Wisconsin S.M.A.R.T. Coach Academy

Wisconsin S.M.A.R.T. Coach Academy
Date: November 2, 2012 Presented by: Anne Conzemius, Ron Dayton, Kathy Larson and Leslie Steinhaus Purpose: Defines the session. FACILITATOR NOTE: Today’s participants are representatives from each S.M.A.R.T. Leadership Team; the principal and a data facilitator (optional). FACILITATOR NOTE: Check that the School District Name, Date of Workshop and Presenter are accurate. Lecture Notes: Activity Notes: Use this slide as an opportunity to meet and greet the participants before the session starts. A district contact person will introduce you and share their commitment to the S.M.A.R.T. Goal Process. Introduce yourself and co-facilitator (if appropriate). In your introduction share why this work in important to you. FACILITATOR TIP: Play music as audience members enter the room. Resources Required: Not in Participant Manual. Audience Reaction: Audience feels welcomed and an environment for learning is beginning to be built.

Overall Impression Session #1, Day 1
Purpose: Share feedback Lecture Notes: Explain participant’s feedback from yesterday’s session. Highlight both positive and areas to improve. Thank the participant’s for their feedback. FACILITATOR NOTE: You would have collated the feedback forms the night before. Activity Notes: Resources Required: Not in Participant Manual Audience Reaction: N = Mean = 4.8

Most Useful… Defining “Master” coach , coaching core competencies and using the coaching skills rubric (7) Interactive engagement in activities (7) Working, learning and collaborating with colleagues and individuals from other districts (4) Coaching styles assessment (4) Practice coaching / active listening (4) Opportunities for self-reflection (2) Overview of the course Content on SMART Goals process Purpose: Share feedback Lecture Notes: Activity Notes: Resources Required: Not in Participant Manual Audience Reaction:

Intend to implement... Take the tools back and share / use them with my team / staff back home (7) Work on improving my coaching skills based on specific skills and needs (5) Be more sensitive and aware on the impact of my style on others (4) Work on goal setting with my teachers and for my coaching (2) Begin to develop an action plan Still processing Purpose: Share feedback Lecture Notes: Activity Notes: Resources Required: Not in Participant Manual Audience Reaction:

Suggested Improvements
None (6) Lunch before 1:00 More movement Slow the pace a bit Clarity of instructions Specific suggestion – use information sheets at the tables for each activity and for journaling (3) Purpose: Share feedback Lecture Notes: Activity Notes: Resources Required: Not in Participant Manual Audience Reaction:

Additional Comments Kudos and Thanks (6)
Great day, great stuff, great session, great group of people (5) The day flew by (3) Excellent (yummy) lunch (2) Pace and mix of activities well done Like the energy and humor of the instructors Purpose: Share feedback Lecture Notes: Activity Notes: FACILITATOR TIP: Document “Feedback” in the S.M.A.R.T. Tool mind map. Resources Required: Not in Participant Manual Audience Reaction:

Quotable Quotes “This will be the foundation for the direction of our school.” “I know a lot of coaching information but need to begin practicing the skills to become fluent with them.” “Knowing my coaching style and characteristics of other styles is empowering to me as a coach and will bring an awareness I had not had previously.” Purpose: Share feedback Lecture Notes: Activity Notes: FACILITATOR TIP: Document “Feedback” in the S.M.A.R.T. Tool mind map. Resources Required: Not in Participant Manual Audience Reaction:

Quotable Quotes “The coaching rubric pushed me to consider / reflect on work I’m doing now.” “I need to step back from my thoughts and excitement to look around at others.” “The merging of practicality with the underlying philosophy about organizational change reinforces the sustainability of what’s learned and applied from the Academy.” Purpose: Share feedback Lecture Notes: Activity Notes: FACILITATOR TIP: Document “Feedback” in the S.M.A.R.T. Tool mind map. Resources Required: Not in Participant Manual Audience Reaction:

Your School’s Self-Assessment
Focus Reflection Collaboration Leadership Capacity

Let’s Get REAL! Use as segue to selection of SMART Leadership Team.

S.M.A.R.T. Leadership Team Roles and Responsibilities
Assure Implementation Model Skills Coordinate Process Monitor Process Build Leadership Capacity

Define your School Team
Provide rationale for why you chose this school leadership team to work with in applying the S.M.A.R.T. Goal process. Describe the school. What is its location, size, grade levels, demographics, etc? What are its strengths, performance levels, unique challenges and / or recent changes that might explain what you see in the data? Describe the leadership team. Who is on the team? Are they a representative group? How do they interact and communicate with grade level or department teams?

Define your SchoolTeam
When you think about working with this team, what excites you? What will be your challenges? How will you communicate with this team to establish your role as coach? What information will you share with them?

