1. Setting SMART Goals for 2011 - 2012 The central purpose of the Professional Learning Community (PLC) is for the teacher to develop a new understanding of instructional effectiveness and apply those valuable skills into their classrooms in order to ensure the mastery of student learning. Students are at the center of all our educational practices as new delivery strategies are learned and applied to high engaging classrooms.

2. TIME: 8:00 – 8:10 AM Time to Celebrate

3. Overview of Purpose  PLC teams will create SMART goals (Strategic, Measureable, Attainable, Results- Oriented, Time- bound) and action plans based on student needs as defined by data analysis. SIP (School Improvement Plan) goals and district goals should be aligned.

4. Introduction of PLC Leaders  Fine Arts (Patty Ahern)  Math (Debbie Lapka)  Science (Erin Schaffer)  Language Arts (Aronda Fawcett)  Reading (Linda Duree and Lora Louquet)  PE/Health (Katie Szymczak)  21 st Century Technology Skills (Kim VanNahmen)  Social Studies (Eldon Brandenburg)

5. Purpose of PLC’s & Meeting Dates  Every PLC team participates in an ongoing process of identifying the current level of student achievement, establishes a yearly SMART goal to improve the current level of achievement, collaborate to achieve that goal, and providing periodic evidence of progress through quarterly reviews.  August 16, 2011 (1:00 – 3:00 p.m.)  October 21, 2011 (8:00 – 10:00 a.m.)  January 4, 2012 (8:00 – 10:00 a.m.)  March 9, 2012 (8:00 – 10:00 a.m.)

6. Four School Goals  Develop SMART Goals based upon previous year’s student performance and tie these goals to a yearly action plans.  Continue to develop and implement formative instructional assessment practices (Comprehension Checks).  Fully implement note taking strategies that include Cornel Notes, and graphic organizers.  Develop content vocabulary for each grade level subject area.

7. Topics to Be Considered  Incorporating technology into the classroom, technology as a tool for learning  Grading practices that measure student mastery of content knowledge and skill development  Five Kinds of Teacher Thinking and Objective Setting

8. Time: 8:10 – 8:25 AM School Improvement DIAC Presentation

9. DIAC MEMBERS Ms. Schaeffer Mrs. Algrim Mrs. Lapka Mr. Linsenmeyer Mrs. Louquet Mrs. Scarrow

10. Time: 8:25 – 8:50 AM Step One: Collecting & Analyzing State Data

11. By looking at the data, learning has increased over the past three years. But how rapidly has student learning been increasing, and have the increases in net gain kept pace with the state and national standards? The increases in gains and the increases in net gains can be put into better perspective by stating them in terms of trend percentages. Analyzing State Summative Data

12. Math Historical Data Dodge City Middle School has made a 29.9 point gain in math proficiency in the last three years.

13. Math Proficiency Range D C M S has moved 29 percent of its non-proficient population to proficiency in the last three years. In 2008 we had 54% of our student population scoring below proficiency. As of the school year 2011 we have 24.9% of our students who score below proficiency in math.

14. Reading Historical Data Dodge City Middle School has made a 29.6 point gain in reading proficiency in the last three years.

15. Reading Proficiency Range D C M S has moved 17.1 percent of its non-proficient population to proficiency in the last three years. In 2008 we had 34.6 percent of our student population scoring below proficiency. As of the school year 2011 we have only 14% of our students who score below proficiency in reading.

16. A trend statement is the general direction in which something tends to move. DATA TRENDS

17. Analyzing State Summative Data  Objective: Review state historical data to identify trends in student achievement.  To complete this exercise you will need to establish multiple trend statements generated from historical data.  Example:“In the past two years we have seen an average reduction of seventh grade math students scoring at or below the meets standards mark by 9.1%.”

18. Analyzing State Summative Data  Divide your PLC group into grade level teams.  2010 – 2011 Data Trend Statements can be located on pages 8 and 9 of the January 2011 DIAC Report. 2010 – 2011 Data Trend Statements can be located on pages 8 and 9 of the January 2011 DIAC Report.  Use State Historical and Sub Group Scores to Generate your data trend statements.  Generate at least two data trend statements for math and or reading for Historical and Sub Groups

19. Collecting and Analyzing State Summative Data  Special Education Math Special Education Math  Special Education Reading Special Education Reading  English Language Learner Math English Language Learner Math  English Language Learner Reading English Language Learner Reading  Math Three Year Comparison 2011 Math Three Year Comparison 2011  Reading Three Year Comparison 2011 Reading Three Year Comparison 2011  Science Three Year Comparison 2011 Science Three Year Comparison 2011  Safe Harbor Status 2011 Safe Harbor Status 2011 Sub Group Historical ScoresState Historical Scores

20. Analyzing State Summative Data  You have 25 minutes to complete this exercise.  Math PLC teams should only generate two math data trends for your grade level.  Reading PLC teams should only generate two reading data trends for your grade level.  Science PLC teams should only generate two science data trends for your grade level.  All other PLC teams should generate one math and one reading data trend statements from your prospective grade level.

