Rockford SMART School Academy

2014-2015 Rockford SMART School Academy
Session I - Day 2 Time: 15 minutes (1/6 slides) Resources Required: Not in Participant Manual. 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.

Norms Start on time, end on time Limit side conversations
100 Mile Rule Use your technology to focus your learning Participate fully; share your wisdom Take care of your comfort Pay attention to your feathers Time: 3 minutes Resources Required: None Purpose: Remind participants of norms introduced at the orientation

PARKING LOT Time: 3 minutes Resources Required: None
Purpose: Introduce the idea of a Parking Lot and where located in the room

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 (1/4 slide) Resources Required: Online Article (NOTE: People who read it did not have an article to process the following activity) Purpose: Process evening learning opportunity Lecture Notes: Why did Anne title this article “The X Factor is ‘Why’? Activity Notes: 11

Data Purpose 1 Purpose 2 Purpose 3 Purpose 4 Purpose 5
Time: 30 minutes (2/4 slide) Resources Required: Online Article Purpose: Process evening learning opportunity Lecture Notes: Activity Notes: Show audience visual with the center circle labeled “DATA”. Draw 5 lines out from circle, with lines from each center line on chart paper. Construct Meaning by labeling each spoke on the wheel with the five factors. Then in your own words, add descriptors that help you construct meaning to each spoke.

3 2 1 Important concepts I do not want to forget
Things I want to use immediately Thing I want to share with my team. 3 2 1 Time: 30 minutes (3/4 slide) Resources Required: Online Article Purpose: Process evening learning opportunity Lecture Notes: Activity Notes: Journal your thoughts after the discussion. Share the ONE thing Document “3-2-1 and Graphic Organizers” in the SMART Tool mind map.

Data Analysis Data analysis is a cognitive process that helps us understand numbers in relation to something… A standard, target or goal Past performance(s) A normative base Like groups An average or median An ideal Time: 30 minutes (Slide 4/4) Resources Required: Not in Participant Manual Purpose: Summary of Article Activity Lecture Notes: When we do organize data it is a cognitive exercise. I need to know when I am looking at numbers, I am looking over time at data. When I measure any kind of growth, I have to know where I started. FACILITATOR NOTE: Activity Notes: FACILITATOR TIP: Document “3-2-1 and Graphic Organizers” in the SMART Tool mind map.

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: 1:15 minutes (1/23 slides) Resources Required: Participant Manual, Process tab, pages 16-17 Purpose: Introduce the SMART School Improvement Process – Gather and Analyze Data Lecture Notes: Activity Notes: Point out the circled meeting in the SMART School Improvement Process. Review the Planning Guide and answer questions on page 17. FACILITATOR NOTE: Of the six drop down outcomes in the Planning Guide, the participants will experience “Determine Greatest Area of Need” and “Display data using graphs”. FACILITATOR TIP: Document “Gather and Analyze Data to Verify Need” in the SMART Tool mind map. Step #1 Isolate need Between Steps Gather and analyze data

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: 1:15 minutes (2/23 slides) Resources Required: Participant Manual, Process tab, page 19 Purpose: Transfer Pareto Principal into Greatest Area of Need (GAN) Lecture Notes: SMART Learning Systems is known for how they transferred the Pareto Principle into Greatest Area of Need (GAN). Determining the GAN requires examining different three 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). Activity Notes: Identify School SMART Goal 16

Analysis of School Subject GAN
GREATEST AREA OF NEED (GAN) Analysis of School Subject (Accountability Gap, Proficiency Gap and Change Over Time) Time: 1:15 minutes (3/23 slides) Resources Required: Participant Manual, Process tab, page 18 Purpose: Illustrate our focus for beginning this step in the data analysis process Lecture Notes: Activity Notes:

Analysis of School Subject GAN
Accountability Gap (District or State Target) What is it? Why is it important? Proficiency Gap (100% Target) What is it? Why is it important? Time:1:15 minutes (4/23 slides) Resources Required: Participant Manual, Process tab, page 20 Purpose: Define three methods to find the School Subject GAN Lecture Notes: We are slicing and dicing the data in a variety of ways. Why 3? We want to be sure you’re focusing on the “right” subject area. 1. Explain ACCOUNTABILITY Gap = How far your most recent data (% meets or exceeds) is from the target to which you will be held accountable...it could be an AYP target, a state target, or the district’s target choice, in this case of 90%. The 90% is a lofty target that sets the context for overall improvement. Importance: This is what gets reported in the media, what parents and politicians pay attention to. 2. Explain PERFORMANCE Gap = How far your current performance (% meets or exceeds) is from 100% of the kids being proficient (meet or exceed). Importance: 100% is our vision. We want all students to be proficient (% meets or exceeds). 3. Explain CHANGE OVER TIME = How far your current performance (% meets or exceeds) is from where you started. Importance: shows improvement (or not) over time and helps validate the accountably and proficiency gaps. Activity Notes: Pair/share. Using the participant manual restate and record what each gap means and discuss their importance. FACILITATOR NOTE: Collect responses to verify understanding of each gap method. FACILITATOR TIP: Think of this as the participants first “touch point” of learning the three types of gaps. The terminology could be new. Upcoming activities are designed to reinforce their understanding. Change Over Time What is it? Why is it important?

