1. Title I, Part A, Schoolwide Planning Part II: Goal Setting
Title I University
November 2014
Virginia Department of Education
Office of Program Administration and Accountability

2. Objectives for Today’s Session
Review of Phase I
Comprehensive Needs Assessment – Executive Report
Schoolwide Plan Content/Format
Development of Domain Specific SMART Goals
Conclusion
Timeline for Implementation
Accessing Resources for Use in Your Division
Feedback and Follow-up Training Opportunities

3. Review of Session #1: Opportunities for Improvement
Last session, you were guided through a process to identify the school’s strengths and areas for improvement. Today, we will think more about the gap between current performance and desired outcomes, leading to the design of a roadmap to achieve the desired state in session 3.
Current State:
What is our starting point for improvements? A B
Desired State:
What is our vision for improvement? Where do we hope to be in 2-3 years?

4. CNA Process - Recap
The Comprehensive Needs Assessment (CNA) developed in Part I serves as a tool for school teams to broadly assess a wide range of factors affecting student achievement.
The CNA is the foundation of the planning process—the database from which the planning team develops its vision of the future.
The CNA process provides the opportunity to hypothesize about the causes of student achievement outcomes, and supports the identification of targeted SMART goals in the Schoolwide Plan (SWP).
The CNA process supports schools in thinking about implementation and monitoring.
The CNA report serves as an Executive Summary to the SWP.
The Comprehensive Needs Assessment (CNA) developed in Part I serves as a tool for school teams to broadly assess a wide range of factors affecting student achievement.
The CNA is the foundation of the planning process—the database from which the planning team develops its vision of the future. Using multiple data points, schools began to investigate what results say about their most effective professional practices and how these practices can be identified and replicated.
Further, it provides the opportunity to hypothesize about the causes of student achievement outcomes and supports identification of targeted SMART goals in the SIP.
Additionally, the CNA process supports schools in thinking about implementation and monitoring. Once completed, the CNA report serves as an Executive Summary to the School Improvement Plan (SIP).
The CNA represents the initial stage in the larger inquiry process and the beginning of the continuous improvement cycle.

5. 10 Components of a Schoolwide Plan
A comprehensive needs assessment of the entire school;
Schoolwide reform strategies that:
Provide opportunities for all children to meet the state's proficient and advanced levels of student academic achievement;
Use effective methods and instructional strategies that are based on scientifically based research;
Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the State student academic achievement and how the school will determine if such needs have been met;
Instruction by highly qualified teachers;
High-quality and on-going professional development;
Strategies to attract high-quality highly qualified teachers to high-need schools;
Strategies to increase parental involvement;
Plans for assisting preschool children in the transition from early childhood programs to local elementary school programs;
Measures to include teachers in the decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program;
Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance; and
Coordination and integration of federal, state, and local services and programs.
The “comprehensive plan” referenced in the previous slide refers to addressing the remaining 9 components after the CNA.
In session 3 will talk about how to align the domains and SMART goals discussed today to fit into the 10 required components of the SWP.

6. Core Elements of a Schoolwide Plan
Title I schoolwide programs are implemented
based on 3 core elements:
a comprehensive plan based on the strengths/areas for improvement from the CNA
an annual evaluation on the implementation of the plan to gauge effectiveness of the strategies utilized
a comprehensive needs assessment on the performance of all student populations
Components 2-10 of the “Ten Components” of a SWP
Component 1 of the “Ten Components” of a SWP

7. Schoolwide Program Planning Cycle
CNA
Inquiry Process
SMART
Goals
SW Plan Design
PD & Implementation
Monitoring and Evaluation
In Part I, you completed the planning stage of this process, which consisted of engaging in a comprehensive needs assessment and further inquiry. The needs assessment and inquiry inform SMART goal identification and articulation. The implementation and monitoring stages exist to achieve these SMART goals. Implementation consists of the identification of targeted, research-based strategies and designing an action plan to implement these strategies. Professional development and parent involvement strategies represent integral parts of the action plan and should support attainment of SMART goals. Finally, an effective SIP must encompass a solid monitoring plan with specific timelines for monitoring student achievement and reporting this progress to faculty, staff, students, and parents.

