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SMART Goals For Professional Learning Communities Strategic Measureable Attainable Relevant Time Bound.

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Presentation on theme: "SMART Goals For Professional Learning Communities Strategic Measureable Attainable Relevant Time Bound."— Presentation transcript:

1 SMART Goals For Professional Learning Communities Strategic Measureable Attainable Relevant Time Bound

2 “Success isn't a result of spontaneous combustion. You must “Obstacles are those frightful things you see when you “If you don't know where you are going, you will probably take your eyes off your goal. ” Henry Ford end up somewhere else. ” Lawrence J. Peter set yourself on fire. ” Arnold H. Glasow Goals, Goals, Goals Why Do We Set Goals? (Fill in the blanks)

3 Writing SMART Goals Strategic and Specific Measureable Attainable Results Oriented and Relevant Time Bound

4 Strategic and Specific Describe the goal in precise terms. What are you going to do? Who is the goal for? How are you going to do it? When will the goal be reached?

5 A specific goal has a much greater chance of being accomplished than a general goal. A general goal is, “I will read more.“ But a specific goal would say, “I will read for 30 minutes each day for the next year."

6 Strategic and Specific Non-Example: Students will do better in math. Example: All __th grade students will score level 4 or higher in math on the 2010 FCAT.

7 Measureable If it can't be expressed in figures, it is not science; it is Use specific criteria for measuring progress toward the goal. How many? How much? opinion.

8 Measureable Non-Example: All _ th grade students will do better in math. Example: All __th grade students will score level 4 or higher in math on the 2010 FCAT.

9 Attainable Goals should be set high (rigor) but Unattained goals do not indicate within reach. failure.

10 To determine if your goal is attainable, ask questions such as: Do we truly believe that it can be accomplished? What are the resources that we need in order to accomplish this goal? Creating Attainable Goals

11 Attainable Non-Example: All __th grade students will score level 5 in math on the 2010 FCAT. Example: 80% of ____th grade students will score 4 or higher in math on the 2010 FCAT.

12 Results-Oriented Relevant, and Rigorous Does The Goal Make A Difference? Are My Students Being Challenged? Am I Being Challenged?

13 Results-Oriented Relevant, and Rigorous Non Example: 50% of the students will increase the amount of time spent reading at home. Example: All students will score level 4 on the 2010 FCAT Spring reading assessment. Where’s The Rigor? “Results” are student achievement focused and not on parent or teacher behavior.

14 Time Bound / Timely When? What is the time frame? Next month, the month after? By grade 6? The goal is to be grounded within a time frame. With no time frame tied to it, there is no sense of urgency.

15 Time Bound / Timely Non Example: Students will increase their reading scores by..? Example: 80% of ____th grade students will score 4 on the 2010 Spring FCAT Reading Assessment.

16 Is This a SMART Goal? Sixth grade students will meet or exceed the state average in reading as measured by the Spring FCAT. YES it is!

17 Is This a SMART Goal? 75% of the fourth grade students will meet proficiency levels on the next reading Formative Assessment. No, it is not. Where is the rigor? Expect More

18 Is This a SMART Goal? 80% of our 8 th grade students will complete their homework which will raise their Achievement Levels to meet or exceed state averages. No, it is not. It is tied to their homework.

19 What Is Wrong With These Goals? 1. All the students will improve their reading by doing more homework % of our students will achieve level 2 on the FCAT % of 11 th grade students will achieve level 2 in science. 4. Most of the students in our classes will learn what ‘Main Idea’ means.

20 20 Increase the percentage of students scoring at or above level 3 in Reading by 10%. Our Reality: 61% of our currently-enrolled 10 th grade students scored an achievement level of three or higher on FCAT Reading last year. Source: ODMS report DEM0050 Subtests of least growth include: Main Idea -12% and Comparisons -7%. Source: ODMS report CAR0010 Students will be identified who need assistance in the two subtests. Source: ODMS report CAR0025 Entire teamEnd of August List of students who will be assigned to one of the two groups. All high schools will improve their school performance by at least one letter grade. Each day, students will be grouped and instructed for 25 minutes in the subtest of greatest need. Develop common formative assessments. Seacrest SchoolReading GladiatorsJeanne Winston Marge Blankston, Adam Markey, Paul Croft, Sheila Stone 2009/2010 District Goals for Osceola County Public Schools Click HereClick Here Common formative assessments will be administered every two weeks. Number of students demonstrating proficiency in the subtests of instruction based on assessment results. 2009/2010 Osceola County Public Schools Improvement Plans Click HereClick Here Our Goal: Increase the percentage of students scoring proficient in the two subtest categories to 80%. Entire Team

21 SMART Goals Strategic and Specific Measureable Attainable Results Oriented and Rigorous Time Bound

22 Contact Information Art Tweedie PLC District Coach The Office Of Research, Evaluation & Accountability 817 Bill Beck Boulevard Kissimmee, FL Internal x66159


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