Data Matrix Example Reading Math Writing Year 5 89 78 83 Year 4 87 75
School-wide Data % Meets or Exceeds Reading Math Writing Year 5 89 78 83 Year 4 87 75 82 Year 3 85 68 Year 2 65 81 Year 1 80 58 Time: 1:15 minutes (5/23 slides) Resources Required: Participant Manual, Process tab, pages 21 Purpose: Start with data… our example. Lecture Notes: You will walk through an example using School wide data. The data here will help you see how we find the GAN using the three different methods: Accountability Gap, Proficiency Gap and Change Over Time. Note the data is over time, multiple subjects. This data is the % where students meet or exceeds the standards in a state test. First step in organizing your data is to array data by year and tested subject. We will look closer at % of all students who have met/exceeded standards in three subjects each year and how it connects to finding the GAN (next slide). Activity Notes: 19

Finding the Accountability Gap
School-wide Data 90% Meets or Exceeds Subject/ Year Reading Math Writing Target 90 Year 5 89 78 83 Accountability Gap -1 -12 -7 Time: 1:15 minutes (6/23 slides) Resources Required: Participant Manual, Process tab, pages 21 Purpose: Show how Accountability Gap is determined Lecture Notes: Simply subtract the determined target (in this case it is 90%) (click) from the most recent data (Year 5) (click) collected. The results in Reading is a -1 gap, Math a -12 gap and Writing a -7 gap. FACILITATOR TIP: Next slide shows the results one more time for discussion. Activity Notes: 20

Finding the Accountability GAP
District or State Target = 90% Meets or Exceeds Reading Math Writing Method 1 – ACCOUNTABILITY GAP: For the current year, what is the gap between percent proficient or advanced and your district or state’s target performance? 90 89 -1 78 -12 83 -7 Time: 1:15 minutes (7/23 slides) Resources Required: Participant Manual, Process tab, pages 21 Purpose: Model how to find ACCOUNTABILITY Gap. Lecture Notes: Data matrix worksheet found in the participant manual for the participant to see again how it is done. Activity Notes: Ask for clarifying questions about Accountability Gap. What new understanding do you have about accountability gap? 21

School-wide Data % Meets or Exceeds Reading Math Writing Year 5 89 78 83 Year 4 87 75 82 Year 3 85 68 Year 2 65 81 Year 1 80 58 Time: 1:15 minutes (8/23 slides) Resources Required: Participant Manual, Process tab, pages 21-25 Purpose: Transition Marker - Introduce Proficiency Gap. Lecture Notes: Keep audience focused on the right data points. Activity Notes: 22

Finding the Proficiency Gap
School-wide Data 100% Meets or Exceeds Subject/ Year Reading Math Writing Target 100 Year 5 89 78 83 Proficiency Gap -11 -22 -17 Time: 1:15 minutes (9/23 slides) Resources Required: Participant Manual, Process tab, pages 21-2 Purpose: Show how Proficiency Gap is determined. Lecture Notes: * Simply subtract the target (in this case it is 100%) from the most recent data collected. * When we look at Proficiency it looks like we should focus on math. It has the greatest proficiency gap. * So far, math had had the greatest gap in both accountability and proficiency gaps. * Let look at this again (next slide). Activity Notes: 23

Finding the Proficiency GAP
Target = 100% Meets or Exceeds Reading Math Writing Method 2 – PROFICIENCY GAP: For the current year, what is the gap between the percent proficient or advanced and 100%? 100 89 -11 78 -22 83 -17 Time: 1:15 minutes (10/23 slides) Resources Required: Participant Manual, Process tab, pages 21-25 Purpose: Model how to find PROFICIENCY Gap. Lecture Notes: The data matrix worksheet found in the participant manual. When we look at Proficiency it looks like we should focus on math. It has the greatest proficiency gap. Activity Notes: Ask for clarifying questions about Proficiency Gap. What new understanding do you have about Proficiency gap? 24

School-wide Data % Meets or Exceeds Reading Math Writing Year 5 89 78 83 Year 4 87 75 82 Year 3 85 68 Year 2 65 81 Year 1 80 58 Time: 1:15 minutes (11/23 slides) Resources Required: Participant Manual, Process tab, pages 21-25 Purpose: Transition Marker - Introduce Change Over Time. Lecture Notes: Keep audience focused on the right data points. Activity Notes: 25