Break Purpose: Indicates a break Lecture Notes:
Activity Notes: Play music or use timer (optional). Sound the reminder, 5 minutes before returning. Resources Required: Audience Reaction:

The Data – Logic Chain LEARNING & ACTION are embedded in the process.
At this level we’re using system level assessments and monitoring progress toward a school wide goal and applying improvements via the school wide RTI plan. THE PROCESS IS WHAT FUELS CONTINUOUS LEARNING. Logic Data 15

Correlate with Current Practices Research Professional Development
School S.M.A.R.T. Goal Process BEGIN AGAIN! Meeting(s) #5 Analyze and Refocus Meeting(s) #4 Plan PD Between Meeting(s) Implement PD Meeting(s) #3 Correlate with Current Practices Between Meeting(s) Research Professional Development Meeting(s) #2 Identify School S.M.A.R.T. Goal Between Meeting(s) Research Best Practices Purpose: Refresh the School S.M.A.R.T. Goal Process Lecture Notes: Yesterday we introduced the School S.M.A.R.T. Goal Process. As a reminder, the process is built upon the data-logic chain. Let’s look at the continuum in terms of the process definition at the top of the page. Each meeting is built upon a series of action that bring about an end result. As you click through the process each meeting brings about some type of result aligned to the School S.M.A.R.T. Goal. What has been added (last click) are the questions which wrap around the Framework for Shared Responsibility. Each question is answered as you move throughout the process. These are questions you want to answer as you move through the School S.M.A.R.T. Goal Process. Our new dilemma is finding out how all these meetings can be accomplished? It seems overwhelming. The next activity will provide answers to this question. FACILITATOR TIP: The Framework for Shared Responsibility was introduced the end of Day 1. Think of this refresher as another slice of understanding the Framework for Shared Responsibility. Activity Notes: Resources Required: Participant Manual, page 42 Audience Reaction: Meeting(s) #1 Isolate Need Between Meeting(s) Gather and Analyze Data To Verify Need

Pause…For an Activity! Isolate Need Purpose: Isolate perceptions
of student learning needs Purpose: Transition Slide to Pause for an Activity Lecture Notes: FACILITATOR NOTE: It is encouraged that the participants take the process back to their staff. Activity Notes: Follow the instructions in the participant manual. Resources Required: Participant Manual, pages 10-11 Audience Reaction:

Isolate the Need! Presenting Question
What are the academic areas, standards or skills that our students have struggled with most over the past several years? Purpose: Transition Slide to Pause for an Activity Lecture Notes: FACILITATOR NOTE: It is encouraged that the participants take the process back to their staff. Activity Notes: Follow the instructions in the participant manual. Resources Required: Participant Manual, pages 10-11 Audience Reaction:

Correlate with Current Practices Research Professional Development
School S.M.A.R.T. Goal Process BEGIN AGAIN! Meeting(s) #5 Analyze and Refocus Meeting(s) #4 Plan PD Between Meeting(s) Implement PD Meeting(s) #3 Correlate with Current Practices Between Meeting(s) Research Professional Development Meeting(s) #2 Identify School S.M.A.R.T. Goal Between Meeting(s) Research Best Practices Purpose: Introduce the School S.M.A.R.T. Goal Process – Gather and Analyze Data to Verify Need Lecture Notes: Activity Notes: Point out the circled meeting in the School S.M.A.R.T. Goal Process. Review the Planning Guide. FACILITATOR NOTE: Of the six drop down outcomes in the Planning Guide, the participants will experience “Determine Greatest Area of Need” and “Display data using graphs”. FACILITATOR TIP: Document “Gather and Analyze Data to Verify Need” in the S.M.A.R.T. Tool mind map. Resources Required: Participant Manual, pages 13-14 Audience Reaction: Meeting(s) #1 Isolate Need Between Meeting(s) Gather and Analyze Data To Verify Need

Break Purpose: Indicates a break Lecture Notes:

S.M.A.R.T. Goals focus on the few things most likely to have the greatest impact.
Purpose: Why S.M.A.R.T. works Lecture Notes: S.M.A.R.T. Goals FOCUS us. Activity Notes: Resources Required: Participant Manual, page 52 Audience Reaction: 21

Pareto Principle 80% of the trouble is caused by 20% of the problems
Purpose: Second visual to enhance S.M.A.R.T. Goals focus Lecture Notes: The Pareto Principle is central to FOCUS. It translates into GAN and it is at the heart of determining a S.M.A.R.T. Goal. Pareto Principle also validates why we can focus on only one goal while still having a wide span of influence/improvement. FACILIATOR NOTE: We will introduce supporting goals toward the School S.M.A.R.T. Goal in an upcoming slide. FACILITATOR NOTE: Very important slide for the participants to capture. Activity Notes: Ask someone to share what they remember about Pareto from Day One. Resources Required: Participant Manual, page 52 and The Handbook for S.M.A.R.T. School Teams, pages 8-9, 148. Audience Reaction: pgs. 8-9, Used with permission from Oriel Inc. 22

S.M.A.R.T. Goals focus on results.
Purpose: Why S.M.A.R.T. works Lecture Notes: S.M.A.R.T. Goals focus on Results. The next slide will explain what we mean by results. Activity Notes: Resources Required: Participant Manual, page 52 Audience Reaction: 23

PROCESS RESULT Following a recipe 24
Purpose: Visual to enhance S.M.A.R.T. 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) Resources Required: Participant Manual, page 52 Audience Reaction: 24

