A Smarter Take on Goal Setting?
This post is from PLP Pathways contributor Maura Wieler, Proficiency Based Learning and Technology Integration Coach at Lamoille South Supervisory Union.
A few weeks ago I had the opportunity to attend a conference called Grading Exceptional and Struggling Learners with Lee Ann Jung. If your school is in the process of transitioning to a proficiency-based grading and reporting system, chances are you have read an article or an excerpt from a book authored by Jung or her colleague Thomas Guskey.
During her presentation she discussed a process to support struggling and exceptional learners through the development of a growth plan. The growth plan helps the student set goals and track progress towards meeting those goals using a process called goal-attainment scaling. The focus of the presentation was around teacher created goals. However, my gears started turning when considering how to use this process with students to build their goals for the school year.
How does Goal-Attainment Scaling Work?
Goal attainment scaling is a method of tracking progress that was initially developed in the health field to track medical rehabilitation. It is now being used in special education to develop goals and communicate student progress towards meeting those learning growth goals.
As Jung was talking about the process of special education case managers using this process to develop goals, I started to think about the power of using the structure of goal attainment scaling to empower students in the goal setting process. Goal-attainment scaling relies on the creation of a specific goal using the following format, very similar to a Mad Libs activity:
In [settings], I will [skill and behavior] [preposition], [acquisition criterion] [preposition] [fluency criterion]
Example:
In Language Arts and Social Studies class I will stay organized and write down my assignments every class with a strategy that works for me for a full week.
I would encourage a teacher to use language that students are familiar with to build a classroom specific goal setting sentence that would support the learners in their classroom. Once the student creates the goal, the next step is to make their scale. The goal sits at the top of the scale.
| 4 | In Language Arts, Math, Science and Social Studies class I will stay organized and write down my assignments every class with a strategy that works for me for a full week. |
3.5 | |
3 | In Language Arts, Math, Science and Social Studies class I will stay organized and write down my assignments with a strategy that works for me three nights in a row. |
2.5 | |
2 | In Language Arts, Math, Science and Social Studies class I will stay organized and write down my assignments with a strategy that works for me three nights in a row. |
1.5 | |
1 | In Language Arts, Math, Science and Social Studies I will stay organized and write down my assignments for one night using an organizational strategy. |
.5 | |
Now | Baseline - this is where a student would describe what they can currently do. |
The scale has four descriptive statements, with the ultimate goal at the top and then three statements underneath. The other criteria parts of the scale are left blank, allowing for more growth and reflection.
I could imagine students using emojis, instead of numbers at the “score” or create a 1-8 scale instead of half points. The key is that students would be identifying three steps describing what progress would look like between where they are currently performing and their goal.
I can also imagine a student drawing four images to capture the four performance levels between where they currently are and what it will look like when they achieve their goal.
How will these goals support student reflection?
Writing a student goal using a goal-attainment scale helps a student to visualize what progress would look like at four different steps in their growth. Students would match their reflection with what part of the scale they are currently performing, and then would be able to use a reflective tool to help communicate their next steps and supports that they need. The numerical side of the scale helps the student articulate their current stage and measure their progress.
It is also important in this process to honor that when we are building new skills, we will slide up and down the scale. It is common to make some growth, and then find that our progress may have regressed back down the scale. This is all a part of the process of working towards reaching goals.
My Students Already Set Goals, Are We Too Late?
For me, the process of goal attainment scaling has the potential for students to identify specific benchmarks for themselves as stepping stones to help identify progress and also develop a path towards meeting their goal. The piece around the scale helps a student to quickly identify and reflect on where they are in the process of reaching their goal in a clear and specific way.