Staff know how effectively current practices work and continuously seek to find new methods to improve student performance. 1 2 3 4 5 6 7 8 9 10 Staff does not talk about instruction, results or improvements. Staff occasionally look at how they’re doing and make adjustments/ improvements. Staff regularly reflect on and assess the impact of their instruction and make revisions based on the results. COLLABORATION There is a high degree of trust among individuals. 1 2 3 4 5 6 7 8 9 10 Low trust and conflict characterize our school’s working relationships. We generally trust each other but are not always open as we could be. Trust and openness characterize the way we work. The structure of the day and year provide flexibility and time for people to work together. 1 2 3 4 5 6 7 8 9 10 There are no specific arrangements made to create time for school improvement team’s interaction. Time is arranged but it is either inadequate or inconsistent. The school day and year have been structured so as to make collaborative decision-making and team learning the way we do business. LEADERSHIP CAPACITY There is full participation in leadership. Staff, faculty, administrators, community members, parents and students all have important and defined leadership roles. 1 2 3 4 5 6 7 8 9 10 is one leader in the school. Leadership is an assignment based on a specific task, committee appointment or position. All members of the school community take leadership action for improving school results. Individuals have well-developed leadership skills and consistently use them in collaborative ways. 1 2 3 4 5 6 7 8 9 10 The development of leadership skills is limited to a few “positional” leaders. skillful leadership is valued but not systemically developed. Leadership skills are developed, valued and consistently applied across a wide variety of stakeholders. TOTAL Add the circled numbers and record the total: ____
Zone Analysis Conversion ACT Composite % Correct % or Exceeds Rubric (6 point) BLUE ZONE Advanced 25+ 90 – 100 85 – 100 5 – 6 GREEN ZONE Proficient 20 – 24 77 – 89 70 – 84 4 YELLOW ZONE Below Proficient 17 – 19 60 – 76 45 – 69 3 RED ZONE Way below Proficient < 17 < 60 < 45 1 - 2 A Data Analysis Scenario to find School Standards or Skills GAN Zone Analysis your three GAN Standards or Skills in the boxes:
goal and address the specific needs of the students at their grade level or in their subject areas. When to do it: Between the end of the school year and prior to the beginning of the next school year. Guidelines for success: Select only one school-wide SMART goal if possible. Use both state and local measures; summative and formative results. Use the SMART Goal Tree Template to assure goals meet the criteria of SMART. Planning Guide for the SMART School Improvement Process Does your school currently write SMART school improvement goals? How are SMART school improvement goals like or not like Student or School Learning Objectives (SLO’s)? What is your school’s process for aligning grade and department team goals with your SMART school improvement goals? What is SMART?
Essential Question: How does a collaborative culture impact adult and student learning? SMART Goal Tree Rubric 1 2 3 4 Structure Goal has not been translated into a tree diagram. Goal has been translated into a tree diagram with attempt to properly identify indicators, measures, and targets. Goal is in tree diagram structure with indicators, measures, and targets properly identified and aligned. Goal is in tree diagram structure with two to three indicators, appropriate formative and summative measures, and multiple progress targets defined and aligned. Data Goal is not based on analysis of data. Goal, indicators, and targets are derived from an analysis of standardized test scores, and focus on one GAN for all students. Goal, indicators, and targets are derived from an analysis of academic performance as measured by common state and local assessments. Goal focuses on one GAN. Targets are defined by zones. Goal, indicators, and targets are derived from an analysis of multiple years of standardized test scores and local assessments. Goal focuses in one GAN. Targets are defined by zones and for subgroups when appropriate. Time Goal is not time bound. Goal includes a specific time reference for accountability. Goal and targets include specific time references for accountability. Goal and targets for subgroups and zones include specific time references for accountability. Goal Setting Goal is not formulated, or only process goal is formulated. Results goal is formulated based on data analysis. Attainability may be questionable as too low or too high. Results goal is formulated based on data analysis of summative measures. Attainability seems reasonable and not too easy. Results goal is formulated based on data analysis using multiple measures. Attainability is challenging but not unreasonable. Indicators Specific standards are not identified. Goal is refined by identification of several specific standards but data have not been reviewed. Goal is refined by several specific standards on a review of data. Goal is refined by identification of no more than three specific standards that have been selected based on review of multiple years of data.