8. Objectives for Goal Setting
To establish SMART goals tied to each of the identified domains/areas for improvement that are informed by the needs assessment. 
Current State
Goal-Setting
Desired State
For our priority domains, there is a gap between our current state (“What Is”) and our desired state (“What Should Be”). Our needs are the gaps between current and desired results in performance.

9. S M A R T What are SMART goals?
pecific. What do we hope to achieve? Articulate the desired outcome. M
easurable. How will we know when we have achieved the desired results? Identify metrics and benchmarks. A
ttainable. Is the goal achievable? Ensure that we have the resources to achieve the goal; it should be challenging yet attainable. R
elevant. Why is this goal important or relevant? Align each goal with the mission of the school – student achievement! T
ime-bound. When do we hope to accomplish this goal? Set target dates against which we can measure progress and results.
People work better if they know what the goals of the organization are.
If people have clear ideas about what they hope to accomplish, then their chances of accomplishment are enhanced.
Intrinsic goals produce more energy then extrinsic goals; therefore, people will work better if they feel accountability and ownership for goals.
Progress is measured in terms of what one is trying to make progress toward.
People are more comfortable in their job situation when they know how they will be evaluated.

10. How to Write a SMART Goal
Identify a specific goal or challenge
Determine a measure of success
Ensure that the goal is challenging, yet attainable
Align the results with the broader mission
Create a timeline
Review student data
Identify school strengths, opportunities, and areas for improvement
Develop solutions to and strategies tied to each goal area
Step 2: Goal-setting
Step 1: Needs Assessment
Step 3: Strategic Planning
You can learn more about strategic planning during Schoolwide Planning Session #3 on January 29, 2015.

11. S Defining SMART Goals pecific:
~Clearly and specifically state what the school is trying to achieve.
~Goals have both a broad-based and long-term impact because they are focused on the specific content needs of the specific students for whom the goal is intended.

12. M Defining SMART Goals easurable:
~Shows how you will know if progress is being made towards achieving the goal. Measurable goals quantify results to determine the degree of impact or influence on student success.
-Establishing clear baseline data is critical to measuring a change from the current reality to the preferred future reality.
-Measurement can occur in a number of different ways using a variety of different tools and strategies such as standardized tests, common assessments, progress monitoring measures, classroom observation data, attendance, implementation data, etc.
The ability to know if school improvement actions result in the kind of difference desired. Measurable goals quantify results to determine the degree of impact or influence on stude
The ability to know if school improvement actions result in the kind of difference desired. Measurable goals quantify results to determine the degree of impact or influence on student success. nt success.

13. A Defining SMART Goals ttainable:
~ Goal statements are within the realm of your influence or control and developed based on current student achievement levels, capacity of staff, and available resources.
Goal statements are within the realm of your influence or control and developed based on current student achievement levels, capacity of staff, and available resources. The attainment of achievable goals will always narrow the achievement gaps in the lowest performing sub-groups and eliminate these gaps in a 3-5 year period.
The goal is realistic and attainable. The goal can be achieved within the given parameters and with the available resources (time, human, material, etc.)
Factors that may prevent accomplishment of the goal should be considered.

14. R Defining SMART Goals elevant:
~ The goals reflect the urgent, critical needs previously identified through the school’s comprehensive needs assessment and inquiry process.
Goals are clearly selected as a result of a reflective needs analysis.
The goal is linked back to the areas for improvement identified through the CNA.
The goal is linked to the needs of the school as identified through the CNA.
Achieving the goal will have a positive impact on the success of the school.

15. T Defining SMART Goals ime-bound:
~ Goal statements include dates identifying when they will be attained (“by “).
~ Goals identify specific dates for assessment and data collection/analysis. The chosen dates occur at appropriate intervals based upon the measures identified. A clear rationale exists behind the established timeline for goal assessment.
Goals identify specific dates for assessment and data collection/analysis. The chosen dates occur at appropriately intervals based upon the measures identified.
For example, SOL and ACCESS occur yearly while classroom assessments and common assessments articulated in the curriculum occur monthly. Walkthrough data is collected daily and analyzed weekly to bi-weekly. Most importantly, A clear rationale exists behind the established timeline for goal assessment; it is not random or formulaic but thoughtful and supportive of meeting student instructional needs.