Implement an integrated math/science curriculum. PROCESS GOAL
Increase passing rate of incoming freshmen. RESULTS GOAL Purpose: Activity to enhance the learning Lecture Notes: Activity Notes: Show slide without process and results labels. Ask individuals to identify which statement is a process vs. results goal. Click the answer… Go on to next slide Resources Required: Not in Participant Manual Audience Reaction: 25

RESULTS GOAL PROCESS GOAL Increase numbers of students
who are reading by the end of 3rd grade. PROCESS GOAL Purpose: Activity to enhance the learning Lecture Notes: Activity Notes: Show slide without process and results labels. Ask individuals to identify which statement is a process vs. results goal. Click the answer… Resources Required: Not in Participant Manual Audience Reaction: Develop a balanced literacy program for primary students. 26

S.M.A.R.T. Goals have both short and long term impact.
Purpose: Why S.M.A.R.T. works 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. Activity Notes: Resources Required: Participant Manual, page 53 Audience Reaction: 27

Grade / Dept. Level: Incremental
School-wide: Grade / Dept. Level: Incremental Breakthrough DESIRED GAP Purpose: Visual to enhance S.M.A.R.T. Goals have both short and long term impact Lecture Notes: Longer term S.M.A.R.T. 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 S.M.A.R.T. 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. Activity Notes: Resources Required: Participant Manual, page 53 and The Handbook for S.M.A.R.T. School Teams, pages 2-4 Audience Reaction: BASELINE 28

S.M.A.R.T. Goals are written at
different levels. Purpose: Why S.M.A.R.T. works Lecture Notes: Another reason S.M.A.R.T. works is that it aligns with different levels of goals. Activity Notes: Resources Required: Participant Manual, page 53 Audience Reaction: 29

Levels of S.M.A.R.T. Goals Challenging, inspiring, strategic
far-reaching goals. District Goal: 5 -7 years Prioritized targeted area(s) based on our unique student needs. School Goal: 2-3 years with Supporting Team Goals Focused on specific skills, knowledge within shorter time frame. Team Goals (grade level or dept.): Quarter, Semester, Yearly Purpose: Visual to enhance S.M.A.R.T. Goals are written at different levels Lecture Notes: When S.M.A.R.T. 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 S.M.A.R.T. Goal (click). The School S.M.A.R.T. 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 S.M.A.R.T. Goals. Can you see how powerful this scenario would be? Activity Notes: Let’s examine the levels in another way. This is an overlay of different goals with the Comprehensive Systemic System. The visual shows how ONE school goal is supported by a grade level or department goal when in Phase I. Resources Required: Participant Manual, pages 53-55 Audience Reaction: Student Goals: Unit, Course, Skill 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) Purpose: Transfer Pareto Principal into Greatest Area of Need (GAN) Lecture Notes: QLD 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 S.M.A.R.T. Goal (click). Activity Notes: Resources Required: Participant Manual, page 17 Audience Reaction: Identify School S.M.A.R.T. Goal 31

The Tree Diagram is… A graphic organizer A collaborative planning tool
A template for making goals S.M.A.R.T.er Purpose: Define S.M.A.R.T. 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 S.M.A.R.T.er—making sure you have all elements in place for a focused goal. Activity Notes: Resources Required: Participant Manual, page 46 Audience Reaction:

S.M.A.R.T. Goal Tree Diagram
School Results Goal School Indicators School Measures School Targets Purpose: Introduce the S.M.A.R.T. Tree Diagram template Lecture Notes: Define each element of the S.M.A.R.T. 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 S.M.A.R.T. 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 S.M.A.R.T.. School Measures: MEASURES, the “M” part of S.M.A.R.T., 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 S.M.A.R.T. Activity Notes: Resources Required: Participant Manual, page 57 and The Handbook for S.M.A.R.T. School Teams, pages 105, 108, , 287. Audience Reaction: 33

Results Goal Indicators Measures Targets “S” Specific Area of Concern “M” “A” and “T” “R” PLUG YOUR RESULTS GOAL IN HERE “M” “A” and “T” “S” Specific Area of Concern “M” “A” and “T” “M” “A” and “T” Purpose: Introduce the S.M.A.R.T. Tree Diagram Template Lecture Notes: Define each element of the S.M.A.R.T. 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 S.M.A.R.T. 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 S.M.A.R.T.. Measures: MEASURES, the “M” part of S.M.A.R.T., 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 S.M.A.R.T. Activity Notes: Resources Required: Participant Manual, page 46; The Power of S.M.A.R.T. Goals, pages 17-24 Audience Reaction: “S” Specific Area of Concern “M” “A” and “T” “M” “A” and “T”

Bill’s S.M.A.R.T. 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 S.M.A.R.T., it is a broad results goal that will become S.M.A.R.T. 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 S.M.A.R.T.er? 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) Resources Required: Participant Manual, page 47 Audience Reaction: Participant relate to the story telling. Energy Level Journal From avg 3 to avg 4

