1. 2017-2018 Illinois SMART School Academy
August 10, 2017
Session I - Day 2

2. The Foundational Concepts
Five Key
Questions

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) 3

4. Data
Purpose 1
Purpose 2
Purpose 3
Purpose 4
Purpose 5

5. 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

6. 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 :

7. GREATEST AREA OF NEED (GAN)
Analysis of School Subject
(Accountability Gap, Proficiency Gap and Change Over Time Gap)
Analysis of School Standards or Skills
(Zone Analysis)
Analysis of School Sub-groups
(Zone Analysis)
Identify School SMART Goal 7

8. Analysis of School Subject GAN
GREATEST AREA OF NEED (GAN)
Analysis of School Subject
(Accountability Gap, Proficiency Gap and Change Over Time Gap)

9. 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?
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.
Change Over Time
What is it?
Why is it important?

10. Data Matrix Example Reading Math Writing 89 78 83 87 75 82 85 68 65 81
School-wide Data
% Meets/Exceeds
Reading
Math
Writing
Most Recent Results 89 78 83
Prior Year 87 75 82 85 68 65 81
Baseline 80 58
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). 10

11. Finding the Accountability Gap
School-wide Data
Performance Target = 90-95% Meets/Exceeds
Subject/Year
Reading
Math
Writing
Target Performance 95 90
Most Recent Results 89 78 83
Accountability Gap -6
-12 -7
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. 11

12. Finding the Accountability GAP
District or State Target
Target Performance = 90-95% Meets/Exceeds
Reading
Math
Writing
Method 1 –
ACCOUNTABILITY GAP:
For the current year, what is the gap between percent meeting or exceeding and your district’s or state’s target performance? 90 89 -1 78
-12 83 -7 12

13. Data Matrix Example Reading Math Writing 89 78 83 87 75 82 85 68 65 81
School-wide Data
% Meets/Exceeds
Reading
Math
Writing
Most Recent Results 89 78 83
Prior Year 87 75 82 85 68 65 81
Baseline 80 58
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). 13

14. Finding the Proficiency Gap
School-wide Data
Target Performance = 100% Meets/Exceeds
Subject/Year
Reading
Math
Writing
Target Performance
100
Most Recent Results 89 78 83
Accountability Gap
-11
-22
-17
Lecture Notes: Simply subtract the determined target (in this case it is 100%) (click) from the most recent data (Year 5) (click) collected. The results in Reading is a -11 gap, Math a -22 gap and Writing a -17 gap. 14

15. Finding the Proficiency GAP
Target Performance = 100% Meets/Exceeds
Reading
Math
Writing
Method 2 –
PROFICIENCY GAP:
For the current year, what is the gap between the percent meeting or exceeding and 100%?
100 89
-11 78
-22 83
-17
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. 15

16. Data Matrix Example Reading Math Writing 89 78 83 87 75 82 85 68 65 81
School-wide Data
% Meets/Exceeds
Reading
Math
Writing
Most Recent Results 89 78 83
Prior Year 87 75 82 85 68 65 81
Baseline Results 80 58
Lecture Notes: Keep audience focused on the right data points. 16

17. Finding Change Over Time Gap
School-wide Data
% Meets/Exceeds
Subject/
Year
Reading
Math
Writing
Most Recent Results 89 78 83
Baseline Results 80 58
Change Over Time +9
+20 +3
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). 17

18. Finding Change Over Time Gap
School-wide Data
% Meets/Exceeds
Reading
Math
Writing
Method 3 –
CHANGE OVER TIME GAP:
From your first year of data to present day, how much change has occurred in percent meeting or exceeding? 89 80 +9 78 58
+20 83 +3 18

19. School Subject GAN Results
Reading
Math
Writing
Method 1 - Accountability Gap:
For the current year, what is the gap between percent meeting or exceeding and your district’s or state’s target performance? -1
-12 -7
Method 2 - Proficiency Gap:
For the current year, what is the gap between the percent meeting or exceeding and 100%?
-11
-22
-17
Method 3 - Change Over Time Gap:
From your first year of data to present day, how much change has occurred in percent meeting or exceeding? +9
+20 +3 19