Finding Change Over Time
School-wide Data % Meets or Exceeds Subject/ Year Reading Math Writing Year 5 89 78 83 Year 1 80 58 Change Over Time +9 +20 +3 Time: 1:15 minutes (12/23 slides) Resources Required: Participant Manual, Process tab, pages 21-25 Purpose: Show how Change Over Time is determined. Lecture Notes: * Simply subtract the most recent data from the baseline data. * When we look at change over time here, it looks like we should focus on writing since it has made the least amount of change over time. This is telling us a different story from what the other two gaps have told us. Our first indication of why we would want to look at multiple methods to determine gaps. * Let’s see what it looks like in our data matrix worksheet. Also, what that means when we look at all three gaps (next slide). Activity Notes: 26

Finding Change Over Time
School-wide Data % Meets or Exceeds Reading Math Writing Method 3 – CHANGE OVER TIME: From your first year of data to present day, how much change has occurred in percent proficient or advanced? 89 80 +9 78 58 +20 83 +3 Time: 1:15 minutes (13/23 slides) Resources Required: Participant Manual, Process tab, pages 21-25 Purpose: Model how to find Change Over Time. Lecture Notes: Activity Notes: Ask for clarifying questions about Change Over Time. What new understanding do you have about Change Over Time? 27

School Subject GAN Results
Reading Math Writing Method 1 - Accountability GAP: For the current year, what is the gap between percent proficient or advanced and your district or state’s target performance? -1 -12 -7 Method 2 - Proficiency GAP: For the current year, what is the gap between the percent proficient or advanced and 100%? -11 -22 -17 Method 3 - Change Over Time: From your first year of data to present day, how much change has occurred in percent proficient or advanced? +9 +20 +3 Time: 1:15 minutes (14/23 slides) Resources Required: Participant Manual, Process tab, pages 21 Purpose: Summarize all three GAN gaps Lecture Notes: Rarely is it the case that GAN is clear cut across all three gaps. This is why it is so important to have a conversation so that the team can explore a number of reasons why the data appear as they do. The team will also want to talk about what area could have the greatest impact school wide and how long it might take to see results. If the school has already begun to make changes in one area, they may want to stick with it and focus on getting it fully implemented. In this case, the team chose writing because it had very little gain over the years. Activity Notes: Ask for clarifying questions. 28

Analysis of the School Standards or Skills
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) Time: 1:15 minutes (15/23 slides) Resources Required: Participant Manual, Process tab, pages 26-31 Purpose: Transition slide to introduce – Analysis of School Standards or Skills Data/Zone Analysis Lecture Notes: Our next GAN Analysis is determining the Standards or Skills GAN (2 clicks). Activity Notes: 29

A Tool – Traffic Light Time:
Resources Required: Participant Manual page 23 Purpose: Introduce zone analysis Lecture Notes: We use “traffic light” as a metaphor (plus a blue light) to determine a 4 zone analysis. It serves as a way to code a range of scores. Red = Danger! Stop doing what you’re doing because its not working! 2) Yellow = Slow down, caution 3.) Green = All systems GO 4) Blue = The sky’s the limit Activity Notes: 30

Conversion Chart Blue Zone 25+ 90 - 100 85 - 100 5 - 6 Green 20 - 24
ACT Composite % Correct % Meets or Exceeds Rubric (6 point) Blue Zone 25+ 5 - 6 Green 4 Yellow Zone 3 Red < 17 < 60 < 45 1 - 2 Time: 1:15 minutes (17/23 slides) Resources Required: Participant Manual, Process tab, page 23 and highlighters (Blue/Green/Yellow/Pink). Purpose: Transfer concept of Traffic light to scale scores Lecture Notes: This conversion chart is a way to “go visual traffic light” which is just a sample. These percentages/cut scores are imaginary—but should work as a guide for learning the process. Activity Notes: Highlight the chart with your highlighters at the table to show effects. 31

School Standard GAN: Writing
% Meets or Exceeds Basic Under-standing Literary Elements & Techniques Analysis & Critical Evaluation Composition Revising& Editing 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: 1:15 minutes (18/23 slides) Resources Required: School data packets Purpose: Transfer the conversation chart to the data. Lecture Notes: Going back to our sample, writing was the GAN which means that we will look at the specific writing standards to determine where, in writing, to focus our goal and our instructional improvements. Try it out on the standards data in your school data packet. Look for patterns and trends across all grade levels and standards. Activity Notes: Ask the audience to color code their table in the their school data packets. Then go to page 25 in your participant manual and write your three lowest standards in the boxes at the top of the page. Answer the two questions. 32

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: 1:15 minutes (19/23 slides) Resources Required: Participant Manual, Process tab, page 26, School Data Packets Purpose: Identify subgroups with the greatest needs Lecture Notes: Activity Notes: 33