Planning & Improvement
Bill’s Results for Planning & Improvement VISION: Have a high quality of life Results Goal Method Indicators Measures Targets Exercise Classes Healthy Eating Support Group Scale 2 lbs. each week In 10 months, improve my physical fitness. Weight Loss Size of Clothes From Size X to Size Y Blood Pressure From 135/100 to 100/60 Cardiovascular Fitness Heart Rate Resting < 100 Active < 180 Purpose: Connect the S.M.A.R.T. Goal to vision and methods Lecture Notes: Yes, there is more Bill could do to connect with his S.M.A.R.T. Goal. The S.M.A.R.T. 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. S.M.A.R.T. Goals are gap closers toward overall vision, in this case high quality life. Activity Notes: Resources Required: Participant Manual, page 58 Audience Reaction: Journal From avg 3 to avg 4 Energy Level 36

37 Purpose: Transition/Image
Lecture Notes: Use this picture of a School S.M.A.R.T. Goal to show the end result of the work we are about to begin. A school leadership team created this School S.M.A.R.T. Goal to take back to their staff for review, rewrite and finally approval for all to commit their energy to this focus. Activity Notes: Resources Required: Not in Participant Manual Audience Reaction: 37

Data Analysis Data analysis is a cognitive
process that helps us understand numbers in relation to something… A target or goal A standard Past performance(s) A normative base Like groups An average or median An ideal 38

Analysis of School Subject GAN
GREATEST AREA OF NEED (GAN) Gap Analysis by Subject (Accountability Gap, Proficiency Gap and Change Over Time) Purpose: Transition slide to introduce – School Subject GAN Lecture Notes: Activity Notes: Let’s start with finding the School Subject GAN. Three methods will be used to analyze the data: Accountability Gap, Proficiency Gap and Change Over Time. Resources Required: Participant Manual, page 18 Audience Reaction: 39

Analysis of School Subject GAN
Accountability Gap (District or State Target = % Meets or Exceeds) What is it? Why is it important? Proficiency Gap (100% Meets or Exceeds) What is it? Why is it important? Purpose: Define three methods to find the School Subject GAN 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. Activity Notes: Pair/share. Using the participant manual restate and record what each gap means and discuss their importance. FACILITATOR NOTE: Collect responses to verify understanding of each gap method. FACILITATOR TIP: Think of this as the participants first “touch point” of learning the three types of gaps. The terminology could be new. Upcoming activities are designed to reinforce their understanding. Resources Required: Participant Manual, page 18 Audience Reaction: Change Over Time What is it? Why is it important? 40

% Proficient and Advanced
Data Matrix Example School-wide Data % Proficient and Advanced Reading Math Writing Year 5 89 78 83 Year 4 87 75 82 Year 3 85 68 Year 2 65 81 Year 1 80 58 Purpose: Start with data… our example. 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). Activity Notes: Resources Required: Participant Manual, page 16 Audience Reaction: 41

Finding the Accountability Gap
School-wide Data 90% Proficient and Advanced Subject/ Year Reading Math Writing Target 90 Year 5 89 78 83 Accountability Gap -1 -12 -7 Purpose: Show how Accountability Gap is determined 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. FACILITATOR TIP: Next slide shows the results one more time for discussion. Activity Notes: Resources Required: Participant Manual, page 19 Audience Reaction: 42

Finding the Accountability GAP
District or State Target = 90% Proficient and Advanced Reading Math Writing Method 1-ACCOUNTABILITY GAP: For the current year, what is the gap between percent meeting or exceeding standards in your district or state’s target performance? 90 89 -1 78 -12 83 -7 Purpose: Model how to find ACCOUNTABILITY Gap. Lecture Notes: Data matrix worksheet found in the participant manual for the participant to see again how it is done. Activity Notes: Ask for clarifying questions about Accountability Gap. What new understanding do you have about accountability gap? Resources Required: Participant Manual, page 16 Audience Reaction: 43

Data Matrix Example School-wide Data % Proficient and Advanced Reading Math Writing Year 5 89 78 83 Year 4 87 75 82 Year 3 85 68 Year 2 65 81 Year 1 80 58 Purpose: Transition Marker - Introduce Proficiency Gap. Lecture Notes: Keep audience focused on the right data points. Activity Notes: Resources Required: Participant Manual, page 16 Audience Reaction: 44

Finding the Proficiency Gap
School-wide Data 100% Proficient and Advanced Subject/ Year Reading Math Writing Target 100 Year 5 89 78 83 Proficiency Gap -11 -22 -17 Purpose: Show how Proficiency Gap is determined. Lecture Notes: * Simply subtract the target (in this case it is 100%) from the most recent data collected. * When we look at Proficiency it looks like we should focus on math. It has the greatest proficiency gap. * So far, math had had the greatest gap in both accountability and proficiency gaps. * Let look at this again (next slide). Activity Notes: Resources Required: Participant Manual, page 16 Audience Reaction: 45

