Essential Unit of Study Data Analysis and Goal Setting Desired Results Student Outcome: (Learning Behavior Six) ● Students set learning goals and track their progress on an on-going basis.

Understandings:

Essential Questions:

Teachers will understand that… Questions for Teachers Setting goals, gathering and analyzing data, tracking How will the systems and processes I have in place help students set goals, gather and analyze data, progress, and reflecting on learning helps students track their progress, and reflect on their learning? take ownership of their learning and is crucial to their future success. How do students know when they have achieved a goal and what next steps to take? Students need to be taught how to set goals, analyze data, and track progress. How do I provide constructive feedback to students in Students need frequent and timely feedback in order a timely and on-going basis? to analyze progress and adjust goals accordingly. Questions for Students What are your learning goals in this class? Where are you now? Where do you need to be? How will you get there? How do you track your progress in reaching your goals? How do you adjust your learning once you have met your goals or find that your plan is not effective?

Misconceptions: Teachers may think that… ● ● ● ●

Goal-setting looks the same for all students. When students know how to use a tool to track their progress, they automatically have ownership of the process. Feedback is “one-time,” not an on-going process. The product (chart on the wall) is more important than the process.

Teachers will know…

Teachers will be able to…

Opportunities for students to reflect on their learning are an important part of the process.

Analyze class and student data to set goals and change instructions.

Multiple tools are available to gather data and track progress.

Explicitly teach students the process of goal setting, analyzing data, and reflecting on learning.

Possible Continuous Improvement Tools: A capacity matrix is a charting technique used to break down topic areas into steps for achieving a specific result. It is a tool that helps students understand the skills/concepts they are expected to master and then track their progress toward that target.

Work collaboratively with students to set goals, analyze data, and reflect on progress. Establish processes for students to continuously collect, analyze, and use data to track their progress, improve performance, and reach their learning goals.

A rubric is an explicit set of criteria used for assessing a particular type of skill, assessment, work or performance. DIGA is a reflection process used by students to create a deeper understanding of a process or situation. It is an acronym for Describe, Interpret, Generalize, Apply. A Run Chart is a simple plot display of data and trends over a specified period of time. It is used to monitor progress, to check averages for change, and to show variation in the process. A Force Field Analysis is a visual listing of possible forces driving or preventing improvement toward a goal. A radar chart are useful when you want to look at different factors all related to one item. A Data Notebook or I Can notebook is a place (binder, spiral, or virtual) where students keep track of their learning goals and progress achieving those goals. A portfolio is a collection of work that shows a student’s growth and learning over time. Portfolios help students set goals and reflect on their learning.

Evidence ● Students set meaningful learning goals regarding their performance and their learning progress. ● Students track their progress toward their learning goals using data folders/notebooks and/or learning portfolios. ● Students articulate their learning goals and the progress they are making.