Disaggregation – One Mean of Central Tendency
Time: 1:15 minutes (20/23 slides) Resources Required: Participant Manual, Process tab, pages 26 Purpose: Unpack aggregate statistics Lecture Notes: To disaggregate – an analytical process that means, “to take apart the aggregate or whole.” Examples of aggregates include aggregate statistics such as mean (average), median and mode; school or grade-level performance comparisons based on normative results; whole student populations that might otherwise be subdivided by performance levels or demographic characteristics. Disaggregation helps us to understand the whole by looking closely at the parts – that’s what makes it analytical. What you cannot do in the analytical process is 1) understand the synergistic nature of the parts working together; nor 2) predict performance of the whole or even of the parts (unless you have multiple years of analytical data). What you gain in conducting a disaggregation analysis is a better understanding of the relative performance of the parts – to the whole and to each other. Look at the chart, One Measure of Central Tendency. N= 100; Average scores 100 – 500; three years of data; Proficient = 300. Year 1 – average score is 200 Year 2 – average score is 250 Year 3 – average score is 300 What can you say about the average performance of these students as a whole? The average performance is increasing over time. Can we say that the numbers of children meeting proficiency standards is increasing? Do we know how many children are proficient vs. not proficient? NO to both questions. Recall that an average includes all data points which might include very high and very low scores. Simply knowing the average (aggregate performance) of this student population does not help us know anything about numbers of children or the spread of scores in the sample. Activity Notes:

Disaggregation – 2 zones
Time: 1:15 minutes (21/23 slides) Resources Required: Participant Manual, Process tab, pages 32-35 Purpose: Unpack aggregate statistics Lecture Notes: Let look at the next chart, 2 Zones. We’ve taken apart the average into proficient vs. not proficient. When you look at the data this way, you can see that in every year, 40% of the kids are proficient and 60% of the kids are not proficient. Conclusion – No improvement over time. How can that be if the average performance is increasing? Activity Notes:

Disaggregation – 4 zones
Time: 1:15 minutes 22/23 slides) Resources Required: Participant Manual, Process tab, pages 32-35 Purpose: Unpack aggregate statistics Lecture Notes: Let look at the next chart, 4 Zones. You can see in this table that, though the split is still 40/60, there has been improvement over time. By splitting proficient and not proficient scores into subcategories of highly proficient vs. proficient and nearly proficient vs. not proficient, the movement of students into higher levels of performance over time shows that something is working according to plan. Also, now we can identify individual students and differentiate strategies for helping them achieve at the next highest levels. Activity Notes:

Conversion Chart Blue Zone 25+ 90 - 100 85 – 100 5 - 6 Green 20 - 24
ACT Composite % Correct % Meets or Exceeds Rubric (6 point) Blue Zone 25+ 85 – 100 5 - 6 Green 70 – 84 4 Yellow Zone 3 Red < 17 < 60 < 45 1 - 2 Time: 1:15 minutes (23/23 slides) Resources Required: School data packets and highlighters (Blue/Green/Yellow/Pink). Purpose: Transfer concept of Traffic light to scale scores Lecture Notes: Apply the same color coding process that you used for standards to your subgroup data in your school data packet. Activity Notes: Highlight the chart with your highlighters at the table to show effects. 37

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

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: 1:15 minutes (1/51 slides) Resources Required: Participant Manual, Process tab, pages 27-28 Purpose: Introduce the SMART School Improvement Process – Create school SMART goal. Lecture Notes: Activity Notes: Point out the circled meeting in the SMART School Improvement Process. Review the Planning Guide on page 27 and answer questions on pabe 28 Step #1 Isolate need Between Steps Gather and analyze data

SMART Strategic + Specific Measurable Attainable Results oriented
Time bound Time: 1:15 minutes (2/51 slides) Resources Required: Participant Manual, Process tab, page 29 Purpose: Reconnect with the meaning of SMART Lecture Notes: Activity Notes:

Why SMART Goals Work Driven by teachers Teachers work collaboratively
Common focus on improving student learning All know and share the same standards All adjust teaching practices based on data Time: 1:15 minutes (3/51 slides) Resources Required: Participant Manual, Process tab, page 29 Purpose: Understand why SMART works Lecture Notes: The goal-setting process is led by teachers who work collaboratively. Because they are all focused on student learning, know and share the same standards and have the same data, they are able to adjust their teaching practices based on what their students need. Activity Notes:

SMART Goals focus on the few things most likely to have the greatest impact!
Time: 1:15 minutes (5/51 slides) Resources Required: Participant Manual, Process tab, page 31 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). Activity Notes: 43

