1. Central Illinois SMART School Improvement Academy
September 16, 2016
Session I – Day 2
Time: n/a
Purpose: Defines the session.
FACILITATOR NOTE: Today’s participants are representatives from each SMART Leadership Team; the principal and a data facilitator (optional).
FACILITATOR NOTE: Check that the School District Name, Date of Workshop and Presenter are accurate.
Lecture Notes:
Activity Notes: Use this slide as an opportunity to meet and greet the participants before the session starts. A district contact person will introduce you and share their commitment to the SMART School Improvement Process. Introduce yourself and co-facilitator (if appropriate). In your introduction share why this work in important to you.
FACILITATOR TIP: Play music as audience members enter the room.
Resources Required: Not in Participant Manual.
Audience Reaction: Audience feels welcomed and an environment for learning is beginning to be built.

2. Framework for Shared Responsibility
Goals: S M A R T
Key ?s 1. 2. 3. 4. 5. P D S A 2
Time: 30 minutes – Slide 1/3
Purpose: Recall key concepts covered in day 1 AND provide a framework for understanding the multiple purposes for analyzing data.
Resources Required: Not in Participant Manual
Lecture Notes: This morning we will give you an opportunity to reflect on your learning from yesterday as it relates to the foundation concepts of the SMART School Improvement Process. You will also have a chance to discuss your learning opportunity from last night. There are two parts to our activity this morning. I’ll review them both now and then you can move directly from the first to the second as your team is ready.
Activity Notes: Have teams recreate this slide and without looking at their materials, fill in the missing pieces. When they are finished with this piece, they should go onto the second step of the activity which is to process their understanding of the 5 purposes of data as laid out in, “The X Factor is Why.” (See the following slides.)
FACILITATOR TIP: The Triangle is the Framework for Shared Responsibility (FOCUS, COLLABORATION and REFLECTION with Leadership Capacity around the sides), the 5 key questions are Where are we now? Where do we want to be? How will we get to where we want to be? What are we learning? Where will we focus next? PDSA – Plan-Do-Study-Act and S2MART – Strategic and Specific, Measurable, Attainable, Results-oriented and Time bound.

3. A clearly defined purpose boosts the impact of data analysis.
The X Factor is ‘Why’
A clearly defined purpose boosts
the impact of data analysis.
Conzemius, A. (2012)
Journal of Staff Development (JSD)
Time: 30 minutes – Slide 2/3
Purpose: Understand that data analysis is driven by a specific purpose
Resources Required: Article (On My SMART Journey Webpage)
Lecture Notes:
Activity Notes: For the second part of the activity, instruct the teams to recreate the image on the following slide and map out the main ideas of each of the 5 purposes for data analysis. Have them count out by 5 and each take one of the 5 purposes as the “lead” learner. As each describes their assigned purpose, the scribe will document their learning on the image. Then, as a group, ask them to identify 5 data sources (i.e., assessments, logs, rubrics, etc.) that they currently use and put one per post-it note on the purpose that most closely aligns with why they collect and analyze that data source. 3

4. Data Purpose 1 Purpose 2 Purpose 3 Purpose 4 Purpose 5
Time: 30 minutes – Slide 3/3
Purpose: Focus the debrief of the article
Resources Required: Not in Participant Manual
Lecture Notes:
Activity Notes: Demonstrate how identify and plot their assessments / data sources onto the map. Give them 20 minutes to complete the two activities described in the two prior slides.
FACILITATOR TIP:

5. GREATEST AREA OF NEED (GAN)
Analysis of School Subject
(Accountability Gap, Proficiency Gap and Change Over Time)
Analysis of School Standards or Skills
(Zone Analysis)
Analysis of School Sub-groups
(Zone Analysis)
Time: 20 minutes (1/13 slides) – 2 minutes
Purpose: Introduce the series of analyses needed to write a SMART goal based on the school’s Greatest Area of need
Resources Required: Participant Manual, page 26
Lecture Notes: SMART Learning Systems is known for how we transfer the Pareto Principle (you’ll learn more about that in Step #2) into a school’s Greatest Area of Need (GAN). Determining the GAN requires examining three different layers of data. First we will examine School SUBJECT data (click), next the School Standards or Skills (click) and finally the School Sub-groups (click). After the data analysis is completed, all results are used to write a School SMART Goal (click).
Identify School SMART Goal 5