Finding the Proficiency GAP
Target = 100% Proficient and Advanced Reading Math Writing Method 2 - PROFICIENCY GAP: For the current year, what is the gap between the percent meeting or exceeding standards and 100%? 100 89 -11 78 -22 83 -17 Purpose: Model how to find PROFICIENCY Gap. 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. Activity Notes: Ask for clarifying questions about Proficiency Gap. What new understanding do you have about Proficiency gap? Resources Required: Participant Manual, page 16 Audience Reaction: 46

Data Matrix Example School-wide Data % Proficient and Advanced Reading Math Writing Year 5 89 78 83 Year 4 87 75 82 Year 3 85 68 Year 2 65 81 Year 1 80 58 Purpose: Transition Marker - Introduce Change Over Time. Lecture Notes: Keep audience focused on the right data points. Activity Notes: Resources Required: Participant Manual, page 16 Audience Reaction: 47

Finding Change Over Time
School-wide Data % Proficient and Advanced Subject/ Year Reading Math Writing Year 5 89 78 83 Year 1 80 58 Change Over Time +9 +20 +3 Purpose: Show how Change Over Time is determined. 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). Activity Notes: Resources Required: Participant Manual, page 16 Audience Reaction: 48

Finding Change Over Time
School-wide Data % Proficient and Advanced Reading Math Writing Method 3-CHANGE OVER TIME: From your first year of data to present day, how much change has occurred in percent meeting or exceeding standards? 89 80 +9 78 58 +20 83 +3 Purpose: Model how to find Change Over Time. Lecture Notes: Activity Notes: Ask for clarifying questions about Change Over Time. What new understanding do you have about Change Over Time? Resources Required: Participant Manual, page 16 Audience Reaction: 49

School Subject GAN Results
Reading Math Writing Method 1 - Accountability GAP: For the current year, what is the gap between percent meeting or exceeding standards in your district 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 standards and 100%? -11 -22 -17 Method 3 - Change Over Time: From your first year of data to present day, how much change has occurred in percent meeting or exceeding standards? +9 +20 +3 Purpose: Model how to find Change Over Time. Lecture Notes: Activity Notes: Ask for clarifying questions about Change Over Time. What new understanding do you have about Change Over Time? Resources Required: Participant Manual, page 16 Audience Reaction: 50

Results Goal What is it? 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). Purpose: Define a results goal Lecture Notes: Describe what it is. Activity Notes: Resources Required: Participant Manual, page 62 Audience Reaction: 51

Results Goal Verify GAN using multiple measures.
District Benchmark Assessments & Measures of Academic Progress (MAP) Compare mean RIT scores by subject Compare mean RIT scores to norms Compare % meeting growth targets by subject Compare % meeting growth targets to norms Purpose: Define a results goal Lecture Notes: Explain the process. Activity Notes: Resources Required: Participant Manual, page 62 Audience Reaction: 52

School Subject Data % Meeting or Exceeding 53
Purpose: Data validates the School Subject GAN Lecture Notes: When you create a School S.M.A.R.T. 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). Activity Notes: Resources Required: Participant Manual, page 62 Audience Reaction: 53

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 2013, 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. Activity Notes: Provide time for the teams to write their school results goal on a sticky note. Use their data results from the previous day-ALL GAN Results. Place the results goal sticky note on the S.M.A.R.T. Goal Tree template drawn in the previous activity. Resources Required: Participant Manual, page 62 Audience Reaction: 54

School Results Goal School Indicators School Measures School Targets “R” PLUG YOUR RESULTS GOAL IN HERE Purpose: Introduce the S.M.A.R.T. Tree Diagram Template Lecture Notes: Define each element of the S.M.A.R.T. 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 S.M.A.R.T. 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 S.M.A.R.T.. Measures: MEASURES, the “M” part of S.M.A.R.T., 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 S.M.A.R.T. Activity Notes: Resources Required: Participant Manual, page 46; The Power of S.M.A.R.T. Goals, pages 17-24 Audience Reaction:

LUNCH Purpose: Indicates lunch time Lecture Notes:

Welcome Back! Purpose: Bring audience back Lecture Notes:

Analysis of the School Standard or Skills GAN
GREATEST AREA OF NEED (GAN) Gap Analysis by Subject (Accountability Gap, Proficiency Gap and Change Over Time) Purpose: Transition slide to introduce – Analysis of School Standards or Skills Data/Zone Analysis Lecture Notes: Our next GAN Analysis is determining the Standards or Skills GAN (2 clicks). Activity Notes: Resources Required: Participant Manual, page 23 Audience Reaction: Analysis of School Standards or Skills (Zone Analysis) 58

Zone Analysis Logic Slides 54 – 60 (30 min.) 11:35 – 12:00
Debundling aggregate statistics - such as averages.

