1. SMARTR Goals for School-Based Administrators
FAIRFAX COUNTY PUBLIC SCHOOLS
Connecting School-Based Administrator Evaluation to Student Academic Progress
SMARTR Goals for School-Based Administrators
James Stronge, Ph.D.

2. Organizing Questions
What should we know in using SMARTR goals in school-based administrator evaluation?
How are SMARTR goals rated in Standard 7 – Student Academic Progress? 1 2 3
What are the requirements for school-based administrator SMARTR goals?

3. What are the requirements for school-based administrator SMARTR goals?
Organizing Question #1 1 1 3
What are the requirements for school-based administrator SMARTR goals?

4. Requirement by the Code of Virginia
…and that includes, among other things, an assessment of such administrators' skills and knowledge; student academic progress and school gains in student learning [emphasis added]; and effectiveness in addressing school safety and enforcing student discipline. The division superintendent shall implement such performance evaluation process in making employment recommendations to the school board pursuant to § ”

5. Standard 7: Student Academic Progress
The school-based administrator’s leadership results in acceptable, measurable student academic progress based on established standards.

6. Standard 7: Student Academic Progress
Sample Key Elements
Examples may include, but are not limited to:
7.1 Collaboratively develops, implements, and monitors the school
improvement plan that results in increased student academic
progress.
7.2 Utilizes research-based techniques for gathering and analyzing
data from multiple measures to use in making decisions related to
student academic progress and school improvement.
7.3 Collaborates with teachers and staff to monitor and improve
multiple measures of student progress through the analysis of
data, the application of educational research, and the implementation
of appropriate intervention and enrichment strategies.
7.4 Sets benchmarks and implements appropriate strategies and
interventions to accomplish desired outcomes

7. Standard 7: Student Academic Progress
Sample Key Elements
Examples may include, but are not limited to:
7.5 Provides evidence that students are meeting measurable,
reasonable, and appropriate achievement goals.
7.6 Demonstrates responsibilities for school academic achievement
through proactive interactions with faculty/staff, students, and
other stakeholders.
7.7 Collaboratively develops, implements, and ensures teachers’
student achievement goals are aligned with building-level goals for
increased student academic progress and for meeting state
benchmarks.

8. School-Based Administrator Standard 7 Performance Matrix
Highly Effective
Effective
Developing/Needs Improvement
Ineffective
Generates high level of student academic progress with all programs and populations of learners in schools.
Generates appropriate level of student academic progress with all programs and populations of learners in schools.
Generates appropriate level of student academic progress with only some programs and populations of learners in schools.
Generates low level of program and student academic progress development amongst all students.
At least ninety percent of students and/or programs meet and/or exceed SMARTR Goal.
At least eighty percent of students and/or programs meet and/or exceed SMARTR Goal.
At least fifty percent of students and/ or programs meet and/or exceed SMARTR Goal.
Less than fifty percent of students and/ or programs meet and/or exceed SMARTR Goal.

9. Standard 7: Student Academic Progress Recommendations*
Include multiple measures of student academic
progress
Use student academic progress goals or other
measures of student progress
Account for 40 percent of the school-based administrator’s Summative Performance Evaluation
* Source: Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals

10. Samples of Measures of Student Academic Progress
Increase in the percent of students enrolled in the International Baccalaureate Program.
Increase in the number/percentage of students in underperforming subgroups who enroll in college-level courses in high school.
Increase in the percent of minority students taking Advanced Placement/dual enrollment courses.
Increase in the number/percentage of students with disabilities meeting their Individualized Education Plan (IEP) goals.

11. Samples of Measures of Student Academic Progress
Increase in examples of nonacademic core middle or high school classes or students receiving prestigious awards on a consistent basis (e.g., art, music, band, speech).
Increase in the percentage of elementary students successfully meeting assessment benchmarks in English/reading, mathematics, science, and history and social science.
Pattern of improvement in SOL assessment pass rates.
Pattern of improvement in subgroup achievement on SOL assessments.