6. SMART School Improvement Process
Step #5
Analyze and refocus
Begin again!
Step #4
Develop action plans
Between Steps
Implement plans
Step #3
Select strategies
Between Steps
Explore professional learning options
Step #2
Create school
SMART goal
Between Steps
Investigate effective practices
Time: 20 minutes (2/13 slides)
Purpose: Transition slide to introduce Step #2
Resources Required: Participant Manual, page 56-57
Lecture Notes:
Activity Notes: Do a quick read of page 56 describing Step #2 of the SMART School Improvement Process. Answer the questions on page 57.
Step #1
Isolate need
Between Steps
Gather and analyze data

7. SMART Strategic + Specific Measurable Attainable Results oriented
Time bound
Time: 20 minutes (3/13 slides)
Resources Required: Participant Manual, page 58
Purpose: Reconnect with the meaning of SMART
Lecture Notes: As a reminder, SMART is an acronym. It defines the criteria that for assuring that school goals are well defined, measureable and time bound.

8. SMART Goals focus on the few things most likely to have the greatest impact!
Time: 20 minutes (4/13 slides)
Resources Required: Participant Manual, page 60
Purpose: Why SMART works
Lecture Notes: SMART Goals FOCUS us, not on just anything, but on the things that are most likely to have an impact on our Greatest Area of Need (GAN). 8

9. Pareto Principle 80% of the trouble is caused by 20% of the problems
Time: 20 minutes (5/13 slides)
Purpose: Introduce Pareto Principle
Resources Required: Participant Manual, page 60 and The Handbook for SMART School Teams, pages 8-9 and 148.
Lecture Notes: Define Pareto Principal and share your own example of a Pareto Principal.
FACILITATOR NOTE: Very important slide for your audience to capture.
Activity Notes:
1. Read page 9 in their Handbook for SMART School Teams and the side bar example on pages 8 and 9. Then page 148.
2. Then ask them to state the Pareto Principle in their own words and to think of examples of the Pareto Principle in action (discipline referrals, attendance/tardy, homework assignments completed, etc.). Same principle applies in focusing on ONE goal area. Refer to Emily Calhoun’s research on the “singular power of one goal” and why this is so important.
3. The calculations we did to derive the school’s GAN is based on this principle. Pareto is a foundational concept for why GAN and hence, SMART Goals work.
FACILITATOR NOTE: This is a BIG shift for most people! Many school improvement plans document everything the school is doing, with very little focus. It’s hard for people to believe that focusing for improvement in ONE area will raise the levels of achievement in other areas.
Used with permission from Oriel Inc.
Pages 9-10, 179, and 9

10. SMART Goals focus on results.
Time: 20 minutes (6/13 slides)
Purpose: Why SMART works
Resources Required: Participant Manual, page 60
Lecture Notes: SMART Goals focus on Results.
Activity Notes: 10

11. PROCESS RESULT Following a recipe Time: 20 minutes (7/13 slides)
Purpose: Visual to enhance SMART Goals focus on results
Resources Required: Participant Manual, page 60
Lecture Notes: The difference between WHAT you’re trying to accomplish and HOW you’re going to get there is process vs. results. You can’t select the appropriate HOW (i.e. recipe) until you know WHAT you want to bake (a cake, a pie, a meatloaf.) Both process AND results are important. Most of our goals in education have been process goals. The results goal allows you many different ways to reach a goal whereas a process goal defines one way. When your goals focus on results, you as professionals have a tremendous latitude and freedom to try a variety of methods or strategies for achieving them. If the goal is a process, you can only do one thing – implement the process or in this case, follow the recipe.
FACILITATOR TIP: Develop your own process and result story to share with the audience.
Activity Notes: Think/Pair/Share
Think about something you have wanted to accomplish in your life (getting a degree, building a house, adopting a child). What was the result? What was the process you used to achieve that result? Take a moment to share that with someone at your table.
Let’s take a look at a couple of educational examples. (Next 2 slides) 11

12. Implement an integrated math/science curriculum. PROCESS GOAL
Increase passing rate of
incoming freshmen.
RESULTS GOAL
Time: 20 minutes (8/13 slides)
Purpose: Activity to enhance the learning
Resources Required: Not in Participant Manual
Activity Notes: Show slide without process and results labels. Ask individuals to identify which statement is a process vs. results goal.
Click the answer… Go on to next slide 12

13. RESULTS GOAL PROCESS GOAL Increase numbers of students
who are reading by the
end of 3rd grade.
PROCESS GOAL
Time: 20 minutes (9/13 slides)
Purpose: Activity to enhance the learning
Resources Required: Not in Participant Manual
Lecture Notes:
Activity Notes: Show slide without process and results labels. Ask individuals to identify which statement is a process vs. results goal.
Click the answer…
Develop a balanced literacy
program for primary students. 13