A Tool - Traffic Light 60 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 “Just right” Activity Notes: Resources Required: Participant Manual, page 23 Audience Reaction: 60

Subjects and Subgroups
Conversion Chart - WI ACT Composite ASPI % Correct Subjects and Subgroups % Prof. / Adv. Rubric (6 point) Green Zone 25+ 5 - 6 Blue 4 Yellow 3 Red < 17 < 60 < 45 1 - 2 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 the district. Activity Notes: Highlight the chart with your highlighters at the table to show effects. Resources Required: Participant Manual, page 22 and highlighters (Green/Blue/Yellow/Pink). Audience Reaction: 61

School Standard GAN: Writing
ASPI % Correct Basic Under-standing Literary Elements & Techniques Analysis & Critical Evaluation Compo-sition Revising& Editing 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 41 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. Activity Notes: Ask the audience to color code their table in the Participant Manual, page 18 Resources Required: Participant Manual, page 22-26 Audience Reaction: 62

Writing Standards or Skills Data % Meeting or Exceeding
Purpose: Data validates the Standards/Skills GAN Lecture Notes: Again, data is our friend. It provides the facts. The standards that are weakest overtime (or the GAN) are Basic Understanding, Literacy Elements & Techniques as well as Analysis & Critical Evaluation (click). These become the S.M.A.R.T. Goals indicators. The indicators should be validated with the perceived data from Isolate Need. Activity Notes: Resources Required: Participant Manual, page 63 Audience Reaction: 63

District Benchmark Assessments & Measures of Academic Progress (MAP)
Verify your GAN District Benchmark Assessments & Measures of Academic Progress (MAP) Relative performance across standards Alignment of results across measures Percent meeting growth targets by strand Compare to national norms Purpose: Define indicators Lecture Notes: Explain the process. Activity Notes: Resources Required: Participant Manual, page 63 Audience Reaction: 64

Conversion Chart – WI Green Zone 31-36 95-100 75-100 90-100 5-6
Total Score on Writing Prompt WKCE % Proficient and Advanced NWEA % Meeting Growth Targets Average Percent Correct Rubric (6 Point) Green Zone 31-36 95-100 75-100 90-100 5-6 Blue Zone 25-30 85-94 60-76 80-89 4 Yellow Zone 18-24 75-84 40-59 70-79 3 Red Zone <18 <75 <40 <70 1-2

Indicators What are they?
The standards, skills or evidence of performance that comprise or lead to proficiency in the 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. Activity Notes: Resources Required: Participant Manual, page 63 Audience Reaction: 66

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 Basic Understanding By (3 years out), ____% of our students will meet or exceed standards in (subject). By 2014, 90% of our students will meet or exceed standards in WRITING. Tested standard in the School GAN Literary Elements & Techniques Purpose: Provides a visual of the formula in the graphic organizer Lecture Notes: Activity Notes: Ask the audience to use the data from the GAN activities and begin to build a S.M.A.R.T. Goal. Using sticky notes as demonstrated on the ppt. Resources Required: Participant Manual, page 33 and 37 Audience Reaction: Tested standard in the School GAN Analysis & Critical Evaluation 67

School Results Goal School Indicators School Measures School Targets “S” Specific Standard Here “R” PLUG YOUR RESULTS GOAL IN HERE “S” Specific Standard Here Purpose: Introduce the S.M.A.R.T. Tree Diagram Template Lecture Notes: Define each element of the S.M.A.R.T. 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 S.M.A.R.T. 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 S.M.A.R.T.. Measures: MEASURES, the “M” part of S.M.A.R.T., 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 S.M.A.R.T. Activity Notes: Resources Required: Participant Manual, page 46; The Power of S.M.A.R.T. Goals, pages 17-24 Audience Reaction: “S” Specific Standard Here

Measures What are they? Multiple assessments which monitor progress toward the Results Goal. Measures are aligned to the Indicators. Purpose: Define measures Lecture Notes: Measures need to be balanced in both formative and summative assessments. The measures assess the Indicators. Activity Notes: Resources Required: Participant Manual, page 64 Audience Reaction: 69

Measures State assessment (annual/summative)
District benchmark assessment (fall / spring formative) Common grade level or departmental assessment Diagnostic tools 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 S.M.A.R.T. 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 S.M.A.R.T. Goals written at the classroom level. Activity Notes: Compile a list of other assessments in your participant manual, which you presently are using that could be considered as measures. (2 minutes) Resources Required: Participant Manual, page 38 Audience Reaction: 70

Formula Example 71 Purpose: Visual transfer of knowledge
Lecture Notes: Show the formula, then the example. Activity Notes: Provide time for the teams to document the measures on sticky notes. Place the measure sticky notes on the S.M.A.R.T. Goal Tree template drawn in the previous activity. Resources Required: Participant Manual, page 64 Audience Reaction: 71

School Results Goal School Indicators School Measures School Targets “S” Specific Standard Here “M” “R” PLUG YOUR RESULTS GOAL IN HERE “M” “S” Specific Standard Here “M” “M” Purpose: Introduce the S.M.A.R.T. Tree Diagram Template Lecture Notes: Define each element of the S.M.A.R.T. 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 S.M.A.R.T. 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 S.M.A.R.T.. Measures: MEASURES, the “M” part of S.M.A.R.T., 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 S.M.A.R.T. Activity Notes: Resources Required: Participant Manual, page 46; The Power of S.M.A.R.T. Goals, pages 17-24 Audience Reaction: “S” Specific Standard Here “M” “M”