Measures Standardized test scores are the only measure of goal progress. Both formative and summative measures are used to assess progress toward the goal. Both formative and summative measures are used to assess progress toward the goal and on the indicators. Formative and summative measures show increasing sophistication of alignment with the specific indicators. Monitoring Progress There is no evidence of monitoring. Goal is monitored annually. Goal, indicators and targets are monitored according to the frequency of the measures. Goal, indicators and targets are monitored by zones according to the frequency of the measures. Academic results and progress for all students are made visible through the use of zone charts and graphs. Assessing Your School SMART Goal Tree Score + Structure Using Data Time Frame Goal Setting Indicators
1. Team goals are unclear, unstated or conflicting 1 2 3 4 5 Goals are clear; are understood and are shared by all. 2. Team does little planning and goal setting; has no game plan. 1 2 3 4 5 Team regularly sets and develops plans for achieving them. 3. Members are unclear their roles and responsibilities. 1 2 3 4 5 Members know what is expected of them and their responsibilities. 4. Team is inappropriately organized; tasks are fragmented or overlap. 1 2 3 4 5 Team is well organized; tasks are clear with few overlaps or gaps. 5. Team is guarded and cautious when communicating members. 1 2 3 4 5 Team is open and authentic when communicating among members. 6. Team rarely communicates or communication is ineffective. 1 2 3 4 5 Team communicates pertinent information in an effective manner. 7. There is little opportunity for input; decisions are made autonomously. 1 2 3 4 5 Decisions are made jointly through group participation; plenty of opportunity for input. 8. Decisions are vague, not understood; poor or no decisions are made; lack of commitment to decisions. 1 2 3 4 5 Team makes good decisions; develops creative and appropriate solutions; members are committed to decisions. 9. Members do not coordinate their efforts; little or no cooperation. 1 2 3 4 5 Members coordinate their efforts; high level of cooperation. 10. Team does not demonstrate leadership; no direction; too dependent on one or a few persons. 1 2 3 4 5 Team has appropriate direction; demonstrates leadership; leaders allowed to emerge; leadership is shared. 11. Team denies, avoids or suppresses conflicts. 1 2 3 4 5 Team accepts conflicts and “works them through.” 12. Team members are unaware of others’ skills, values, and contributions; individual strengths are not recognized. 1 2 3 4 5 Team members are aware of each other’s skills, values, contributions, distinctive
Purpose: Determine the practices that will be recommended for selection and implementation in Step #3 of the SMART School Improvement Process Outcome: A list of 3-5 of the most effective practices related to the school SMART goal Material(s): paper or hard copy tables of Tools 1 and 2; markers; and sticky dots Overview: These two tools will help you determine which team and classroom practices have the greatest potential for helping you achieve your SMART goal. The first tool helps you identify the impact of the practice on teaching and learning. The second tool helps you identify your school’s current knowledge and use of the practice. Tool 1: Research on Impact of Teaching on Learning Based on your investigation of high performing teams and classrooms, strategies and the literature and published educational research which of the following types of evidence did you find for each of the practices you identified? Instructions: List all of the effective practices that were discovered in your investigation and met your initial criteria for success. For each type of evidence of impact on learning that you found linked to your effective practices, place a sticky dot or X in the corresponding box. Fill in as many boxes as there is evidence to show for that practice. Add other types of evidence that were found to link these practices to improved learning. Evidence of Impact on Learning Effective Team and Classroom Practices Measurable growth in student academic achievement overall or by subgroups Demonstration or performance of skills associated with goal area standards Effect greater than one year’s growth within one year’s time Achievement beyond average or expected performance Teacher, student or parent satisfaction measures Improvements in related non-academic indicators such as attendance, behavior, affect and/or attitude Additional evidence: Impact and Use of Effective Practices Tool 2: Staff’s current knowledge of the effective practices Instructions: List all of the effective practices that were discovered in your investigation and met your initial criteria for success.
and reporting progress in specific of need (e.g. vocabulary development) to require in all classrooms; identify tools and strategies to assist students to make good use of data folders. Observation of student use of data folders Student goals Student action plans Student goal forms Student action plan forms or templates Best practices in using student data folders Use a weekly standards–based reporting process to inform families of progress toward essential learning target mastery Use collaboration time meeting with district curriculum/assessment leader to develop a unit standards-based reporting form and process. Weekly reporting form Feedback from parents and students regarding the reporting process Growth or improvement in formative assessment results Time for completing reporting forms Best practices in reporting What we like about the SMART Action Plan? Ideas to improve the SMART Action Plan. Questions we have about the plan. Session III Concept: Reflection Bridge: Day 5 Results and Day 6 Change Essential Question: How does reflection on results support change?