Pareto Principle 80% of the trouble is caused by 20% of the problems
Time: 1:15 minutes (6/51 slides) Resources Required: Participant Manual, Process tab, page 31 and The Handbook for SMART School Teams, pages 8-9 and 148. Purpose: Introduce Pareto Principle 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 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. FACILITATOR NOTE: This is a BIG shift for most people! Many campus 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 44

SMART Goals focus on results.
Time: 1:15 minutes (7/51 slides) Resources Required: Participant Manual, Process tab, page 40 Purpose: Why SMART works Lecture Notes: SMART Goals focus on Results. Activity Notes: 45

PROCESS RESULT Following a recipe Time: 1:15 minutes (8/51 slides)
Resources Required: Participant Manual, Process tab, page 31 Purpose: Visual to enhance SMART Goals focus on results 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) 46

Implement an integrated math/science curriculum. PROCESS GOAL
Increase passing rate of incoming freshmen. RESULTS GOAL Time: 1:15 minutes (9/51 slides) Resources Required: Not in Participant Manual Purpose: Activity to enhance the learning 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… Go on to next slide 47

RESULTS GOAL PROCESS GOAL Increase numbers of students
who are reading by the end of 3rd grade. PROCESS GOAL Time: 1:15 minutes (10/51 slides) Resources Required: Not in Participant Manual Purpose: Activity to enhance the learning 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. 48

SMART Goals have both short and long term impact.
Time: 1:15 minutes (11/51 slides) Resources Required: Participant Manual, Process tab, page 32 Purpose: Why SMART works 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 impacting targets, we can gather evidence along the way. Activity Notes: 49

Grade/Dept. Level: Incremental
School-wide: Grade/Dept. Level: Incremental Breakthrough DESIRED GAP Time: 1:15 minutes (12/51 slides) Resources Required: Participant Manual, Process tab, page 41 and The Handbook for SMART School Teams, pages 2-4 Purpose: Visual to enhance SMART Goals have both short and long term impact 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. FACILITATOR NOTE: When losing weight it is easy to take off pounds early. The last 10 pounds, takes longer and even greater focus. 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. Activity Notes: BASELINE 50

SMART Goals are written at
different levels. Time: 1:15 minutes (13/51 slides) Resources Required: Participant Manual, Process tab, page 32 Purpose: Why SMART works Lecture Notes: Another reason SMART works is that it aligns with different levels of goals throughout the organization. Activity Notes: 51

Levels of SMART Goals Challenging, inspiring, strategic District Goal:
far-reaching goals. District Goal: 5-7 years Prioritized targeted area(s) based on our unique student needs. School Goal: 2-3 years with Supporting Team Goals Focused on specific skills, knowledge within shorter time frame. Team Goals: (grade level or dept.) Quarter, Semester, Yearly Time: 1:15 minutes (14/51 slides) Resources Required: Participant Manual, Process tab, page 32 Purpose: Visual to enhance SMART Goals are written at different levels 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: Let’s examine the levels in another way. This is an overlay of different goals with the Comprehensive Systemic System. The visual shows how ONE school goal is supported by a grade level or department goal when in Phase I. Student Goals: Unit, Course, Skill 52

The Tree Diagram is… A graphic organizer A collaborative planning tool
A template for making goals SMARTer Time: 1:15 minutes (15/51 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:

SMART Goal Tree Template
Results Goal Indicators Measures Targets Time: 1:15 minutes (16/51 slides) Resources Required: Participant Manual, Process tab, page 42 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, the “R” part of SMART. School Indicators: These are SPECIFIC skills, knowledge, or behaviors that you will monitor so you that you know your results are being achieved. 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. School Measures: MEASURES, the “M” part of SMART, are the tools you will use to monitor each indicator. Multiple measurement tools (or ways of knowing) are wise. School 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. Activity Notes:

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: 1:15 minutes (17/51 slides) Purpose: Introduce the SMART Tree Diagram Template Resources Required: Not in participant manual and The Power of SMART Goals, pages 17-24 Lecture Notes: Define each element of the SMART Tree in a general way… Just enough to capture their interest. Results Goal: This is where you write your RESULTS goal statement, the “R” part of SMART Indicators: These are SPECIFIC skills, knowledge, or behaviors that you will monitor so you that you know your results are being achieved. 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, are the tools you will use to monitor each indicator. Multiple measurement tools (or ways of knowing) are wise. 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 Activity Notes: “S” Specific Area of Concern “M” “A” and “T” “M” “A” and “T”

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: 1:15 minutes (18/51 slides) 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

Bill’s Goal-Focused Plan
VISION: Have a high quality of life Method Exercise Classes Healthy Eating Support Group Time: 1:15 minutes (19/51 slides) Resources Required: Not in participant manual Purpose: Connect the SMART Goal to vision and methods 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. Activity Notes:

Time: 1:15 minutes (20/51 slides)
Resources Required: Not in participant manual Purpose: Transition/Image 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. Activity Notes: 58