14. SMART Goals have both short and long term impact.
Time: 20 minutes (10/13 slides)
Purpose: Why SMART works
Resources Required: Participant Manual, Process tab, 61
Lecture Notes: Why is this important? Our brains are hard-wired for feedback and we thrive on it. If we have to wait for a year (i.e. measure our success using only our state tests), we feel as though we have very little control over the outcome. But if we have both long and short term targets, we can gather evidence along the way.
Activity Notes: 14

15. Grade/Dept. Level: Incremental
School-wide:
Grade/Dept. Level:
Incremental
Breakthrough
DESIRED
GAP
Time: 20 minutes (11/13 slides)
Purpose: Visual to enhance SMART Goals have both short and long term impact
Resources Required: Participant Manual, Process tab, page 61 and The Handbook for SMART School Teams, pages 2-4
Lecture Notes: Longer term SMART Goals focus on “breakthrough” (big) improvements. Obviously, those tend to take longer (at the school level we say 2-3 years out). In order to reach a desired goal a break-through gap must be closed. The greater the gap, the easier it is to close it. The closer you get to the gap, the harder it is to close it. Grade level or department supporting SMART Goals are much shorter in duration (yearly, quarterly or by semester), allowing us to measure along the way using PDSA—plan a change, try it out (do), study results, act by incorporating it into daily practice if it works. When we can SEE the impact of our efforts quickly we become more motivated, want to try harder, will believe in ourselves more. Those incremental improvements add up to great gains over time—we need to close both types of gaps.
BASELINE 15

16. SMART Goals are written at
different levels.
Time: 20 minutes (12/13 slides)
Purpose: Why SMART works
Resources Required: Participant Manual, page 61
Lecture Notes: Another reason SMART works is that it aligns with different levels of goals throughout the organization.
Activity Notes: 16

17. Levels of SMART Goals Challenging, inspiring and strategic,
far-reaching goals
District Goal(s):
3-5 years
Prioritized goal(s) & targets
based on a school’s unique
student population
School Goal(s):
2-3 years with yearly
supporting team goals
Goals focused on specific
content knowledge,
skills & standards
Team / PLC Goals:
(grade level or dept.)
quarter, semester, year
Time: 20 minutes (13/13 slides)
Purpose: Visual to enhance SMART Goals are written at different levels
Resources Required: Participant Manual, Process tab, page 61
Lecture Notes: When SMART Goals are aligned throughout the organization there is high leverage for improvement overall. Begin with the largest intended goal-the district goal (click) taking 5 years to attain. The district goal should align with all subsequent goals bringing coherence to the organization. This workshop focus’ on writing a School SMART Goal (click). The School SMART Goal will take 2-3 years to reach with supporting yearly team goal. The next important level are Team Goals, focused on students in specific grade level or department GAN’s. They are shorter in duration. Finally, students write their own SMART Goals. Can you see how powerful this scenario would be?
Activity Notes:
Goals focused on
student growth
Individual Student Goals: Unit, Course, Skill, Standard 17

18. Time for a Quick BREAK Time: 15 minutes Purpose: Indicates a break
Lecture Notes:
Activity Notes: Play music or use timer (optional). Sound the reminder, 5 minutes before returning.
Resources Required:
Audience Reaction:

19. The Tree Diagram is… A graphic organizer A collaborative planning tool
A template for making goals SMARTer
Time: 40 minutes (1/31 slides)
Resources Required: Not in participant manual
Purpose: Define SMART Tree Diagram
Lecture Notes: Tree diagram is a simple graphic organizer—just a tool—from the Quality Toolbox. Consider graphic organizers you use right now (planners, PDA’s, etc.)—what are their benefits? (visual, keep you organized, pulls many ideas together in one place, keeps you accountable). A graphic organizer like this keeps you focused, together, working the plan. The Tree Diagram template helps you make your goals SMARTer—making sure you have all elements in place for a focused goal.
Activity Notes:

20. SMART Goal Tree Template
Results Goal
Indicators
Measures
Targets
Time: 40 minutes (2/31)
Resources Required: Participant Manual, page 62 and The Handbook for SMART School Teams, pages 105, 108, , 287.
Purpose: Introduce the SMART Tree Diagram template
Lecture Notes: Define each element of the SMART Tree in a general way… Just enough to capture their interest.
School Results Goal: This is where you write your RESULTS goal statement, School Indicators: These are SPECIFIC skills, knowledge, or behaviors that you will monitor so you that you know your results are being achieved.
School Measures: MEASURES are the tools you will use to monitor each indicator. Multiple measurement tools (or ways of knowing) are recommended.
School Targets: Targets specify how much progress you want to make within a given timeframe.