12. Guidance on Measures of Student Academic Progress
Give priority to quantitative measures already available in the school that are valid and provide valid measures of growth.
Use SMARTR goal setting or other measures that incorporate data from validated achievement measures whenever possible.
Have at least one SMARTR goal included in the evaluation.

13. Our Second Focus Area
What should we know in using SMARTR goals in school-based administrator evaluation?

14. How do school-based administrator and teacher goal setting compare?

15. How do school-based administrator and teacher goal setting compare?
The goal setting process is the same.
Step 1:
Determine needs
Step 2:
Create specific growth goals using baseline data
Step 3:
Create and implement leadership and management strategies
Step 4:
Monitor progress through ongoing data collection
Step 5:
Assess goal attainment

16. How do school-based administrator and teacher goal setting compare?
Evaluating the goal using SMARTR criteria is the same. The goal must be…
STRATEGIC AND SPECIFIC - Aligned with school-wide goals and focused on specific learning needs of all students
MEASUREABLE - Quantitative, observable, consistent measure(s) for overall school performance
ATTAINABLE - Doable yet challenging
RESULTS-ORIENTED - Identifies specific outcomes or targets for student
achievement
TIME BOUND - Establishes a sense of priority or urgency for goal attainment
RIGOROUS - Has an appropriate level of rigor to demonstrate mastery of
learning objective(s)

17. Is this a SMARTR goal? Evaluate the goals using the SMARTR criteria.
Let’s practice evaluating SMARTR goals.
Evaluate the goals using the SMARTR criteria.
If it does not meet all SMARTR criteria, how can it be revised? Reword the goal.
Be prepared to share with the entire group.

18. School-based Administrator SMARTR Goal 1
By the end of the school year, English 8 SOL pass rates will increase by ten percent (from 85 percent during the school year to 93.5 percent).

19. School-Based Administrator SMARTR Goal 2
By the end of the school year, English 8 SOL pass rates of English Language Learner students will increase by 15 percent (from 50 percent during the school year to 57.5 percent).

20. Comparing the SMARTR Goals
Compare the two SMARTR goals (which are from the same school).
Which of the two SMARTR goals might be better? Why?
Discuss this with your group.

21. How do school-based administrator and teacher goal setting contrast?

22. Differences Between Teacher and School-based Administrator Goals
Teacher goals are typically…
School-based administrator goals are typically…
Based on smaller numbers of students: micro-vision
Focused on individual student growth
Strongly influenced by individual student characteristics
Loosely correlated to school improvement plans
Based on larger populations of students: macro-vision
Focused on percentage of students reaching mastery
Less influenced by individual student characteristics
Highly correlated to school improvement plans

23. Baseline and Post-Measures
Used for teachers…
Used for school-based administrators…
Often take place from one year to the next
Use different groups of students
Usually take place in the same year
Use the same group of students

24. Example Goals
Teacher
School-Based Administrator
By the end of the school year, 100 percent of my AP History students will increase their analysis of historical documents skills as determined by the AP History test Data Based Question (DBQ) rubric. Each student’s post-assessment score will increase by two levels above the pre-assessment score.
By the end of the school year, the percentage of students passing at least one college-level course (AP, IB, or dual enrollment) out of the total eligible student population will increase by 10 percent (to 60 percent over last year’s 54 percent).

25. How are SMARTR goals rated in Standard 7 – Student Academic Progress?
Our Last Area of Focus
How are SMARTR goals rated in Standard 7 – Student Academic Progress?

26. School-Based Administrator SMARTR Goal Setting Matrix
Developing/Needs Improvement
At least fifty percent of students and/ or programs meet and/or exceed SMARTR Goal.
Highly Effective
At least ninety percent of students and/or programs meet and/or exceed SMARTR Goal.
Ineffective
Less than fifty percent of students and/ or programs meet and/or exceed SMARTR Goal.
Effective
At least eighty percent of students and/or programs meet and/or exceed SMARTR Goal.