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: 1:15 minutes (21/51 slides) Resources Required: Participant Manual, Process tab, page 34 Purpose: Define a results goal Lecture Notes: Describe what it is. Activity Notes: 59

School Results Goal Process
Analyze the school subject data. Find the School Subject Greatest Area of Need (GAN) using Accountability Gap, Proficiency Gap and Change Over Time. Time: 1:15 minutes (22/51 slides) Resources Required: Participant Manual, Process tab, page 34 Purpose: Define a results goal Lecture Notes: Explain the process. Activity Notes: 60

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: 1:15 minutes (23/51 slides) Resources Required: Not in Materials Purpose: Define a results goal Lecture Notes: Other measures can be used to determine GAN and your result goal. If using District benchmark assessments (e.g. DEA) or MAPs, the Result goal will use different metrics than if using the state assessment. Activity Notes: 61

School Subject Data % Meets or Exceeds
Time: 1:15 minutes (24/51 slides) Resources Required: Participant Manual, Process tab, page 34 Purpose: Data validates the School Subject GAN Lecture Notes: When you create a School SMART Goal you always start with data. We will use the school-wide data example from yesterday, 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:

School Results Goal School Indicators School Measures School Targets “R” Plug your Results Goal in here Time: 1:15 minutes (25/51 slides) Resources Required: Participant Manual, Process tab, page 34; The Power of SMART Goals, pages 17-24 Purpose: Introduce the SMART Tree Diagram Template Lecture Notes: The “trunk” of the tree is where the big, end result statement goes. From there, the branches all pertain to the achievement of that goal. Activity Notes:

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 2018, 90% of our students will meet or exceed standards in WRITING. Time: 1:15 minutes (26/51 slides) Resources Required: Participant Manual, Process tab, page 34 Purpose: Visual transfer of knowledge 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. 64

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: 1:15 minutes (27/51 slides) Resources Required: Participant Manual, Process tab, page 35 Purpose: Define indicators Lecture Notes: Indicators come from your standards or skills data. They might also come from the subject strands on your summative achievement tests. Activity Notes: 65

School Indicators Process
Analyze your subject GAN Standards or Skills data. Identify 2-3 which are your Greatest Area of Need (GAN). Time: 1:15 minutes (28/51 slides) Resources Required: Participant Manual, Process tab, page 35 Purpose: Define indicators Lecture Notes: Explain the process. Activity Notes: 66

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: 1:15 minutes (29/51 slides) Resources Required: Not in participant manual Purpose: Define indicators 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. Activity Notes: 67

ACT Composite % Correct % Meets or Exceeds Rubric (6 point) Blue Zone 25+ 5 - 6 Green 4 Yellow Zone 3 Red < 17 < 60 < 45 1 - 2 Time: 1:15 minutes (23/23 slides) Resources Required: School data packets and highlighters (Blue/Green/Yellow/Pink). Purpose: Transfer concept of Traffic light to scale scores Lecture Notes: Apply the same color coding process that you used for standards to your subgroup data in your school data packet. Activity Notes: Highlight the chart with your highlighters at the table to show effects. 68

Writing Standards or Skills Data
% Meets or Exceeds Time: 1:15 minutes (31/51 slides) Resources Required: Participant Manual, Process tab, page 35 Purpose: Data validates the Standards/Skills GAN Lecture Notes: Again, data is our friend. It provides the facts. The standards that are weakest overtime (or the GAN) are Basic Understanding, Literacy Elements & Techniques as well as Analysis & Critical Evaluation (click). These become the SMART Goals indicators. The indicators should be validated with the perceived data from Isolate Need. Activity Notes: 69

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: 1:15 minutes (32/51 slides) Resources Required: Not in participant manual; The Power of SMART Goals, pages 17-24 Purpose: Introduce the SMART Tree Diagram Template Lecture Notes: Indicators are the specific areas of concern within the GAN that represent the greatest opportunity for achievement of the goal. These will be the academic skills and standards that the team will measure and monitor for progress. Activity Notes: “S” Specific Area of Concern

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 Basic Understanding By (3 years out), ____% of our students will meet or exceed standards in (subject). By 2018, 90% of our students will meet or exceed standards in WRITING. Tested standard in the School GAN Literary Elements & Techniques Time: 1:15 minutes (33/51 slides) Resources Required: Participant Manual, Process tab, page 35 Purpose: Provides a visual of the formula in the graphic organizer Lecture Notes: Activity Notes: Ask the audience to use the data from the GAN activities and begin to build a SMART Goal. Using sticky notes as demonstrated on the ppt. Tested standard in the School GAN Analysis & Critical Evaluation 71