Subjects and Subgroups
Conversion Chart - WI ACT Composite ASPI % Correct Subjects and Subgroups % Prof. / Adv. Rubric (6 point) Green Zone 25+ 5 - 6 Blue 4 Yellow 3 Red < 17 < 60 < 45 1 - 2 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 the district. Activity Notes: Highlight the chart with your highlighters at the table to show effects. Resources Required: Participant Manual, page 22 and highlighters (Green/Blue/Yellow/Pink). Audience Reaction: 73

School Sub-groups GAN: Writing
% Meets and 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 Yr 2 37 60 42 59 44 Yr 1 31 41 48 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 S.M.A.R.T. Goal) will be to set specific targets for sub-groups. Activity Notes: Ask the audience to color code their table in the Participant Manual, page 20 Resources Required: Participant Manual, page 28-33 Audience Reaction: 74

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. Purpose: Define targets Lecture Notes: Targets can be set for one year or shorter term segments within one year. Targets help us think about how we will get to the results goal. Activity Notes: Resources Required: Participant Manual, page 65 Audience Reaction: 75

Choose the format(s) which align with your Measures.
Targets Process: Choose the format(s) which align with your Measures. Purpose: Define targets Lecture Notes: Let’s look at some target formats. Activity Notes: Resources Required: Participant Manual, page 65 Audience Reaction: 76

State Assessment – Targets by Year
Gr. Level Base-line Data Current Data Targets Yr. 1 Yr. 2 Yr. 3 End of Year % 1 2 3 State Assessment Dept. or Subject Base-line Data Current Data Targets Yr. 1 Yr. 2 Yr. 3 End of Year % 1 2 3 State Assessment Sub-group Base-line Data Current Data Targets Yr. 1 Yr. 2 Yr. 3 End of Year % 1 2 3 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). Activity Notes: Resources Required: Participant Manual, page 65 Audience Reaction: 77

State Assessment – Targets by Year
Writing - State Assessment Gr. Level Base-line Data Current Data Targets Yr. 1 Yr. 2 Yr. 3 End of Year % 1 75 6 60 72 85 91 2 85 3 90 Purpose: Tell a target story Lecture Notes: The state writing assessment (click) helped a team of sixth grade teachers (click) document the baseline data (click) % of students who meet or exceed writing standards. After discussion they determined that by the end of the 1st year they could move from 60% to 75% (click). When the data arrived after the first year the 6th grade students reached 72% (click), not quite the 75% the team had targeted. They discussed why they may not have met their goal, set action for changes in their instruction, curriculum and assessments. They also determined that by the end of year 2 they would reach a target of 85% (click). Year 2 data arrived and the 6th grade team reached the target of 85% (click). They discussed why they reached this target, determined what they would keep doing and added new methods help them reach their new target for year 3 of 90% (click). Note when the data arrived in year 3 they exceeded the target reaching 91% (click). What did the team skip when their data came in? [Celebrating their accomplishments] How might you celebrate those accomplishment. How would you celebrate them with the students? Activity Notes: Provide time for the participants to write a state year by year target for their School S.M.A.R.T. Goal. Resources Required: Not in Participant Manual Audience Reaction: 78

State Assessment – Targets by Zone/Student
Grade: N= Zone Current Data (# of ALL students) Target GREEN ZONE Advanced BLUE ZONE Proficient YELLOW ZONE Below Proficient RED ZONE Way Below Proficient State Assessment Sub-group: N= Zone Current Data (# of sub-group students) Target (# of sub-group students) GREEN ZONE Advanced BLUE ZONE Proficient YELLOW ZONE Below Proficient RED ZONE Way Below Proficient State Assessment Dept.: N= Zone Current Data (# of ALL students) Target GREEN ZONE Advanced BLUE ZONE Proficient YELLOW ZONE Below Proficient RED ZONE Way Below Proficient 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). Activity Notes: Resources Required: Participant Manual, page 66 Audience Reaction: 79

State Assessment – Targets by Zone/Student
Writing - State Assessment Dept.: Science N=25 students Zone Current Data (# of ALL students) Target BLUE ZONE Advanced GREEN ZONE Proficient YELLOW ZONE Below Proficient RED ZONE Way Below Proficient 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 S.M.A.R.T. Goal. Students and parents were informed of the S.M.A.R.T. goal and targets. Activity Notes: Provide time for the participants to create a target template by zone/student for their School S.M.A.R.T. Goal. They do not have the data with them to determine the current data or target. It will serve as a reminder. Resources Required: Not in Participant Manual Audience Reaction: 6 3 4 2 80

Common Assessment or District Benchmark – Targets by Zone/Student
Grade: (Subject/Subgroup) N= Current Data (# of ALL students) Forms Target (# of ALL students) Blue Baseline Green Yellow Red Progress Check Results 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. Activity Notes: Resources Required: Participant Manual, page 67 Audience Reaction: 81