20. Action Planning for Step #1
Key elements to consider:
Review school mission, vision and values
Gather and analyze individual perceptions
Establish or review data trust rules
Conduct a three-pronged gap analysis to determine your subject GAN

21. The SMART School Improvement Process

22. GREATEST AREA OF NEED (GAN)
Analysis of School Subject
(Accountability Gap, Proficiency Gap and Change Over Time Gap)
Analysis of School Standards or Skills
(Zone Analysis)
Analysis of School Sub-groups
(Zone Analysis) 22

23. Disaggregation – One Mean of Central Tendency
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.

24. Disaggregation – 2 zones
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?

25. Disaggregation – 4 zones
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.

26. Traffic Light Purpose: Introduce zone analysis
Lecture Notes: We use “traffic light” as a metaphor to determine a 4 zone analysis. It serves as a way to code a range of scores.
1) Green = Doing great! Full speed ahead!
2) Yellow = Slow down, caution
3) Red = Danger! Stop.
4) (click) We’ll add blue “The sky’s the limit” 26

27. Partially Meets or Does Not Meet
Conversion Chart
Expectations
PSAT 8/9/10
Section Score
( )
SAT 11
( )
MAP
% Meeting Goal Targets
PARCC
% Meets / Exceeds
ESSAY
Rubric
(1-6)
QUIZ
% Correct
BLUE ZONE
Exceeds
65-100
91-100
5-6
90-100
GREEN ZONE
Meets
50-64
71-90 4
77-89
YELLOW ZONE
Approaching
35-49
40-70 3
60-76
RED ZONE
Partially Meets or Does Not Meet
<250
<300
<35
<40
1-2
<60
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. 27

28. School Standard GAN: Writing
% Meets/Exceeds
Revising and 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 39
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.
Work through this with the group. When they work with their own data they’ll want to look at standards that are in the red and yellow zone historically. Can apply the same method of “change over time” to these scores as well. 28

29. Action Planning for Between Steps 1 and 2
Key elements to consider:
Gather data to populate zone analysis matrices
Generate data-rich questions
Identify data resources
Collect, graph and analyze data
Determine teams’ Greatest Area(s) of Need (GAN) in the standards of the school subject GAN

30. 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:
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:
Resources Required: Participant Manual, Process tab, page 18
Audience Reaction:
Identify School SMART Goal 30

31. The SMART School Improvement Process

32. SMART Strategic + Specific Measurable Attainable Results-oriented
Time-bound

33. SMART Goals focus on the few things most likely to have the greatest impact!33

34. Pareto Principle 80% of the trouble is caused by 20% of the problems
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 34

35. SMART Goals focus on results.35

36. PROCESS RESULT Following a recipe
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) 36

37. Implement an integrated math/science curriculum. PROCESS GOAL
Increase passing rate of
incoming freshmen.
RESULTS GOAL 37

38. RESULTS GOAL PROCESS GOAL Increase numbers of students
who are reading by the
end of 3rd grade.
PROCESS GOAL
Develop a balanced literacy
program for primary students. 38

39. SMART Goals have both short and long term impact.
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. 39

40. Grade/Dept. Level: Incremental
School-wide:
Grade/Dept. Level:
Incremental
Breakthrough
DESIRED
GAP
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.
BASELINE 40

41. SMART Goals are written at
different levels. 41

42. 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
Purpose: Visual to communicate that 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?
Goals focused on
student growth
Individual Student Goals: Unit, Course, Skill, Standard 42

43. The Tree Diagram is… A graphic organizer A collaborative planning tool
A template for making goals SMARTer
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.

44. SMART Goal Tree Template
Results Goal
Indicators
Measures
Targets
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.