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: 1:15 minutes (34/51 slides) Resources Required: Participant Manual, Process tab, page 36 Purpose: Define measures Lecture Notes: Measures need to be balanced in both formative and summative assessments. The measures assess the Indicators. Activity Notes: 72

School Measures State assessment (annual/summative)
Common assessment or district benchmark assessment (fall/spring …formative/summative) Time: 1:15 minutes (35/51 slides) Resources Required: Participant Manual, Process tab, page 36 Purpose: Possible measures Lecture Notes: Listed are multiple types of assessments giving at different times of the year. These are just a short list of possible assessments that could be used in a SMART Goal. The Classroom assessments (district benchmarks/common assessments) are highlighted because they aren’t part of school goal tree—they come later. We wanted to validate their necessity in SMART Goals written at the classroom level. Activity Notes: Compile a list of other assessments in your participant manual, which you presently are using that could be considered as measures. (2 minutes)

School Measures Process
Identify the School Measures which will provide data for monitoring progress toward the Results Goal. Time: 1:15 minutes (36/51 slides) Resources Required: Participant Manual, page 36 Purpose: Define measures Lecture Notes: Explain the process. Activity Notes: 74

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: 1:15 minutes (37/51 slides) Resources Required: Not in participant manual; The Power of SMART Goals, pages 17-24 Purpose: Introduce the SMART Tree Diagram Template 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 a paper-pencil or online test. “S” Specific Area of Concern “M” “M”

Formula Example Time: 1:15 minutes (38/51 slides)
Resources Required: Participant Manual, Process tab, page 36 Purpose: Visual transfer of knowledge 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. 76

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: 1:15 minutes (39/51 slides) Resources Required: Participant Manual, Process tab, page 37 Purpose: Define targets 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. Activity Notes: 77

Choose the format(s) which align with your Measures.
School Targets Process Choose the format(s) which align with your Measures. Time: 1:15 minutes (40/51 slides) Resources Required: Participant Manual, Process tab, page 37 Purpose: Define targets Lecture Notes: Let’s look at some target formats. Activity Notes: 78

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: 1:15 minutes (41/51 slides) Resources Required: Not in participant manual; The Power of SMART Goals, pages 17-24 Purpose: Introduce the SMART Tree Diagram Template 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? Targets are where we build in the “T” and the “A” parts of SMART. They are the tools we use to monitor progress over time. Activity Notes: “S” Specific Area of Concern “M” “A” and “T” “M” “A” and “T”

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: 1:15 minutes (42/51 slides) Resources Required: Participant Manual, Process tab, page 37 Purpose: Target by Year 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). Activity Notes: 80

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: 1:15 minutes (43/51 slides) Resources Required: Not in participant manual Purpose: Tell a target story 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 accomplishment. 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. 81

State Assessment – Targets by Zone/Student
Grade: N= Zone Current Data (# of ALL students) Target BLUE ZONE Advanced GREEN ZONE Proficient YELLOW ZONE Below Proficient RED ZONE Way Below Proficient State Assessment Sub-group: N= Zone Current Data (# of sub-group students) Target (# of sub-group students) BLUE ZONE Advanced GREEN ZONE Proficient YELLOW ZONE Below Proficient RED ZONE Way Below Proficient State Assessment Dept.: N= Zone Current Data (# of ALL students) Target BLUE ZONE Advanced GREEN ZONE Proficient YELLOW ZONE Below Proficient RED ZONE Way Below Proficient Time: 1:15 minutes (44/51 slides) Resources Required: Participant Manual, Process tab, page 37 Purpose: Target by Zone/Student 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). Activity Notes: 82

State Assessment – Targets by Zone/Student
Writing - State Assessment Dept.: Science N=25 students Zone Current Data (# of ALL students) Target BLUE ZONE Advanced GREEN ZONE Proficient YELLOW ZONE Below Proficient RED ZONE Way Below Proficient 7 9 8 11 Time: 1:15 minutes (46/51 slides) Resources Required: Not in participant manual Purpose: Tell a target story 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 green zone, 8 in the blue 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 blue zone and 9 in the green 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 84

ACT Composite % Correct % Meets or Exceeds Rubric (6 point) Blue Zone 25+ 5 - 6 Green 4 Yellow Zone 3 Red < 17 < 60 < 45 1 - 2 Time: 1:15 minutes (23/23 slides) Resources Required: School data packets and highlighters (Blue/Green/Yellow/Pink). Purpose: Transfer concept of Traffic light to scale scores Lecture Notes: Apply the same color coding process that you used for standards to your subgroup data in your school data packet. Activity Notes: Highlight the chart with your highlighters at the table to show effects. 85