27. Administrator Matrix Rules Explained: Effective
By the end of the school year, the percentage of students enrolled in at least one college-level course (AP, IB, or dual enrollment) out of the total eligible student population will increase by 10 percent over student enrollment (in these courses) in
EFFECTIVE: At least eighty percent of students and/or programs meet and/or exceed SMARTR Goal.
In the school year, there were 400 AP/dual enrollment students. A ten percent increase is 40 students (400 * 0.10 = 40) A ten percent increase would be 440 AP/dual enrollment students in the school year.
Effective Equation
N ≥ [Last Year’s Total AP/Dual Population + (Student Increase * 0.8)]
400 + (40 * 0.8)
= 432
Effective ≥ 432 AP/dual enrollment students

28. Administrator Matrix Rules Explained: Highly Effective
By the end of the school year, the percentage of students enrolled in at least one college-level course (AP, IB, or dual enrollment) out of the total eligible student population will increase by 10 percent over student enrollment (in these courses) in
HIGHLY EFFECTIVE: At least ninety percent of students and/or programs meet and/or exceed SMARTR Goal.
In the school year, there were 400 AP/dual enrollment students. A ten percent increase is 40 students (400 * 0.10 = 40) A ten percent increase would be 440 AP/dual enrollment students in the school year.
Highly Effective Equation
N ≥ [Last Year’s Total AP/Dual Population + (Student Increase * 0.9)]
400 + (40 * 0.9)
= 436
Highly Effective ≥ 436 AP/dual enrollment students

29. Administrator Matrix Rules Explained: Developing/Needs Improvement
By the end of the school year, the percentage of students enrolled in at least one college-level course (AP, IB, or dual enrollment) out of the total eligible student population will increase by 10 percent over student enrollment (in these courses) in
DEVELOPING/NEEDS IMPROVEMENT: At least fifty percent of students and/or programs meet and/or exceed SMARTR Goal.
In the school year, there were 400 AP/dual enrollment students. A ten percent increase is 40 students (400 * 0.10 = 40) A ten percent increase would be 440 AP/dual enrollment students in the school year.
Developing/Needs Improvement Equation
N ≥ [Last Year’s Total AP/Dual Population + (Student Increase * 0.5)]
400 + (40 * 0.5)
= 420
Developing/Needs Improvement ≥ 420 AP/dual enrollment students

30. Administrator Matrix Rules Explained: Ineffective
By the end of the school year, the percentage of students enrolled in at least one college-level course (AP, IB, or dual enrollment) out of the total eligible student population will increase by 10 percent over student enrollment (in these courses) in
Ineffective: Less than fifty percent of students and/or programs meet and/or exceed SMARTR Goal.
In the school year, there were 400 AP/dual enrollment students. A ten percent increase is 40 students (400 * 0.10 = 40) A ten percent increase would be 440 AP/dual enrollment students in the school year.
Ineffective Equation
N < [last Year’s Total AP/Dual Population + (Student Increase * 0.5)]
400 + (40 * 0.5)
= 420
Ineffective < 420 AP/dual enrollment students

31. Administrator Matrix Rules for SMARTR Goal Setting
By the end of the school year, the percentage of students enrolled in at least one college-level course (AP, IB, or dual enrollment) out of the total eligible student population will increase by 10 percent over student enrollment (in these courses) in
Developing/Needs Improvement
At least fifty percent of students and/ or programs meet and/or exceed SMARTR Goal.
N =
Highly Effective
At least ninety percent of students and/or programs meet and/or exceed SMARTR Goal.
N ≥ 436
Effective
At least eighty percent of students and/or programs meet and/or exceed SMARTR Goal.
N =
Ineffective
Less than fifty percent of students and/ or programs meet and/or exceed SMARTR Goal.
N < 420

32. Question and Answer Time