Collaborative Teams/SMART Goals

October 20, 2010

The Happiness Hypothesis

Elephant= emotional side

of our brain

Rider= rational side of

our brain

“Anytime the six-ton Elephant and the Rider disagree about which direction to go, the

Rider is going to lose.”

“In order to make progress toward a goal, you need the

strength of the elephant.

However, the rider gives the planning and

direction.”

Find the bright spots

What’s working and how can we do more of it?What caused that to be a bright spot?

How can we use our understanding of that and replicate it?

Bright Spots?Bright Spot How did it happen?

Where can we replicate the bright spots?In an inter-mixed group, take a look at our list we generated two weeks ago. 1)What can our

“collective” rider direct (in our control) and which ones will exhaust the rider (out of our control)?

2)How can our bright spots help us solve the things in our control?

3)Where do we collectively want to spend our energy?

Team Goals

Script the critical moves

Why Team Goals?Higher quality solutions to problemsSupport for one another’s strengths and growth in weaknesses

Ability to test new ideasMore support in sharing the work load

Expanded pool of ideas, materials, and methods

Professional Learning Community (PLC) DefinedEducators are committed to working collaboratively in ongoing processes of collective inquiry and action research in order to achieve better results for the students they serve.

Teamwork “The best way to achieve challenging goals is

through teamwork. Where single individuals may despair of accomplishing a monumental task, teams nurture, support, and inspire each other.” --Noel Tichy, The Leadership Engine

“One is too small a number to achieve greatness. You cannot do anything of real value alone. There are no problems we cannot solve together, and very few that we can solve by ourselves.” – John Maxwell, The Seventeen Indisputable Laws of Teamwork

http://www.youtube.com/watch?v=jiUgh7qHe90

SMART GoalsStrategic and specificMeasurableAttainableResults-orientedTime-bound

Parameters As a grade level team or interrelated group

(ESS staff), you will write 1-2 goals. Goals are derived from our School

Improvement Plan (SIP)- Reading, Writing, Math. Goals are a requirement for evaluations.

Goals are based on an analysis of your historical team data and analysis of current reality

Steps, data collection, timeline can be modified at any point in the year

Goal Question names a hypothesis to explore, a critical path (ambiguity exhausts the rider)

Step One: Templates One created for each content area of the

School Improvement Plan Select the appropriate template (reading,

writing, math)

Team Members: __ ______ Mary Blair Goal Setting Worksheet School Goal: Reading- Overall Reading Achievement will move from 74.4% to 76% in 2011 and to 80% in 2012. Subgroups to be addressed include Hispanics (AYP) and Students with Disabilities.Question being addressed by the stated goal:____________________________________________________________________________

Team Goal Strategies/Action StepsWhat steps/activities will be initiated to achieve this goal?What products will be created? (Curriculum/Instruction/Assessment)

ResponsibilityWho will be responsible for initiating or sustaining the action steps?

Target Dates/TimeWhat is a realistic timeframe for each phase of the activity?

Evidence of Effectiveness

What evidence will you present that you are making progress toward your goal?

Our Current Reality (data analysis):

      10-11 Goal:

         

   

     

1

2

3

45 6 7

Step Two: Data Analysis Define the current reality- instructional

strengths, weaknesses Use data on past student performance (CSAP,

CELA, CSAP-A, DRA, Dibels, Running Records, End of Unit Assessments, common assessments, # of ILP students, Growth scores)

Use data on current students as part of the picture

Narrow it down to a high leverage, high endurance skill that can be measured

State it in measurable terms, can be achievement or growth

Team Goal Strategies/Action StepsWhat steps/activities will be initiated to achieve this goal?What products will be created? (Curriculum/Instruction/Assessment)

ResponsibilityWho will be responsible for initiating or sustaining the action steps?

Target Dates/TimeWhat is a realistic timeframe for each phase of the activity?

Evidence of Effectiveness

What evidence will you present that you are making progress toward your goal?

Our Current Reality (data analysis):In 4th grade, our 09-10

lowest skills were

vocabulary and

nonfiction as measured

by CSAP (68% P/A).

Our current group of

students struggled with

summarizing and

sequencing skills on

Acuity. 25% of 4th

graders are on ILP’s. 10-11 Goal:

76% of 4th graders will be proficient in reading as measured by the CSAP.

         

   

     

School Goal: Reading- Overall Reading Achievement will move from 74.4% to 76% in 2011 and to 80% in 2012. Subgroups to be addressed include Hispanics (AYP) and Students with Disabilities.

In 4th grade, our 09-10 lowest skills were vocabulary and nonfiction as measured by CSAP (68% P/A). Our current group of students struggled with summarizing and sequencing skills on Acuity. 25% of 4th graders are on ILP’s. As 3rd graders, 73% were P/A.

76% of 4th graders will be proficient in reading as measured by the CSAP. (Achievement Goal)

Step Three: Script the critical moves Define an inquiry question. It sets a critical move,

eliminates ambiguity, and puts it into everyday behavior. Names a research-based practice. Examples:

Will guided reading groups develop proficient 4th grade readers?

Will reciprocal teaching improve comprehension and lead to proficient and advanced readers?

Will implementing the Daily 5 support individual reading growth?

Will building lessons from Reading Mastery move Unsatisfactory readers to Partially Proficient?

Will systematic vocabulary instruction lead ELA students to grow in their reading?

Step Four: Determine Evidence of Effectiveness Should help your team …

Judge along the way whether you will meet the overall goal.

Know if you need to make a course correction. Name the skills/concepts you will commonly

assess. Think about assessments that are aligned to your

inquiry question. Provide a consistent framework for assessing

grade level proficiency. Examples: End of unit assessment, running

records, student journals (scored with a rubric), end of quarter writing assessments, spelling tests, experiment write-ups.

Step 5, 6, 7: What, Who, When Name the strategic steps along the way

Meet with the instructional coach to understand reciprocal teaching. (RT, IC, October)

Read the “Daily 5” book as a team Attend a classroom lab focusing on guided reading Implement a small group intervention for

language/vocabulary support Provide instruction on just-right books Review the assessment frameworks to better

understand the concepts and skills 4th graders need to master

Assign instructional resources within Acuity Work with ELA teacher to build vocabulary skills

Critical Issues for Team Consideration Do we have norms that allow us to

communicate and dialogue openly without hurting feelings (norms)?

Have we analyzed student achievement data to write SMART goals that we are committed to working on interdependently?

Do we meet regularly? How will we best use our time together to meet our goals?

When rider and elephant are in sync… http://

www.youtube.com/watch?v=He7Ge7Sogrk

Harmony and amazing feats are possible.