SMART GOALS What are they? Why use them? How do you write them? Information from the world wide web found at a discussion site on SMART goals. No source was given at the site. Edited by Chris Day 1/23/08

Why SMART Goals? Goals are something that you want to achieve in the future SMART goals assist in “getting focused” on what to focus efforts toward SMART goals help define exactly what the “future state” looks like and how it will be measured SMART goals show others how their work “aligns” and relates to the focus of the school

What Are SMART GOALS? M easurable A ttainable R esults-oriented S pecific, strategic M easurable A ttainable R esults-oriented T ime-bound Strategic and specific – SPECIFIC is very important Train yourself to be specific in what you talk about. This is one of the biggest reason why that teachers believed that the evaluation process was meaningless. IE “You did a good job.” This can make the difference in being viewed as an instructional leader vs. just another administrator. Results-based – the end result is in mind Why Specific? provides concrete tangible evidence for improvement Targets students and skills, teachers become focused on approaches and students benefit academically Teams have clearer communication on what needs to change to increase results Measurable Measuring the goal is critical as we tend to focus our efforts on what gets measured.

Why Specific? Provides concrete tangible evidence for improvement Targets students and skills, teachers become focused on approaches and students benefit academically Teams have clearer communication on what needs to change to increase results Added slides begin here. Strategic and specific – SPECIFIC is very important Train yourself to be specific in what you talk about. This is one of the biggest reason why that teachers believed that the evaluation process was meaningless. IE “You did a good job.” This can make the difference in being viewed as an instructional leader vs. just another administrator. Results-based – the end result is in mind Why Specific? provides concrete tangible evidence for improvement Targets students and skills, teachers become focused on approaches and students benefit academically Teams have clearer communication on what needs to change to increase results Measurable Measuring the goal is critical as we tend to focus our efforts on what gets measured.

Measurable Being able to measure a goal is critical as we tend to focus our efforts on what gets measured By using multiple measures, a more complete picture of results can be reliably reached.

Attainable Goals that motivate us to strive higher are those that are almost, but not quite, within our reach, that we need to stretch to achieve.

Results-Based Results-based goals are motivating. They key questions remain: “So what?” What improved? Did teacher learning improve, which in turn improved student learning? When we do not get the results we want, we can then go back to the drawing board and ask “why?” (Key Understanding)

Time Bound Goals need to have a specific time frame. This builds internal accountability and commitment. If a goal is not met within the time frame, then an opportunity is created to learn why the goal was not reached and to make adjustments.

“Learning goals give meaning to and act as a healthy check on the traditionally untethered tendency for public institutions to be satisfied with processes, regardless of outcomes.” - Mike Schmoker (1999)

How To Write SMART Goals Identify the “big, hairy audacious, critical-few” goals that need to be worked on (The Most Important Ones!) Consult the data! What are the greatest areas in need of improvement? Dig deep and get specific (disaggregate!) If all you did was spend time on the identified SMART goals, would the time be well-spent?

ITBS Language Total Scores This data shows “the big picture” of language proficiency …

This data “digs deeper” through sub test areas of language skills…

This data “digs deeper through desegregation” of student subgroup population proficiency …

SMART Goal Conclusion… During the 2006-07 school year, SAMPLE school will increase students’ proficiency in vocabulary skills in the non-proficient student subgroups as measured by the ITBS vocabulary sub test assessment (See targets below for each non-proficient sub group) Subgroup 05-06 Actual 06-07 Target African American 52.4% 57.4% American Indian 50% 55% IEP 0% 20% Free & Reduced 58.7% 64%

Practice Writing SMART Goals…

Improve This Goal… Every student will show evidence of one year of growth in mathematics each year in attendance. SPECIFIC - MEASUREABLE - ATTAINABLE - REALISTIC - TIME-BOUND

Original: Every student will show evidence of one year of growth in mathematics each year in attendance. SMART GOAL: During the 2006-07 school year, all students will improve their math problem-solving skills as measured by a 1.0 year gain in national grade equivalent growth from the 2005-06 to the 2006-07 ITBS math problem solving sub test.

Improve This Goal… Students will meet or exceed the district writing expectations as measured by the six-traits writing sample scoring. SPECIFIC - MEASUREABLE - ATTAINABLE - REALISTIC - TIME-BOUND

Rubric Target score at/above 3-4 Original: Students will meet or exceed the district writing expectations as measured by the six-traits writing sample scoring. SMART GOAL: During the 2006-07 school year, the number of first through fifth grade regular education students at Sample School improving their writing skills in targeted traits will increase 5% at each grade level (see chart below) as measured by the Six-Traits scoring rubric monthly grade level assessments. Performance Targets Rubric Target score at/above 3-4 Grade Level Focus Area 2005-06 % at/above 2006-07 % at/above Kindergarten Ideas 56% 61% First grade Organization 65% 70% Second grade 48% 53% Third grade Word choice 74% 79% Fourth grade 84% Fifth grade Conventions 62% 67%

Improve This Goal… Students will show one year’s growth in Language Total as measured by ITBS. SPECIFIC - MEASUREABLE - ATTAINABLE - REALISTIC - TIME-BOUND

Original: Students will show one year’s growth in Language Total as measured by ITBS. SMART GOAL: During the 2006-07 school year, non-proficient students (as indicated by the ITBS vocabulary subtest) at Sample School will improve their vocabulary skills by 5% as measured by an increase in the percentage of students scoring in the “high” and “proficient” levels on the ITBS vocabulary assessment.