Common Assessment or District Benchmark – Targets by Zone/Student
Sub-Group: Special Ed. N=10 Current Data (# of ALL students) Forms Target (# of ALL students) Blue Baseline Green 1 3 Yellow 4 Red 5 Progress Check 2 6 Results Purpose: Tell a target story Lecture Notes: A group of special education teachers met to determine the targets for a writing common assessment. The team worked with 10 students (click). After giving the baseline writing assessment they recorded the data (click) finding that 0 students were in the green, 1 person was in the blue, 4 in the yellow and 5 in the red zones. This was the first time they had ever worked with targets and were unsure of moving any students to the green zone, in fact they felt it would be impossible. So they set the targets to reach at the next form – progress check (click). They determined 0 in the green, 3 in the blue, 3 in the yellow and 4 in the red zones. Wonderful news arrived after giving their 10 students the mid-point assessment. Results (click) were 1 student in green, 5 in blue, 2 in yellow and 2 in red zones. They were amazed how the focus in writing reinforced new learning to move them to higher assessment results. This encouraged them to set higher targets (click). This time they felt they could move 2 students to green, 6 to blue, 2 to yellow and all out of the red zones. A turn around in their perceptions. They made some changes in their methods of teaching writing, added more intervention methods and awaited the final writing assessment prior to the state assessment. The results came in (click) with some celebrations and disappointment; they met their green zone, were one less in the blue zone, increased by one in the yellow zone and one student stayed in the red zone. What does this mean to you? Activity Notes: Provide time for the participants to create a target template by zone/student for their School S.M.A.R.T. Goal. They do not have the data with them to determine the current data or target. It will serve as a reminder. FACILITATOR NOTE: The full S.M.A.R.T. Goal Tree template as well as the full Writing Goal Example is in the participant manual as a teaching tool. Ask the audience to review the School S.M.A.R.T. Goal template and examples. Let them tell their story from the data in each example. Resources Required: Not in Participant Manual Audience Reaction: 82

Results Goal Indicators Measures Targets “S” Specific Area of Concern “M” “A” and “T” “R” PLUG YOUR RESULTS GOAL IN HERE “M” “A” and “T” “S” Specific Area of Concern “M” “A” and “T” “M” “A” and “T” Purpose: Introduce the S.M.A.R.T. Tree Diagram Template Lecture Notes: Define each element of the S.M.A.R.T. 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 S.M.A.R.T. 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 S.M.A.R.T.. Measures: MEASURES, the “M” part of S.M.A.R.T., 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 S.M.A.R.T. Activity Notes: Resources Required: Participant Manual, page 46; The Power of S.M.A.R.T. Goals, pages 17-24 Audience Reaction: “S” Specific Area of Concern “M” “A” and “T” “M” “A” and “T”

Break Time Purpose: Indicates a break Lecture Notes:

How S.M.A.R.T. is Your Goal?

Homework Planning Template
Action Step(s) Who is Responsible? To be Completed by When? How Will You Communicate Results? Establish a coaching relationship with your Project Team Conduct Meeting #1: Isolate the Need Gather Data to verify Need and Do GAN Analysis Conduct Meeting #2: SMART Goal Purpose: Create a plan of action to take back to their schools. Lecture Notes: Activity Notes: Record the specific action steps you are going to take to implement some of what you learned today. For each action, identify a “by when it will happen” date, who will take the lead on making it happen, and what the result will be (outcome/deliverable). For example, if you decide to convene your faculty to create value statements, one action might be to schedule a meeting with your SIP or SMART Leadership Team to design the agenda, schedule the meeting time and how and when you will communicate with staff. The timeline will be by when you want to have this planning meeting; the person responsible would be you (calling the meeting). The outcome of this action step will be an agenda, date and location for a meeting with the full faculty. Use this plan to create your next steps as a leader of focus in your school/team. FACILITATOR TIP: Reference the S.M.A.R.T. Leadership Team’s previous Action Plan. Resources: Participant Manual, page 23 Audience Reaction:

Feedback Forms Individually complete your feedback form.
Runner returns all feedback forms to your facilitator. Tidy your table. Thank you for your time and energy today! Purpose: Closure Lecture Notes: Activity Notes: 1. Read quotes in the participant manual silently, round robin, or whole group and identify the one that speaks to you and why. Pair/Share. 2. Ask the audience to complete the feedback form. If possible, ask for the tables to take on the roles of: - Delivering the feedback forms to the front; - Clearing the tables; - Arranging the table tops for tomorrow; - Making sure the chairs are arranged for tomorrow. 3. Also have each person sign out by placing a “dot” on their criteria for success (documented earlier in the day). 4. After all are back at their tables, end with an appreciation: Today I learned that… FACILITATOR TIP: Have participants tear feedback form out of participant manual and turn in. Summarize the feedback comments and insert them into tomorrow’s PowerPoint. Resources Required: Participant Manual, pages 36 and 38. Appreciations are from research of Jean Gibes in her book “Tribes A New Way of Learning Together”. Audience Reaction:

Thank you S.M.A.R.T. People! www.smartlearningcommunity.net
THE place to connect with others who have discovered the power of S.M.A.R.T. Purpose: Show as the participants leave the room Lecture Notes: Activity Notes: Resources Required: Not in Participant Manual Audience Reaction:

Wisconsin S.M.A.R.T. Coach Academy

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