a series of online workshops that allow teachers to understand more about how to use MAP results in the classroom.

●“Online Training” offers online workshops for teachers. They are free and easy to take. MAP Basics is essential for any teacher who has never given MAP before.

●Modules tab is the MAP Foundation Series broken into parts.

EVALUATION RUBRICS FOUND ON FOLLOWING PAGES…………………….

SUGGESTED RUBRIC WRITING-12/13 Course II S01

Name: ______Date: ______

●To receive a ‘B’, the student must show ‘B’ level mastery on all essential outcomes (TSW’s).

●To receive an ‘A’, the student must show ‘A’ level mastery in all available ‘A’ level TSW’s and ‘B’ level mastery on all of the remaining TSW’s.

TSW / ‘A’ LEVEL / ‘B’ LEVEL / Comments
1.analyze and discuss, after the Fall MAP test, the Student Goal Setting Worksheet with the teacher to identify strengths and areas of concern in language usage. / The student uses the Student Goal Setting Worksheet to explain to the teacher the strengths and areas of concern in language usage.
2.identify one language usage goal strand with an area of concern. / The student identifies, with teacher guidance, one language usage goal strand with an area of concern.
3.choose 3 or 4 learning statements on the Descartes Continuum within that language usage goal strand to focus on for improvement. / The student chooses, with teacher guidance, 3 or 4 learning statements to focus on.
write goal(s) on the Student Goal Setting Worksheet. / The student neatly, clearly, and accurately writes his/her goals on the Student Goal Setting Worksheet.
engage in teacher-provided activities related to the goal and learning statements. / The student engages in activities provided by the teacher and is evaluated using the attached Goal Setting Participation Rubric. / The student engages in activities provided by the teacher and is evaluated using the attached Goal Setting Participation Rubric.
monitor goals through the year to check progress (with teacher support). / The student is evaluated on the Goal Setting Participation Rubric. / The student is evaluated on the Goal Setting Participation Rubric.
analyze the spring Student Goal Setting Worksheet with the teacher and reflect on progress made. / The student clearly, neatly, and accurately completes the Reflection Sheet. The answers reflect a deep level of thought and understanding of the complete process from beginning to end. / The student clearly and accurately completes the Reflection Sheet.
The answers are written with correct information but do not reflect a deep understanding and are not reflective of the whole process from beginning to end.

QSI WRITING-12/13 COURSE II S01

GOAL SETTING PARTICIPATION RUBRIC

WRITING 12/13 Course II S01 TSW 5

Name: ______Date: ______

It is suggested that this rubric be used three times during the school year. To complete the rubric, identify the appropriate value for each student learning behavior. When completing the rubric for the entire unit, average the scores of the three evaluation dates to obtain a score for the unit rubric.

Points for TSW 5
Evaluation #1 Date: ______
Evaluation #2 Date: ______
Evaluation #3 Date: ______
Average

●To receive an ‘A’, the student scores 12-14 points,

●To receive a ‘B’, the student scores 10-13 points.

●To receive a ‘P’, the student scores between 1 – 9 points.

TSW 5: The student will engage in teacher-provided activities related to the goal and learning statements.
Student Learning Behavior / 1 / 2 / 3 / 4
Motivation / Student shows a complete lack of motivation. / Student is motivated to complete the task only with continuous teacher intervention. / Student motivated to complete the task with minimal teacher intervention. / Student is motivated to complete the tasks without teacher intervention.
Engagement / Student expresses no interest in the task and requires constant teacher monitoring. / Student expresses limited interest in the task which requires frequent teacher monitoring. / Student develops increased interest in the task and seeks minimal teacher monitoring. / Student is highly interested and engaged in the task and does not seek teacher monitoring.
Focus / Student is off task and not focused even with consistent teacher redirection. / Student requires frequent redirection from the teacher to focus and stay on task. / Student needs minimal redirection from the teacher to focus and stay on task. / Student remains independently focused and on task.
Problem Solving / Student lacks problem-solving strategies and relies totally on teacher intervention. / Student relies heavily on teacher intervention for problem-solving strategies. / Student and teacher choose appropriate problem-solving strategies together. / Student independently chooses problem-solving strategies.

Information for rubrics compiled from:

GOAL SETTING PARTICIPATION RUBRIC WRITING-12/13 Course II S01 TSW 6

Name: ______Date: ______

Points for TSW 6
Evaluation #1 Date: ______
Evaluation #2 Date: ______
Evaluation #3 Date: ______
Average

●To receive an ‘A’, the student scores 12-14 points,

●To receive a ‘B’, the student scores 10-13 points.

●To receive a ‘P’, the student scores between 1 – 9 points.

The student will monitor goals throughout the year to check progress (with teacher support).
Student Learning Behavior / 1 / 2 / 3 / 4
Self-Monitoring / Student is not able to monitor efforts during learning and requires teacher intervention. / Student demonstrates limited self-monitoring strategies and requires consistent teacher guidance. / Student is able to monitor effort with occasional teacher guidance. / Student automatically and independently monitors performance during the activities and self-corrects as needed.

Information for rubrics compiled from:

WRITING-12/13 Course I - S01: Goal Setting Using MAP Data

Reflection Sheet

Name: ______Date: ______

What did you do to try to reach your goal? Be specific.

______

Did you have any problems along the way? If yes, what were the problems?

______

If you met your goal, what was the most helpful thing you did to help you improve? Explain.

______

If you did not meet your goal, what could have been done differently to help you reach your goal in future?

______

What do you think your next step should be and why?

______

Is there a new goal you would like to work on in the future? Explain why.

______

In this process of selecting a goal and trying to improve an aspect of your reading or writing learning, what did you find was the most helpful? Why?

______

What did you find the least helpful? Why?

______

QSI WRITING-12/13 COURSE II S01