21. SMART Goal Tree Template
School
Results Goal
School
Indicators
School
Measures
School
Targets
“R” Plug your
Results Goal
in here
“S”
Specific Area
of Concern
“M”
“A” and “T”
“M”
“A” and “T”
“S”
Specific Area
of Concern
“M”
“A” and “T”
“M”
“A” and “T”
Time: 40 minutes (3/31)
Purpose: Introduce the SMART Tree Diagram Template
Resources Required: Not in participant manual and The Power of SMART Goals, pages 17-24
Lecture Notes: Each set of boxes on the goal tree are strategically connected as a system of goal components. No one box is considered SMART but once the goal tree is complete, it meets all of the criteria of SMART. It becomes your plan for achieving your goal and for monitoring your progress toward your goal over time.
Results Goal: This box is based on your GAN. It captures the big picture of the RESULTS you want to achieve, the “R” part of SMART
Indicators: Indicators help you go from a broad or comprehensive intended RESULT (point to yellow box) to a set of manageable skills or standards that, when achieved, lead to goal attainment. This is the “S” part of SMART.
Measures: MEASURES, the “M” part of SMART, identify how you will know if your are making progress toward your goal.
Targets: Targets specify how much progress you want to make within a given timeframe. How much TIME will it take to ATTAIN these results? Targets are where we build in the “T” and the “A” parts of SMART
“S”
Specific Area
of Concern
“M”
“A” and “T”
“M”
“A” and “T”

22. Bill’s SMART Goal Tree In 10 months, improve my physical fitness.
Results Goal
Indicators
Measures
Targets
In 10 months,
improve my
physical
fitness.
Weight Loss
Scale
2 lbs. each week
Size of clothes
From size X to size Y
Cardiovascular
Fitness
Blood pressure
From 135/100
to 100/60
Heart rate
Resting < 100
Active < 180
Time: 40 minutes (4/31)
Purpose: Personal example
Resources Required: Not in participant manual
Lecture Notes: Start with an example that the audience can relate to personally. Bill had a vision to improve his life. He could have chosen a spiritual, economic, social, or an emotional goal to reach his vision. Through reflection, he determined that the greatest area of need to reach this vision was physical fitness. So Bill wrote a results goal stating that in 10 months (time bound) he would improve (attainable) his physical fitness (specific area). This is not completely SMART, it is a broad results goal that will become SMART as we complete the Tree Diagram.
He needed to determine what specific elements of fitness would best help him meet his goal. For him, it was weight loss, cardiovascular fitness and energy level.
Next, he needed to determine how he would measure each element or indicator. You can see that the measurements his selected were directly related to the indicator. It makes sense to use a scale to measure weight loss but it doesn’t make sense to use a scale to measure cardiovascular fitness, does it? Also, note that the measurements listed are both formative and summative type assessments. He actually wrote in his journal each week, developed a rubric to assess his energy level and how it changed. Note connection between the measures and target.
Lastly, he had to determine his targets. How much progress does he want to see on his health indicator?
FACILITATOR NOTE: What does “from average 3 to 4” mean? (rubric for the day, 4= very good)
Activity Notes: Was Bill successful in building his tree? What more would you want to know about his goal? Is it attainable? How would you know? Can you make it even SMARTer? What else would you want to do now that you know the goal? (3 minutes)
FACILITATOR NOTE:
- One thing we don’t know is how much weight loss is desirable based on his starting point. In this scenario, if Bill loses 2 pounds per week over ten months, he’ll drop 80 pounds.
- The timeframe for each target should reflect what’s doable and what’s desirable (e.g. 2 pounds a week for weight loss could be reasonable whereas dropping a size might take a month.)
- By specifying how quickly he wants to see change, he will be better able to select the appropriate strategies or methods to get him there.
- What is missing are the methods he will need to engage in to reach the targets. (Show next slide)
Energy
Level
Journal
From avg. 3 to avg. 4

23. Bill’s Goal-Focused Plan
VISION:
Have a
high
quality
of life
Method
Exercise Classes
Healthy Eating
Support Group
Time: 40 minutes (5/31)
Purpose: Connect the SMART Goal to vision and methods
Resources Required: Not in participant manual
Lecture Notes: Yes, there is more Bill could do to connect with his SMART Goal. The SMART Tree Diagram is “what” – not how I’m going to do about it. Methods, best practices, strategies, programs, processes are the actions for making goals a reality. In the case of Bill, he researched what really works in his target areas and then determined which methods to try. He joined an exercise class, went on a diet, had a fitness coach, and joined a support group. SMART Goals are gap closers toward overall vision, in this case high quality life.

