- Your target is to select a Performance Expectation (or part of a PE) as a Unit Learning Target; and
- Build language that makes a SMART goal for students’ academic performances.
- Use the lenses that follow to influence decisions.
- Look at driving data for your school (MSP or any other standardized tool) and interpret your grade level.
- Local data can bring another look at strengths and weakness. If you happen to use MAP regularly, a placement test from a publisher, or any other mechanism, you certainly should use this as a tool for analysis of your population’s academic identity.
- Anecdotal observations (which may be introspective about your personal needs or the systemic work environment in which you work) need to be recorded. That can include perceived voids from a given text series, your personal educational background, strands that time never allows for adequate coverage, required lesson adherence, etc. Also,
- Describe where you may need support in background knowledge to feel more confident in presenting learning opportunities for students.
- Characterize your community’s makeup:
- Free-and-reduced percent;
- Ethnic minorities;
- ELL; and any other important considerations.
- Last, frame students with their environment for opportunities for learning.
- Is there a district or school goal that needs to be incorporated?
- BUILD A CONSENSUS OF YOUR SELECTED UNIT LEARNING TARGET.
MATERIALS USED (SUGGESTED):
- Washington State Mathematics Standards
- Washington State Science Standards
- MAP scores
- Any local data
- Demographic profile through the OSPI website or your own district site.
- District or text scope and sequencing guide