School Sub-groups GAN in Writing
% Meets or Exceeds Sub-group/ Year Special Education White Hispanic African American LEP Econ. Disadv. Yr 5 56 77 62 70 68 Yr 4 54 67 61 69 55 Yr 3 52 50 66 Yr 2 37 60 42 59 44 Yr 1 31 41 48 Time: 1:15 minutes (48/51 slides) Resources Required: Not in participant manual Purpose: Transfer the conversation chart to the data. Lecture Notes: Want to look at disaggregated data historically if at all possible, to see growth (or lack of it). Remember this is in the GAN (writing). Looks like Special Ed is making improvement even though still in red zone and Year 3 saw a drop. LEP was improving but then had a drop this last year, but could be same pattern as Spec Ed. Free/reduced looks like its making good progress. Next step (in SMART Goal) will be to set specific targets for sub-groups. Activity Notes: 86

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: 1:15 minutes (49/51 slides) Resources Required: Participant Manual, Process tab, page 37 Purpose: Common Assessment Targets by zone/student 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. Activity Notes: 87

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: 1:15 minutes (50/51 slides) Resources Required: Not in participant manual Purpose: Common Assessment Targets by zone/student 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. Activity Notes: 88

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: 1:15 minutes (50/51 slides) Resources Required: Not in participant manual Purpose: Common Assessment Targets by zone/student 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. Activity Notes: 89

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: 1:15 minutes (51/51 slides) Resources Required: Not in participant manual Purpose: Common Assessment Targets by zone/student 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. Activity Notes: 90

LUNCH Time: 60 min. Purpose: Indicates lunch time Resources Required:
Lecture Notes: Activity Notes: Play music or use timer (optional). Sound the reminder, 5 minutes before returning.

Learning Opportunity between Sessions I and II
Meet with your SMART School Improvement Leadership Team to conduct: Step #1: Isolate Need Between Steps #1 and #2: Gather and Analyze Data Step #2: Create School SMART Goal Meet with your SMART Coach Bring your School SMART Goal Tree to Session II and post in fillable tree on Google Drive. Time: 60 minutes (1/1 slides) Resources Required: Participant Manual, Overview Page 9 Purpose: Provide time for teams to plan how and when they will complete their between session work. Lecture Notes: Activity Notes:

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

Laboratory of Grace Time: 50 minutes (1/2 slides)
Resources Required: Participant Manual, Coaching tab, page 4 Purpose: Personal exploration as a coach Lecture Notes: Activity Notes: Introduce for the first time what a Laboratory of Grace provides for them as coaches. An environment to practice. (1minute) Introduce the roles for this activity. (1 minute) Coach role: Coach your coachee on his/her focus. Coachee: Determine an area of focus based on what you’ve learned about your coaching style. 3) Preparation: Individually reflect on what you learned about yourself as a coach. (2 minutes) What is a good coaching focus based on your reflection? (1 minute) 4) Instructions: Assign each person to the letter A or B (1 minute). Person A coaches Person B (7-10 minutes). Person B coaches Person A (7-10 minutes). Debrief both sessions (10 minutes). FACILITATOR NOTE: Respond to the debrief questions to support their first Laboratory of Grace. (5-7 minutes)

Laboratory of Grace: Debrief
With your coaching partner, discuss each of the prompts relating to how it felt to coach and how it felt to be coached. Time: 10 minutes (2/2 slides) Resources Required: Participant Manual, Coaching tab, page 5 Purpose: To reflect on the coaching experience using the SMART Coaching Cycle and the Competency Ladder Lecture Notes: Activity Notes: Have coaching pairs discuss how each felt using the table of questions on the Lab of Grace Debrief handout Welcome audience to share 1-5 comments about the experience.

Appreciations and Feedback
Share appreciations from the day. Individually complete your feedback form and leave at the center of your table. Tidy your table. Thank you for your time and energy today! Time: 15 minutes (1/1 slide) Resources Required: Not in Participant Manual. Appreciations are from research of Jean Gibes in her book “Tribes A New Way of Learning Together”. Purpose: Closure Lecture Notes: Activity Notes:

Online Feedback Rockford Public Schools
Rockford’s evaluation form can be found at this URL.

Building capacity for student-focused, goal directed learning
Thank you SMART People! smartlearningsystems.com Time: 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

Conversion Chart – Standards
Total Score on Writing Prompt Proficient or Advanced PSAE Exceeds Only PSAE Avg. % Correct (Rdg, M, Sci) % Meeting Growth Targets Blue Zone 31-36 95-100 75-100 90-100 Green 25-30 85-94 60-74 80-89 50-74 Yellow Zone 18-24 75-84 40-59 70-79 25-49 Red <18 <75 <40 <70 <25 Time: 1:15 minutes (30/51 slides) Resources Required: Not in participant manual Purpose: Identify new measures and conversion charts for data analysis Lecture Notes: If the team decides to use measures other than the state assessment to determine their Standards GAN, they will need to create the appropriate conversion charts. This is an example of some IL measures that might be considered. Activity Notes:

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