Goochland Middle School SMART Goals

Christin East

Why SMART goals?

!   Focus on student results

!   Connect teaching and learning

!   Improve instructional practices and teacher performance

!   Contributes to school improvement

Christin East

Goochland Middle School SY 2012-2013

Christin East

Goal Setting Steps

Step 1: Determine the

Needs

Step 2: Create specific learning goals based on pre-assessment

Step 3: Create and implement teaching and

learning strategies

Step 4: Monitor students progress

through on-going formative

assessment

Step 5: Determine whether the

students achieved the

goal

Christin East

Writing a SMART Goal

SPECIFIC: The goal is focused; for example, by content area, learner’s needs.

MEASURABLE: An appropriate instrument/measure is selected to assess the goal.

APPROPRIATE: The goal is within the teacher’s control to effect change.

REALISTIC: The goal is feasible for the teacher.

TIME-BOUND: The goal is contained to a single school year.

Christin East

Sample SMART Goal !   During the school year, my sixth grade physical education

students will improve performance by 20% on each of the Presidential Fitness Test sub areas.

!   Specific: focused on physical education, specifically the Presidential Fitness sub areas

!   Measurable: identified Presidential Fitness Test to be used to assess goal

!   Appropriate: The teacher teaches the content and skills contained in the Presidential Fitness Tests.

!   Realistic: The goal of increasing student performance by 20% is realistic. It is not out of reach and yet not too easy.

!   Time-Bound: Goal attainment can be addressed by the end of the year with the final Presidential Fitness Test.

Christin East

Example: Teacher E (Grade 5)

0

1

2

3

4

5

6

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2 3 4 5 6 7

Num

ber

of s

tude

nts

Grade Equivalency (GE)

STAR Reading Growth Report

August

Christin East

With a partner, write a SMART goal using Teacher E’s baseline data. Remember: A good goal is one that is Specific, Measurable, Appropriate, Realistic, and Time-Bound

Christin East

Teacher E’s Goal

!   In current school year, each student will make progress on the STAR assessment. Each student will gain at least one year’s growth in grade level equivalency.

Is this SMART enough?

Christin East

Teacher E’s Goal

!   Teacher E’s previous goal is very broad. Teacher E could have broken her data down even further to create more specific goals for groups of students. Let’s say she placed students in the 2nd and 3rd GE into Group 1, students in the 4th and 5th GE into Group 2, and students in the 6th GE into Group 3.

With a partner, rewrite Teacher E’s Goal to make it SMARTer.

Christin East

Teacher E’s Goal

!   By the end of the current school year, each student will make progress on the STAR assessment. Each student in Group 1 will gain at least two year’s growth in grade level equivalency, Group 2 will make one and a half year’s growth in grade level equivalency, and Group 3 will make one year’s growth in grade level equivalency.

Christin East

How SMART is this goal?

!   During the school year, my students will improve on word knowledge and oral reading fluency.

Remember: A good goal is one that is Specific, Measurable, Appropriate, Realistic, and Time-Bound

Christin East

Applying a Goal Rubric Goal Setting Rubric  

Student Achievement

Standard  

Level of Performance  

Unsatisfactory   Emerging   Proficient   Exemplary  The teacher develops rigorous student learning and academic achievement goals  

Not Applicable  CANNOT MOVE

FORWARD  

Not Applicable  CANNOT MOVE

FORWARD  

Student learning and academic achievement goals are rigorous, attainable and reflect acceptable growth during the course or school year  

Student learning and academic achievement goals are rigorous, attainable and reflect extraordinary growth beyond expectations during the course or school year  

Student learning and academic achievement goals are unrelated to identified student needs.  

Student learning and academic achievement goals are related to identified student needs, but S.M.A.R.T. process needs refining.  

Christin East

How SMART is this goal?

!   During the school year, my students will improve on word knowledge and oral reading fluency.

Remember: A good goal is one that is Specific, Measurable, Appropriate, Realistic, and Time-Bound

What level of performance category

does the goal above fall into?

Christin East

Almost…but not very SMART Goal Setting Rubric  

Student Achievement

Standard  

Level of Performance  

Unsatisfactory   Emerging   Proficient   Exemplary  The teacher develops rigorous student learning and academic achievement goals  

Not Applicable  CANNOT MOVE

FORWARD  

Not Applicable  CANNOT MOVE

FORWARD  

Student learning and academic achievement goals are rigorous, attainable and reflect acceptable growth during the course or school year  

Student learning and academic achievement goals are rigorous, attainable and reflect extraordinary growth beyond expectations during the course or school year  

Student learning and academic achievement goals are unrelated to identified student needs.  

Student learning and academic achievement goals are related to identified student needs, but S.M.A.R.T. process needs refining.  

Christin East

Better Goal after analyzing Baseline Data?

!   100% of my students will improve in instructional reading level by the end of this year. Each student will move up at least a grade level in oral reading from fall to spring. Furthermore, students who are below grade level will increase their instructional reading level by one and a half years.

Christin East

Example Planning Document I. Setting (Describe the population and special learning circumstances)

I teach two classes of grade 10 English students. I have a total of 57 students. Twenty-nine percent of my students qualify for services and have IEPs.

II. Content/Subject/Field Area (The area/topic addressed based on learner achievement, data analysis, or observational data)

I will focus on expository and persuasive essay writing. Last year only 35% of my students scored proficient on the essay portion of the state writing test.

III. Baseline Data (What does the current data show?)

I administered both an expository writing prompt and a persuasive writing prompt and scored it using a 6-point rubric in which a score of 4 is proficient. The data show that 28% of my students scored 4 points or better on the expository writing sample and 20% of my students scored 4 points or better on the persuasive writing sample. Data attached

IV. Goal Statement (Describe what you want learners/program to accomplish)

For the current school year, 100% of my students will make measurable progress on both expository writing and persuasive writing. By the end of the school year, 75% of my students will score 4 points or better on the expository writing sample and 75% of my students will score 4 points or better on the persuasive writing sample.

V. Means for Attaining Goal (Activities used to accomplish the goal)

Strategy Measurable By Target Date

Use modified pacing to attend to student needs

Copies of modified pacing Ongoing (September– May)

Use frequent formative assessment with students to provide feedback and modify instruction.

Lesson Plans Copies of teacher-made formative assessments

Ongoing (September – May)

Incorporate focused instruction in key content areas as prescribed by the State Standards

Lesson Plans Ongoing (September – May)

GCPS Planning Document •  Found in Standard for Success •  You may choose one class to use for your goal. •  Once you submit, your goal will lock. Admin has access to unlock

your goal in the case it needs revision.

Christin East

Throughout the School Year

!   Goals are Due Friday, October 11, 2013

!   We will Meet Mid-Year to Reflect on Your Goal (beginning of MP3)

!   We will Meet at the End of the Year to Determine if Your Goal was Met

Christin East

Questions?

Christin East

Some of this material was borrowed from

the Virginia Department of Education

May 2011 SMART goals presentation