1. Remember to Work S.M.A.R.T. Reach for your goals
9:00-10:30 session 1
10:45-12:15 session 2
Handouts: In folder (Sue)
Tools for Schools- Work SMARTER, not harder (sue)
SMART goals practice (Sue)
Tree examples (Sue)
Management plan template (Suzanne)
Department/Office Plan template (Suzanne)
SMART Goals Self reflection/Feedback (Sue)
Blanks of tree diagram (Sue)
Administrative Conference August 2011 1

2. Outcomes
School-based and central office administrators leave the session with:
1) Appreciation for how different topics covered during the conference are linked
New strategic plan goal areas
Using the SMART goals framework to write more focused and measurable goals
Developing school and department management plans
2) Awareness of the expectations for planning documents for the coming year:
School management plans
Department plans
3) Understanding of how to use the SMART Goals framework to write focused and measurable goals in management plans.
4) Knowledge and experience assessing the “SMARTness” of last year’s goals and school’s/department’s performance on these goals
5) A start on developing school’s/department’s plan by writing at least one SMART Goal
9:00-9:05
10:45-10:50
Suzanne will further clarify establish expectations for our plans and how this links to SMART Goals (5 minutes)
Frame the session.
Remind participants of planning history in APS (everything under the kitchen sink) and how last year we moved to SMART goals to improve focus and this year we are aligning with new strategic plan goals.
Emphasize that this is not following a recipe on how to write a school or dept. management plan but rather standing back from your school or dept. and identifying 2 or 3 critical areas to work on

3. Agenda Introduction Overview of SMART Goals Framework
Overview of planning documents for
Guided practice assessing “SMARTness”
Guided practice writing a SMART Goal
1. Overview of SMART Goals Framework (20 minutes) (Sue)
Streamline PowerPoint from last year – SR will update last year’s math data example
Provide reference handout
2. Overview of planning documents for (5 minutes) (Suzanne)
Changes from last year
5 new goal areas
2 SMART Goals
Connect to at least 1 SP goal
Need to revise templates used last year
What are the expectations for dept. plans?
What should we use for Dept. Plan template?
When are plans due?
Must one or both goals align with strategic plan?
Should we reflect this alignment in template?
3. Guided practice assessing “SMARTness” and progress on one of last year’s goals (30 minutes) (Suzanne)
Model activity using SMART goal from one of last year’s plans
Participants were directed to bring last year’s management plan
Participants select one goal
Assess smartness using reflection feedback form and sample from Hanover
Assess progress comparing this year’s data to last year’s target
Verify last year’s data (what you entered for ) from tables provided
Fill in this year’s data (from reports provided for )
Did you meet your goal?
If yes, why to what do you attribute your success?
If no, why not what barriers need to be overcome to be successful this year?
Process should involve individuals working on own goal from last year, sharing with a partner and reporting out
4. Guided practice writing a SMART Goal (30 minutes) (Sue)
Stand back from your school/dept.
What are 2 or 3 areas in greatest need of improvement?
. . . these should be big ideas pick one
. . . think about work you and your staff have already done
Start with tree diagram to move from desired outcomes/results to SMART Goal
Provide option of working on generic SMART goal in case school/dept. team is not there or not read

4. 1. Introduction

5. School Management & Department Plans
Connecting the Dots
School Management & Department Plans
SMART Goals Framework
APS Strategic Plan 5

6. Making Planning More Focused
Year
Strategic Plan
Process
Prior to
(4 goal areas)
“ All things to all people” or “everything under the kitchen sink”
SMART Goals
(5 goal areas)
Suzanne 6

7. Guiding Questions
What are the 2-3 most critical challenges that my school or office must tackle?
How do these critical challenges align with the new strategic plan?
How can we write a SMART Goal to help us arrive at the desired outcome?
What action plan of 2-3 strategies will support each SMART Goal and lead us to success?
Suzanne 7

8. 2. Overview of SMART Goals
What are they?
Why use them?
How do you write them?
9:05-9:25
10:50-11:10
Overview – Sue explains SMART Goals framework with a school-based and central office example (20 minutes)
Provide an overview of the SMART Goal framework, including an APS data example of how to drill down to better understand a particular instructional area weakness in order to write a SMART goal. Include examples of how to use tree diagram to move from desired outcome to a SMART goal

9. Why SMART Goals? Provide a focus for your work
Define the target and how success will be measured
9:05-9:25
10:50-11:10
Any goal is …Goals are something that you want to achieve in the future
(Datawise)
When a team sets progress goals, two types should be created:  improvement and proficiency.  (focuses us on growth and competence)
Improvement goals are goals for students’ growth on a given assessment. (one grade level rise in the school’s average tenth grade score on the district math assessment between September and May)
Proficiency goals are targets for how many students will achieve a certain level of performance (don’t measure growth, but measures the number of students who have met the performance benchmark--AYP)
_____
Process goals?