24. Time: 40 minutes (6/31)
Purpose: Transition/Image
Resources Required: Not in participant manual
Lecture Notes: Use this picture of a School SMART Goal to show the end result of the work we are about to begin. A school leadership team created this School SMART Goal to take back to their staff for review, rewrite and finally approval for all to commit their energy to this focus. 24

25. SMART Goal Tree Template
School
Results Goal
School
Indicators
School
Measures
School
Targets
“R” Plug your
Results Goal
in here
Time: 40 minutes (7/31)
Purpose: Introduce the SMART Tree Diagram Template
Resources Required: Not in Participant Manual. Power of SMART Goals page 19
Lecture Notes: Define each element of the SMART Tree in a general way. Illustrate the connection between what they put into their box on page 44 (derived from their data GAN analysis) is the basis determining what the “R” part of their goal will focus on.
Results Goal: This is where you write your RESULTS goal statement, the “R” part of SMART.

26. School Results Goal What is it?
It is a statement which incorporates the School Subject Greatest Area of Need (GAN), % of students who will attain the results in a determined amount of time (2-3 years).
Time: 40 minutes (8/31 slides)
Purpose: Define a results goal
Resources Required: Participant Manual, page 63
Lecture Notes: Describe what it is. 26

27. Process Using Multiple Measures
Results Goal
Process Using Multiple Measures
Verify GAN using multiple measures.
District Benchmark Assessments &
Measures of Academic Progress (MAP)
Compare mean RIT scores by subject
Compare mean RIT scores to norms
Compare % meeting growth targets by subject
Compare % meeting growth targets to norms
Time: 40 minutes (9/31 slides)
Purpose: Identify various data sources for enhancing your understanding of your GAN / Results area
Resources Required: Not in the Participant Manual
Lecture Notes: Recall that your calculation of GAN was based on one measure – the state test. At this time you’re going to want to verify your decision with other results. This slide illustrates other useful measures for validating your school GAN
Activity Notes: 27

28. School Subject Data % Meets / Exceeds Time: 40 minutes (10/31 slides)
Purpose: Graphing the data validates the School Subject GAN
Resources Required: Participant Manual, page 63
Lecture Notes: When you create a School SMART Goal you always start with data. We will use the school-wide data example from my demonstration where it was determined that writing was the GAN (click). It is always helpful to graph your results over time so you can see the trends and patterns. It helps to solidify the team’s commitment to their GAN
Activity Notes: Using your own data, graph your school subject scores over time.

29. Formula Example By (3 years out), ____% of our students will
School
Results Goal
School
Results Goal
By (3 years out),
____% of our
students will
meet or exceed
standards
in (subject).
By 2019,
90% of our
students will
meet or exceed
standards in
WRITING.
Time: 40 minutes (11/31)
Purpose: Visual transfer of knowledge
Resources Required: Participant Manual, page 63
Lecture Notes: Show the formula, then the example.
FACILITATOR NOTE: Begin to tell a story. In three years the school believed they could attain 90% of all students meeting or exceeding standards in writing.
Activity Notes: Provide time for the teams to write their school results goal on a sticky note. Use their data results from the previous day-ALL GAN Results. Place the results goal sticky note on the SMART Goal Tree template drawn in the previous activity. 29

30. SMART Goal Tree Template
School
Results Goal
School
Indicators
School
Measures
School
Targets
“R” Plug your
Results Goal
in here
“S”
Specific Area
of Concern
“S”
Specific Area
of Concern
Time: 40 minutes (12/31)
Purpose: Connect data to the SMART Goal Tree
Resources Required: Not in the Participant Manual. The Power of SMART Goals, page 20
Lecture Notes: Indicators are placed in the boxes directly connected to the Results Goal because they define, more specifically, what areas of the Result Goal the school needs to work on for improvement.
“S”
Specific Area
of Concern

31. School Indicators What are they?
They are standards, skills or evidence of performance that comprise or lead to proficiency in the School Results Goal.
Time: 40 minutes (13/31)
Purpose: Define indicators
Resources Required: Participant Manual, Process tab, page 64
Lecture Notes: Indicators come from your standards or skills data. They might also come from the subject strands on your summative achievement tests. You may also want to go back to your individual post-it notes from the Affinity process conducted in Step #1 (Isolate the Need) to see if your perceived indicators match the data. 31

