Standard 7: Goal Setting Form Teacher’s Name: Pre-K Teacher School: Subject/Grade or Position: Pre-K School Year: 2013-2014 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). Specific, Measurable, Attainable, Realistic but Rigorous, Time Limited Initial Goal Submission (due by _____________ to the evaluator) I. Setting (Describe the population and special learning circumstances.) APS Elementary School houses over 500 children. The VPI classroom represents students from families are of low socio-economic backgrounds. The sixteen students in this VPI classroom speak over 5 different languages. II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational data.) Pre-K Virginia Preschool initiative Four-Year-Old Program III. Baseline Data (What is shown by the current data?) A current fall Pre-K Phonological Awareness Literacy Quick check indicates that 90% of my Pre-K class did not meet the Spring Pre-k PALS developmental range in the areas of letter recognition and letter sounds. The Spring Developmental range for Pre-K is between 12-21 for upper-case alphabet recognition, 9-17 for lower-case alphabet recognition, and 4-8 for letter sounds. Data attached IV. SMART Goal (Describe what you want learners/program to accomplish.) For the 2013-2014 school year, all of my Pre-K students will make measurable growth on the Pre-K PALS assessment by increasing scores on on the Pre-K PALS by 5* points each. *This should be based on your student data. V. Means for Attaining Goal (Strategies used to accomplish the goal) Instructional Strategy Evidence Target Date In-class small group differentiated instruction (target specific skill area in need i.e. letter sounds, concept of print, name writing, etc.); groups are formed based on instructional needs as indicated on the Pre-K Pre-K PALS (Fall, Spring) Informal quick checks assessed by-weekly to check progress. November, February, June Data meetings will held with the Early Childhood Office
PALS and other Quick checks in the classroom. Share targeted phonemic awareness games/activities/books with parents on a monthly basis via the VPI Home/School Connection program. Specific Parent education evenings held for VPI families focused on specific areas of improvement in literacy. Parent communication logs and tracking of each home-school connection unit sent home monthly. Evidence on the validity of this intervention will be assessed via the pre-K PALS screening and informal observations. Parent participation and involved in parent education evenings can be evidenced by sign-in sheets. November, February, June Data meetings will held with the Early Childhood Office Additional small-group instruction/support with targeted early literacy concepts with instructional assistant, tutor, etc. before-school, during etc. Informal checks assessed by-weekly to check progress. November, February, June Data meetings will held with the Early Childhood Office