16. Measurable & Attainable
SMART Goals Are:
Specific
(Who? What?)
Measurable & Attainable
(How much? How ambitious?)
Relevant (Improvement we want to see)
Time-Bound (By when?)
SMART Goal

17. Student performance in mathematics will
Is this a SMART goal?
Student performance in mathematics will
dramatically improve at this school.
Specific
Measurable
Attainable
Relevant
Time-bound

18. Is this a SMART goal?
By 2013, all students will attend after-school tutoring for reading and math.
Specific
Measurable
Attainable
Relevant
Time-bound

19. Is this a SMART goal?
By spring 2015, 40% of 5th grade students will score proficient or better on the mathematics SOL test.
Specific
Measurable
Attainable
Relevant
Time-bound

20. Is this a SMART goal?
We will narrow the gap between ELL students and their English proficient peers by increasing the percentage of ELL students who demonstrate proficiency on the reading SOL from 10% to 25% by Spring 2016.
Specific
Measurable
Attainable
Results-oriented
Time-bound

21. SMART Goal Development
Materials Needed
Materials Needed
Faculty & Staff
Students (high school)
Parents and Family Members
School and Division Administrators
Community Partners
Planning Team
Same team members/configuration as Phase I (CNA process).
Action steps
Based on the data review findings presented in the CNA, develop SMART goals specific to each domain that will support attainment of the school’s goals.
Suggested Domains/Areas of Study:
Teaching for Learning: English/Language Arts; Mathematics; other Core Academic Areas
Culture and Climate: Professional Learning; Parent/Community Engagement; Leadership/Governance; Safe/Orderly Environments
If you pull out your first worksheet – Data Review Worksheet – it will guide you through the process as presented here.
The worksheet provides the same background info and process as mentioned. It Asks for team member names and gives some instructions for walking through this first step in the process. In the blue box you’ll see the same primary question as noted here: How are students performing in…which ever area of study, ELA for example. Utilizing the various data sources and reports provided, the team will answer 4 questions for each data set.
They will look at what the data is showing in terms of an annual performance (how’d we do this year?), longitudinal trends/patterns over a 3 to 5 year period – did performance continue to go up or down over a 3-yr period as shown by the one data source? Is it stagnant, or no change? Or are there no consisten patterns/trends – results are up and down and up and down?.
Question 3 is comparing the school performance to the division. And #4 is looking at your subgroup (or gap group) patterns and trends. Is there any indication that some subgroups are doing well while others are struggling. Keep in mind the two inquiries of the CNA which are looking for both strengths and weaknesses. If there are clear strengths in some areas, you’ll want to note that as well as the areas for improvement.
Materials Needed:
Completed Data Summary Worksheet from Part I
Completed CNA Executive Summary from Part I
Goal Development Worksheets

22. Sample SMART Goal Worksheet

23. Tip for success
The goal of this phase in the schoolwide planning process is to develop goals to address the areas for improvement identified through the needs assessment process.
During phase 3, teams will identify targeted, research-based strategies aligned with the attainment of the SMART goals developed for each domain.
Just as in CNA process teams may have needed to be redirected to remain focussed on the task at hand, which was identifying the schools strengths and areas of improvement, while avoiding the temptation to goal set and problem solve; in this phase the teams get to set the goals for accelerating or improving student achievement in identified areas of need.

24. Current State:
Where we are.
(CNA)
Desired State:
Where we want to be.
(SMART Goals) A B
Note – the contributing factors/root causes will come into play in Part III – action planning – aligning targeted research-based strategies to attain the SMART goals ID for each Domain.

25. Conclusion and Next Steps
What did we accomplish today? We:
Developed an understanding of what SMART goals are, and
Learned how to establish SMART goals tied to each of the identified domains/areas for improvement informed by the CNA.
What comes next?
Title I University Schoolwide Planning Session –
SWP Part 3: Strategic Action Planning - January 29, 2015 B A
Point A – Where we are; Point B – figuring out where you need to be – phase two. Phase 3 – how to get there (the road map)

26. Q & A Opportunity

27. Contact info
Kristi Bond, ESEA Lead Coordinator
Virginia Department of Education
Office of School Improvement
Tel:
Lynn Sodat, Ph.D., Title I Coordinator
Office of Program Administration & Accountability
Tel:
Title I, Part A, Web Page