32. Process Using Multiple Measures
School Indicators
Process Using Multiple Measures
Verify your standards and skills GAN using multiple measures.
District Benchmark Assessments &
Measures of Academic Progress (MAP)
Relative performance across standards
Alignment of results across measures
Percent meeting growth targets by strand
Compare to national norms
Time: 40 minutes (14/31)
Purpose: Define indicators
Resources Required: Not in participant manual
Lecture Notes: As with the GAN, if using other than state assessment data, these processes will help the team understand where their relative strengths and weaknesses occur within the GAN area. 32

33. School Standard GAN: Writing
% Meets or Exceeds
Revising & Editing
Literary Elements & Techniques
Analysis & Critical Evaluation
Composition
Basic Under-standing
Yr 5 38 70 65 82 81
Yr 4 22 68 61 79
Yr 3 34 69 52 80
Yr 2 16 64 37 67 71
Yr 1 29 55 41
Time: 40 minutes (15/31)
Purpose: Transfer concept of zone analysis to Goal Tree
Resources Required: School data packets
Lecture Notes: Indicators are derived from the zone analysis you conducted on the standards and skills portions of your state and formative assessments. 33

34. Formula Example By (3 years out), ____% of our students will
School
Results Goal
School
Indicators
School
Results Goal
School
Indicators
Tested standard
in the
School GAN
Revising & Editing
By (3 years out),
____% of our
students will
meet or exceed
standards
in (subject).
By 2019,
90% of our
students will
meet or exceed
standards in
WRITING.
Tested standard
in the
School GAN
Literary
Elements &
Techniques
Time: 40 minutes (16/31)
Purpose: Provides a visual of the formula in the graphic organizer
Resources Required: Participant Manual, page 64
Activity Notes: Ask the audience to use the data from the GAN activities and begin to build a SMART Goal. Remind them to use sticky notes to build the tree.
Tested standard
in the
School GAN
Analysis & Critical
Evaluation 34

35. SMART Goal Tree Template
School
Results Goal
School
Indicators
School
Measures
School
Targets
“R” Plug your
Results Goal
in here
“S”
Specific Area
of Concern
“M”
“M”
“S”
Specific Area
of Concern
“M”
“M”
Time: 40 minutes (17/31)
Purpose: Focus where the team is on the SMART Goal Tree
Resources Required: The Power of SMART Goals, pages 20
Lecture Notes: Measures are specific to the skill or standard being assessed. Each indicator will be monitored through the use of these measures. It is possible that they would be the same measures (e.g. district benchmark assessment) but not always. For example, if one of the indicators is a skill, the measure might be a performance based assessment with a rubric as opposed to a tested standard which would be measured via a paper-pencil or online test.
“S”
Specific Area
of Concern
“M”
“M”

36. School Measures What are they?
They are multiple assessments used to monitor progress toward the School Results Goal. Measures are aligned to the Indicators.
Time: 40minutes (18/31)
Purpose: Define measures
Resources Required: Participant Manual, page 65
Lecture Notes: Measures need to be balanced in both formative and summative assessments. The measures assess the Indicators.
Activity Notes: 36

37. School Measures State assessment (annual/summative)
Common assessment or district benchmark assessment (fall/spring…formative/summative)
Common grade-level or departmental formative assessments
Time: 40 minutes (19/31)
Purpose: Possible measures
Resources Required: Participant Manual, page 65
Lecture Notes: Listed are multiple types of assessments given at different times of the year. This is just a short list of possible assessments that could be used in a SMART Goal.
Activity Notes: Compile a list of other assessments which you presently are using that could be considered as school-wide measures. (2 minutes)

38. Formula Example Revising & Editing 2019 Time: 40 minutes (20/31)
Purpose: Visual transfer of knowledge
Resources Required: Participant Manual, page 65
Lecture Notes: Show the formula, then the example.
Activity Notes: Provide time for the teams to document the measures on sticky notes. Place the measure sticky notes on the SMART Goal Tree template drawn in the previous activity. 38

39. SMART Goal Tree Template
School
Results Goal
School
Indicators
School
Measures
School
Targets
“R” Plug your
Results Goal
in here
“S”
Specific Area
of Concern
“M”
“A” and “T”
“M”
“A” and “T”
“S”
Specific Area
of Concern
“M”
“A” and “T”
“M”
“A” and “T”
Time: 40 minutes (21/31)
Purpose: Introduce the SMART Tree Diagram Template
Resources Required: The Power of SMART Goals, pages 20-24
Lecture Notes: Targets specify how much progress you want to make within a given timeframe. How much TIME will it take to ATTAIN these results? They are the tools we use to monitor progress over time.
“S”
Specific Area
of Concern
“M”
“A” and “T”
“M”
“A” and “T”