10. What are SMART goals? Results-based S pecific, strategic M easurable
A ttainable
R esults-oriented
T ime-bound
9:05-9:25
10:50-11:10
(10 minutes)
Handout
Can measure ….
Behavior: observable actions
Quantity: number or amount
Quality: how well the result meets the criteria; what it’s like when it’s right
Cycle time: time from request to completion
Efficiency: resources used to get the result
Flexibility: will accommodate special needs
Results-based

11. How to write SMART goals
Identify the “big, hairy audacious, critical- few” goals that need to be worked on
Consult the data
What are the greatest areas in need of improvement?
Dig deep (disaggregate)
9:05-9:25
10:50-11:10
If all you did was spend time on the identified SMART goals, would the time be well-spent?
You may set routine, problem-solving, or innovative goals, or very likely a combination. These are described below:
Routine (Normal Work Output; Duty)
While all duties on a job description are not likely to be listed under Goals/Duties, there may be a duty or responsibility that is so pertinent to the employee’s job that the you decide to include it as a major focus area in “Goals-Section V” An example of a routine goal: To prepare the monthly production statistics report.
Problem-Solving (Quality Improvement)
You might have set a goal to improve a work process, behavior or function. An example of a problem-solving goal: To improve the readability and format of the production statistics report.
Innovative (Something New)
Perhaps you have ideas for new ways for the employee to perform work or carry out his/her areas of responsibility. An example of an Innovative goal: To create a new electronic Template for preparing the monthly production statistical report.

12. 2011 APS Math Data Example
9:05-9:25
10:50-11:10 12

13. Grade 3-5 Math SOL Proficiency Levels
These data show “the big picture” of Math proficiency …
Grade 3-5 Math SOL Proficiency Levels
90.7 92
86.4
87.3
9:05-9:25
10:50-11:10
First let’s look at our elementary math SOL results over the last 4 years.
We see a marked increase in the percentage of students scoring pass advanced (from 53.6 to 68.9) and in the overall rate of students passing the SOLs (from 86.4 to 92.0)
Does this reflect the performance of all our grade students in math?
Source: SOL Extract files as of 8/3/11 (unadjusted) 13

14. Math SOL Pass Rates by Grade Level
These data “dig deeper” to look at math performance by grade…
Math SOL Pass Rates by Grade Level
9:05-9:25
10:50-11:10
Let’s look at the results by grade level.
While the passing rates at all grade levels are above 80%, the passing rates in grade 4 have been consistently lower across all 4 years.
Source: SOL Extract files as of 8/3/11 (unadjusted) 14

15. 2011 Math SOL Results by Reporting Category
These data “dig deeper” by looking at strands in mathematics by grade…
2011 Math SOL Results by Reporting Category
9:05-9:25
10:50-11:10
So let’s take a closer look at our 2011 SOL math results by grade level and reporting category or strand.
Here again, the percentage of students scoring relatively strong in each of these categories is high but consistently lower in grade 4.
Number & Number Sense
Computation & Estimation
Measurement & Geometry
Probability & Statistics
Patterns, Functions & Algebra
Source: SOL Extract files as of 8/3/11(unadjusted)

16. 2011 Grade 4 Math SOL Proficiency Levels by Group
These data “dig deeper” through disaggregation by student subgroup population proficiency …
2011 Grade 4 Math SOL Proficiency Levels by Group
9:05-9:25
10:50-11:10
So now let’s take a closer look at the 2011 proficiently levels of grade 4 students in different groups.
Here we see the all too familiar gap between our Asian and White students on one hand and their Hispanic and Black peers. We see similar challenges with our economically disadvantaged students as well as our English language learners and students with disabilities we are especially concerned about the performance levels of this latter group, at 61% passing.
Source: SOL Extract files as of 8/3/11 (unadjusted) 16

