Using Growth Norms to Set Instructional Goals for Struggling Students

Lindsay B. Haas, Eric M. Stickney, James E. Ysseldyke

Research output: Contribution to journalArticlepeer-review

3 Scopus citations


The authors examined the extent to which classroom teachers in naturalistic settings used a Goal-Setting Tool to set instructional goals for struggling students, the kinds of goals they set, their progress monitoring practices with and without goals, and the extent to which students gain more when a goal-setting tool is used. The goal-setting tool was used for 364,750 students and their growth in math, reading, and early literacy was contrasted with growth for 364,750 students whose teachers did not use a goal-setting tool. Use of the goal-setting tool led to improved outcomes for students, especially students in early grades.

Original languageEnglish (US)
Pages (from-to)82-99
Number of pages18
JournalJournal of Applied School Psychology
Issue number1
StatePublished - Jan 2 2016


  • interventions
  • progress monitoring
  • response to intervention


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