40. School Targets What are they?
Short term incremental steps measuring all students and sub-group data toward the Results Goal. Targets are set for each Measure.
Time: 40 minutes (22/31)
Purpose: Define targets
Resources Required: Participant Manual, page 66
Lecture Notes: Targets can be set for one year or shorter term segments within one year. Targets help us think about how we will get to the results goal. 40

41. State Assessment – Targets by Year
Writing - State Assessment
Grade:
Department:
Subject:
Sub-group:
Base-line Data
Current Data
Targets
Yr. 1
Yr. 2
Yr. 3
End of Year %
Time: 40 minutes (23/31)
Purpose: Target by Year
Resources Required: Participant Manual, page 66
Lecture Notes: This slide introduces a basic target template. First note the target is matched with a state assessment (click) by grade level, department and sub-group (three clicks). The template provides space to document the baseline data for each group (click). Current data provides space for you to keep track of the actual data over time (click). The target column is space where you determine what target you want to reach over a specific time period (click). 41

42. State Assessment – Targets by Year
Writing - State Assessment
Gr. Level
Base-line Data
Current Data
Targets
Yr. 1
Yr. 2
Yr. 3
End of Year % 1 75 6 60 72 85 91 2 85 3 90
Time: 40 minutes (24/31)
Purpose: Tell a target story
Resources Required: Not in participant manual
Lecture Notes: The state writing assessment (click) helped a team of sixth grade teachers (click) document the baseline data (click) % of students who meet or exceed writing standards. After discussion they determined that by the end of the 1st year they could move from 60% to 75% (click). When the data arrived after the first year the 6th grade students reached 72% (click), not quite the 75% the team had targeted. They discussed why they may not have met their goal, set action for changes in their instruction, curriculum and assessments. They also determined that by the end of year 2 they would reach a target of 85% (click).
Year 2 data arrived and the 6th grade team reached the target of 85% (click). They discussed why they reached this target, determined what they would keep doing and added new methods help them reach their new target for year 3 of 90% (click). Note when the data arrived in year 3 they exceeded the target reaching 91% (click).
What did the team skip when their data came in? [Celebrating their accomplishments] How might you celebrate those accomplishments? How would you celebrate them with the students?
Activity Notes: Provide time for the participants to write a state year by year target for their School SMART Goal. 42

43. State Assessment – Targets by Zone/Student
Grade: N=
Zone
Current Data
(# of ALL students)
Target
BLUE ZONE
Exceeds
GREEN ZONE
Meets
YELLOW ZONE
Approaching
RED ZONE
Partially meets or does not meet
State Assessment
Sub-group: N=
Zone
Current Data
(# of sub-group
students)
Target
(# of sub-group students)
BLUE ZONE
Exceeds
GREEN ZONE
Meets
YELLOW ZONE
Approaching
RED ZONE
Partially meets or does not meet
State Assessment
Dept.: N=
Zone
Current Data
(# of ALL students)
Target
BLUE ZONE
Exceeds
GREEN ZONE
Meets
YELLOW ZONE
Approaching
RED ZONE
Partially meets or does not meet
Time: 40 minutes (25/31)
Purpose: Target by Zone/Student
Resources Required: Participant Manual, Process tab, page 66
Lecture Notes: This slide introduces targeting by zones. It can be used to further focus on the year by year target. It is possible to measure different targets using the same assessments. Note it starts by aligning again with the state assessment (click). Each template is labeled by grade, department and sub-group (three clicks). All have a space to identify how many students are being measured by N= (click). The zones are identified by colors (click). After determining the number of students in each zone using a conversion chart, the current data is recorded (click). Note how there is a differentiation between “sub-groups” and “all” students (click). Finally the team determines what zone targets they will reach by the end of the year. (2 clicks). 43

44. State Assessment – Targets by Zone/Student
Writing - State Assessment
Grade:
Department:
Subject:
Sub-group:
N= ___ students
Zone
Current Data
(# of ALL students)
Target
BLUE ZONE
Exceeds
GREEN ZONE
Meets
YELLOW ZONE
Approaching
RED ZONE
Partially meets or does not meet
Time: 40 minutes (26/31)
Purpose: Understand different types of target formats
Resources Required: Participant Manual page 66
Lecture Notes: This is just another way to note the focus of the target. In this case the team would select one of the four areas, circle it and identify which grade, department, subject or sub-group they will be monitoring.