17. Economic Disadvantage
These data “dig deeper” through disaggregation of strand results for selected subgroups…
2011 Grade 4 SOL Performance for Selected Groups: Percent Students Scoring Relatively Strong
Reporting Category
Black
Hispanic
Economic Disadvantage
LEP
SWD
Number & Number Sense
74.1
75.4
73.8
75.7
63.5
Computation & Estimation
79.1
83.0
80.6
84.0
65.1
Measurement & Geometry
77.9
78.8
74.8
78.5
66.0
Probability & Statistics
69.6
66.2
65.8
57.1
Patterns, Functions & Algebra
74.7
74.0
71.4
75.9
58.0
9:05-9:25
10:50-11:10
And now if we look at the relative strengths (shaded in blue) and weaknesses (shaded in yellow) among these selected groups, we see that computation & estimation is generally a strong area for these grade 4 students, that probability and statistics is a weaker area, and that grade 4 students with disabilities are struggling in all areas of math.
And now if we look at the relative strengths (shaded in green) and weaknesses (shaded in yellow) among these selected groups, we see the measurement and geometry is generally a strong area for our students, but that students with disabilities are struggling in all areas of math.
Source: SOL Extract files as of 8/3/11(unadjusted) 17

18. SMART Goal Conclusion…
During the school year, APS will increase the percent of students with disabilities scoring proficient on the grade 4 math SOLs with corresponding improvement in each reporting category
10-11 Actual
Target
Number & Number Sense
63.5
Computation & Estimation
65.1
Measurement & Geometry
66.0
Probability & Statistics
57.1
Patterns, Functions, Algebra
58.0
9:05-9:25
10:50-11:10
Note the difference in the wording; either is fine, depending on your intent:
Increase by 10 percentage points from 72% to 82%
Increase by 10 percent from 72% to ( ) = 79.2%

19. Practice Writing SMART Goals…
9:05-9:25
10:50-11:10
Using the handout… in pairs practice (5 minutes)

20. 3. Overview of Planning Documents for 2011-12
9:25-9:30
11:10 -11:15
Overview of planning documents for (5 minutes) (Suzanne)
Changes from last year
5 new goal areas
2 SMART Goals
Connect to at least 1 SP goal
Need to revise templates used last year
What are the expectations for dept. plans?
What should we use for Dept. Plan template?
When are plans due?
Must one or both goals align with strategic plan?
Should we reflect this alignment in template?

21. School and Department Management Plans
9:25-9:30
11:10 -11:15
Overview of planning documents for (5 minutes) (Suzanne)
Review the management plan templates and what changes have been made for :
-5 new goal areas
-2 SMART Goals
-Only have to reflect 1 SP goal area(?)

22. Plan Template: Components
SMART Goal
Evidence
Rationale
Action Plan
Suzanne 22

23. Management Plan Guidelines for 2011-12
No more than 2-3 SMART Goals per school/office
Align with the new strategic plan goal areas (schools-3; departments-2)
At least 1 SMART Goal should relate to cultural competence (LeaderNews)
Departments/offices: tie to budget and process improvement
Schools: Make your plan your own!
Suzanne 23

24. 4. Guided Practice Assessing Last Year’s Goals
Select one of your SMART Goals from last year
Assess the “SMARTness” of the goal using SMART Goal reflection form (see Hanover example)
Evaluate your progress on the goal (formerly known as Assessment Plan)
Suzanne 24

25. 9:30-10:00
11:15-11:30

26. Example
SMART Goal: Our school will increase the SOL math passing rate of all students in grades 3-5 and each subgroup by 5 percentage points from 2010 to 2011.
Assessment: Compare 2010, target 2011, and actual passing rates.
Suzanne 26

27. Example Student Group 2009-10 2010-11 Target 2010-11 Actual Difference
All Students
80%
85%
84% -1
Asians
82%
87% -2
Blacks
74%
79%
Hispanics
75%
81% +1
Whites
92%
97%
93% -4
Econ. Dis.
83% +4
LEP +5
SWD
65%
70%
71%
Suzanne 27

28. Assessment Questions Did you meet your goal?
If yes, why to what do you attribute your success?
If not, why not what barriers must be overcome to be successful in the future?
Suzanne 28

29. SOL Data Charts

30. 5. Guided Practice Writing a SMART Goal
10:00-10:20
11:30-11:50
Writing This Year’s Goals (20 minutes) Sue
Guided practice in writing a SMART goal using SMART goal materials and working on own school/department goal.
Provide participants option of working on generic SMART goal since some may not be ready to tackle this year’s school/department plan which should be done as a team.
Participants can pair up and practice on generic SMART goal or work individually on school/dept.
SMART goal-SMART goal exercises: rewriting bad goals and completing tree diagram

32. 3:25

35. Share or SEED Chart 3 things I learned
2 things I want to know more about
1 thing I need help with