he thinks he needs to improve in, and why. The student shares that he needs to improve his reading comprehension, and the teacher then helps the student develop strategies that would help him improve this skill. The strategies discussed include reading


books in his appropriate lexile level, taking a Reading Counts test after completing each book, writing a summary of each chapter, completing an individualized web-based program called Compass Learning that fo- cuses on reading comprehension, writing a response to literature, or using a highlighter to mark particular passages and words that he needs help with or that are important to revisit for meaning. Once the student, with the guidance


of his teacher, chooses two to three of the strategies he would like to incorporate into achieving his goals, he lists them on a goal sheet and then sets a goal of using these strat- egies to improve his reading comprehension. The completed goal sheet heads home to be reviewed with his parents. The student then tracks his reading and scores on the two computer-based programs mentioned above and works on choosing “just right” books at his lexile level. The whole process between student and


teacher takes about four or five minutes. The powerful effects of setting these goals, how- ever, will more than make up for the short expenditure of teacher time because the stu- dent has now developed a clear path for suc- cess and is developing a level of ownership over his learning. Just as important, this process helps the


student set priorities and remain motivated and focused on specific skills while provid- ing purpose and direction for both student and teacher. It also helps students recognize specific strengths and target areas to improve and further develop. Setting and achieving goals also gives students and teachers a sense of ownership and pride over their work. It would have been very easy for this


teacher to overlook the process of meeting with students to set goals. After all, her class size has increased by more than 30 percent in just two years. She has learned from ex- perience, however, that taking the time to set student-focused goals provides direction and focus for both student and teacher.


In a video game, successfully passing one


level creates the determination to try the next, more difficult level. When my son is able to finish a level on his video game, he seems to become more optimistic about his success. He is also more likely to set an ambi- tious goal for the next one, and even appears to become more resilient in the face of fail- ure. In part, perhaps, because he knows that with a bit of grit and determination he will eventually succeed. The same can be true of


One of the most important cultural changes the school has seen with increased goal setting is the way students can articulate what they are learning, where they need to improve and why they are focused on a specific skill.


teachers and students if they have ownership of their own goals and a clear roadmap for both the journey and destination.


Self-directed students One kindergarten class at Monterey


Ridge highlights this idea well. As in many kindergarten classes, the teacher’s lesson provides direct instruction on the elements of writing well-crafted sentences. Once stu- dents begin to write, it is obvious that they all have individual needs and strengths. If you look closely at the students’ writing


journals, you will find that each has an indi- vidual writing goal set with guidance from the teacher. As you sit with the children, you find that they are able to articulate what they are working on to improve their writing. The students are self-directed and taking owner- ship over their learning. They know what the end result is and what they need to do to succeed. They are beginning to learn to cel- ebrate their own success rather than simply waiting for the praise of their teacher. One of the most intriguing and impor- tant cultural changes Monterey Ridge has


seen with increased goal setting is the depth of conversation that takes place on all levels of curriculum and the way students are able to articulate what they are learning, what areas they need to improve in and why they are focused on a specific skill or subject. In fact, conversations between student and teacher, principal and teacher or student and principal are now very targeted and specific. Everyone is speaking the same language and discussing specific skills. This same level of depth can also be seen


at grade-level meetings. At these meetings teams discuss the results of their latest MAP testing, which is a formative assessment given each trimester. The results are used to guide instruction. At a fifth-grade meet- ing, for example, each teacher shared his or her analysis of the goals they set and then team members calibrated how their respec- tive classes did compared to one another. Throughout this discussion, they shared ideas and strategies that worked well or proved unsuccessful. The importance of discussions such as


this, and sharing goals both met and missed, is made even more complex and necessary by the fact that students switch between teachers for different subject areas across all grade levels. Goal setting and revisiting cur- rent goals has a strong influence on creating a school culture where teachers, as a whole, share responsibility for all students.


Communicating results Periodically connecting goal-setting re-


sults is a critical element toward driving a connection across campus. Sharing results gives everyone at the school site – principals, teachers, students and parents – a broader framework for understanding difficult problems and complex relationships within the school, thereby creating a culture of in- clusiveness. By deepening everyone’s under- standing of the actual work being under- taken at the school site, including progress to date, the entire school community becomes better equipped to promote a stable and nur- turing learning environment. A mid-year progress report shared with


all staff, for instance, gives insights into how each grade level is progressing, but also al- lows grades to see connections between one


January/February 2012 15


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