21. Recording Data Trends  Record your data trend statements on TodaysMeet.TodaysMeet  Include at least one 2011 state historical and one 2011 sub group historical in your data trend statements.  TodaysMeet Allows for Sharing of Data Trends TodaysMeet  Assign one person as a recorder  This information will be reviewed during the SMART Goal session.  You may divide your group into smaller assignments to complete this activity.  TodaysMeet Transcripts will be printed during the break. TodaysMeet

22. 10 MINUTE BREAK TIME: 8:50 – 9:00 AM

23. TIME: 9:00 – 9:20 Step Two A & B: Content Analysis

24. The intended curriculum is captured most explicitly in state content standards—statements of what every student must know and be able to do by some specified point in time. The enacted curriculum refers to instruction (e.g. what happens in classrooms). The assessed curriculum refers to student achievement tests. Prior Grade Content Analysis

25. Determine Foundational Knowledge  In this exercise the PLC teams will review state content standards of what every student must know and be able to do from the previous grade level to determine foundational knowledge.  Foundational knowledge is the development of a full understanding of the concepts associated with a subject to a degree that allows explanations, predictions at 80% Mastery.

26. Content Analysis (Two Steps)  The first step (2A) requires the PLC team to identify past skills in the previous grade level that has not been mastered at 80%. (6 th Grade Currently in 7 th ) (7 th Grade Currently in 8 th )  The second step (2B) requires the grade level PLC team to look at DCMS content standards that have historically not been mastered by students at the grade level over the past two years.

27. (2A) Analyzing Prior Grade Level Content  It is important that grade level PLC teams identify what students will need to master from the previous year.  These strategies will become a part of your SMART Goal Action Plan of skills that need to be reinforced to ensure a solid foundation of skills for future mastery.

28. (2A) Building Foundations for Learning  Identify and list all content area standards below 60% from the previous grade.  Record your strategies on how students will master these skills from the previous year.  Record all content standards below 60% and articulate strategies needed to ensure mastery at 80%.  Record information in your PLC packet.

29. (2B)Analyze at Grade Level Content  These strategies will become a part of your SMART Goal Action Plan of skills that need to be reinforced to ensure a solid foundation of skills for future mastery.  It is important that grade level PLC teams identify what students did not master at grade level (Below 60%) from the previous two years.  There may be a trend in mastery that needs to be addressed in instructional practices.

30. Defining Instructional Practices  Use the DIAC reports from the past two years to determine what standards fall below 60% in both years.  Record those standards on the standards chart and devise instructional strategies that will ensure mastery at 80%.  Defining instructional strategies that support foundational learning is essential when developing a yearly action plan.

31. TIME: 9:20 – 10:00 AM Step Three: Completion of Data Analysis Worksheet

32. In step three Setting Measurable SMART Goals each PLC team will begin the process of establishing a SMART Goal by completing the Data Analysis Worksheet. Data Analysis Worksheet

33. Data Analysis Worksheet Part 1  In Part I of the Data Analysis Worksheet use information provided by your PLC Teams end of the year goal assessment worksheet. (See Appendix A Goal Assessment Worksheet)See Appendix A Goal Assessment Worksheet

34. Example Goal Assessment Worksheet

36. Data Analysis Worksheet Part 2  In Part II of the Data Analysis Worksheet use the information gained from Step Two A and B: to analyzing essential standards that need improvement.

38. Data Analysis Worksheet Part 3  Based on your teams data analysis, what are your team’s greatest areas of concern?  Use information gained from part 2A and Part 2 B to record your information.

40. Data Analysis Worksheet Part 4  List ways in which instructional focus will be administered to resolve and target the greatest areas of concern as identified in problem statement number 4.  What will we need to do different to ensure that students master the state standards that have historically been below the 60% mark?  Define instructional strategies that are different that will support foundational learning.

42. SMART goals will be used use to set measurable year- end instructional goals, which serve as meaningful targets to guide pedagogical strategies. SMART is an acronym that stands for Specific, Measurable, Attainable, Results- Oriented, and Time-Bound. Setting Measurable SMART Goals

43. Define Focus Areas for Improvement  In establishing SMART goals at the beginning or end of the school year will help our school to recognize that formalized goal-setting can lead to improved student learning outcomes.  You will need a SMART Goal for every DCMS content standard below 60%. Please also address subgroups when formulating your SMART Goals.  First define the focus areas for improvement  Example  Number sense  Computation  Measurement

44. SMART Goal Example  An example SMART goal might look something like the following:  The percentage of seventh grade students scoring at Level 3 or higher on number sense will increase from 64% in Spring of 2011 to 82% in Spring of 2012.  The percent of special education students scoring at level 3 in number sense will increase from 45% in Spring of 2011 to 60% in Spring of 2012.  All SMART Goals should show at least a 10% gain in achievement over the previous year.