45. 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”
Purpose: Introduce the SMART Tree Diagram Template
Lecture Notes: Define each element of the SMART Tree in a general way…Note that every element of SMART is captured in some portion of the Tree Diagram.
“S”
Specific Area
of Concern
“M”
“A” and “T”
“M”
“A” and “T”

46. 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
Purpose: Personal example
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

47. Bill’s Goal-Focused Plan
VISION:
Have a
high
quality
of life
Method
Exercise Classes
Healthy Eating
Support Group
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.

48. 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. 48

49. SMART Goal Tree Template
School
Results Goal
School
Indicators
School
Measures
School
Targets
“R” Plug your
Results Goal
in here
Time:
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.
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:
Resources Required: Participant Manual, Process tab, page 43; The Power of SMART Goals, pages 17-24
Audience Reaction:

50. 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). 50

51. School Subject Data % Meets/Exceeds
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).

52. 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 2020,
90% of our
students will
meet or exceed
standards in
WRITING.
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. 52

53. 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
Purpose: Focus on the Indicators
“S”
Specific Area
of Concern

54. School Indicators What are they?
They are standards, skills or evidence of performance that comprise or lead to proficiency in the School Results Goal.
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. 54

55. School Standard GAN: Writing
% Meets/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 39
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.
Work through this with the group. When they work with their own data they’ll want to look at standards that are in the red and yellow zone historically. Can apply the same method of “change over time” to these scores as well. 55

56. 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 2020,
90% of our
students will
meet or exceed
standards in
WRITING.
Tested standard
in the
School GAN
Literary
Elements &
Techniques
Tested standard
in the
School GAN
Analysis & Critical
Evaluation 56

57. 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”
Purpose: Focus on school measures
“S”
Specific Area
of Concern
“M”
“M”

58. School Measures What are they?
They are multiple assessments used to monitor progress toward the School Results Goal. Measures are aligned to the Indicators. 58

59. School Measures State assessment (annual/summative)
Common assessment or district benchmark assessment (fall/spring, formative/summative)
Common grade-level or departmental formative assessments
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.

60. Formula
Example
Revising
& Editing
2020 60

61. 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”
Purpose: Focus on targets
“S”
Specific Area
of Concern
“M”
“A” and “T”
“M”
“A” and “T”

62. 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. 62

63. 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 %
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). 63

64. 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

65. State Assessment – Targets by Zone/Student
Writing - State Assessment
Department: 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
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. 6 3 4 2 65

66. 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
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). 66

67. Total Score on Writing Prompt
Conversion Chart
Total Score on Writing Prompt
% Correct
% Meets or Exceeds
Subgroups
Rubric
(6 point)
Blue
Zone
5 - 6
Green
25 – 30
77 – 89 4
Yellow Zone
18 – 24
60 – 76 3
Red
< 18
< 60
< 45
1 – 2
Purpose: Transfer concept of Traffic light to scale scores
Lecture Notes: Use the meets or exceeds column for conducting a zone analysis on subgroups 67

68. School Sub-groups GAN in Writing
% Meets/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 44
Yr 2 37 60 59 40
Yr 1 31 41 38
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. 68

69. 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
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. 69

70. Action Planning for Step #2
Key elements to consider:
Review grade level content expectations and standards in the subject GAN
Complete a School SMART Goal Tree
Write supporting grade-level or departmental SMART Goals

71. Learning Opportunities between Sessions I and II
Meet with your SMART School Improvement Leadership Team to conduct:
Step #1: Isolate Need
Between Steps 1 and 2: Verify Team GANs
Step #2: Create School SMART Goal
Meet with your SMART Coach
Bring your School SMART Goal Tree to Session II
Bring your School PD Calendar

72. SMART Coaching Sessions
Team coaching sessions meet four times a year
Preparation for each session:
SMART Coach will send you a preparation form
A recorder will be chosen at each session
After each session ─ commitment form
The recorder will send it back to the SMART Coach and team
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)

73. Important Concepts I do not want to forget
Journal Reflection
Priorities
Tasks 3
Important Concepts I do not want to forget 2
Things I want to use immediately 1
Thing I want to share with my team

74. Building capacity for student-focused, goal directed learning
Thank you
SMART People!
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Building capacity for student-focused, goal directed learning