45. State Assessment – Targets by Zone/Student
Writing - State Assessment
Dept.: Science
N=25 students
Zone
Current Data
(# of ALL students)
Target
BLUE ZONE
Exceeds
GREEN ZONE
Meets
YELLOW ZONE
Approaching
RED ZONE
Partially meets or does not meet 7 9 8 11
Time: 40 minutes (27/31)
Purpose: Tell a target story
Resources Required: Not in participant manual
Lecture Notes: The target aligns with a writing state assessment. We are a science department (click) with only 25 students-a small school (click). The zones are color coded and a conversion chart has been established (click). The team took a closer look at the writing assessment scores by students and found (click) 7 were in the blue zone, 8 in the green zone, 6 in the yellow zone and 4 in the red zone. After some discussion they mutually agreed on the targets to be reached by the end of year (click), moving all but 2 out of the red zone (remember they have three years to reach the school result goal), 3 in the yellow zone, 11 in the green zone and 9 in the blue zone.
After the targets were established and shared with the department; all department meetings focused on the School SMART Goal. Students and parents were informed of the SMART goal and targets.
Activity Notes: Provide time for the participants to create a target template by zone/student for their School SMART Goal. They do not have the data with them to determine the current data or target. It will serve as a reminder. 6 3 4 2 45

46. Targets by Zone / # of Students
Grade:
Department:
Subject:
Subgroup:
N= ____ Students
Current Data (# of ALL students)
Forms
Target
(# of ALL students)
Blue
Baseline
Green
Yellow
Red
Progress Check
Results
Common Assessment or District Benchmark
Time: 40 minutes (28/31)
Purpose: Common Assessment Targets by zone/student
Resources Required: Participant Manual, page 66
Lecture Notes: This target is aligned differently, this time to a common assessments or district benchmark assessment (click). It can be designed by grade, subject or sub-group (click). Document the number of students being assessed (click). The template is the same as the previous template although this time if provides space to document three forms (click) of assessments overtime. 46

47. Targets by Zone / # of Students
Grade:
Department:
Subject:
Subgroup:
N= ____ Students
Current Data (# of ALL students)
Forms
Target
(# of ALL students)
Blue
Baseline
Green 1 3
Yellow 4
Red 5
Progress Check
Results
Common Assessment or District Benchmark
Time: 40 minutes (29/31)
Purpose: Common Assessment Targets by zone/student
Resources Required: Not in participant manual
Lecture Notes: Here is how progress is monitored over the three assessment events. You begin with your baseline data on the first assessment and set the target (i.e. the number of students you want to move from one zone to the next). The timeframe for the target is determined by the assessment schedule. 47

48. Targets by Zone / # of Students
Grade:
Department:
Subject:
Subgroup:
N= ____ Students
Current Data (# of ALL students)
Forms
Target
(# of ALL students)
Blue
Baseline
Green 1 3
Yellow 4
Red 5
Progress Check 2 6
Results
Common Assessment or District Benchmark
Time: 40 minutes (30/31)
Purpose: Common Assessment Targets by zone/student
Resources Required: Not in participant manual
Lecture Notes: After the midpoint assessment is given, a new set of targets is created to show movement of students up the zones. Again, the timeframe for these targets is determined by when the final assessment will be given. 48

49. Targets by Zone / # of Students
Grade:
Department:
Subject
Subgroup:
N= ____ Students
Current Data (# of ALL students)
Forms
Target
(# of ALL students)
Blue
Baseline
Green 1 3
Yellow 4
Red 5
Progress Check 2 6
Results
Common Assessment or District Benchmark
Time: 40 minutes (31/31)
Purpose: Common Assessment Targets by zone/student
Resources Required: Not in participant manual
Lecture Notes: In this example, the end result still left 4 students short of meeting the standard. Additional supports would need to be provided for those students. 49

50. Learning Opportunity between Sessions I and II
Conduct the following steps of the SMART School Improvement Process:
Step #1: Isolate Need
Between Steps 1 and 2: Gather and Analyze Data
Step #2: Create School SMART Goal
Meet with your SIG Coach
Bring your School SMART Goal Tree to Session II
Bring your School PD Calendar to Session II
Time: 5 minutes (1/1 slides)
Resources Required: Participant Manual, Overview Page 9
Purpose: Prepare participants for next session
Lecture Notes:
Activity Notes:

51. Building capacity for student-focused, goal directed learning
Thank you
SMART People!
smartlearningsystems.com
Time: n/a
Purpose: Show as the participants leave the room
Lecture Notes:
Activity Notes:
Resources Required: Not in Participant Manual
Audience Reaction:
FACILITATOR NOTE:
FACILITATOR TIP:
Building capacity for student-focused, goal directed learning