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Title I, Part A, Schoolwide Planning Part II:

Goal Setting

Title I UniversityNovember 2014

Virginia Department of EducationOffice of Program Administration and Accountability

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Objectives for Today’s Session

• Review of Phase I• Comprehensive Needs Assessment – Executive Report

• Schoolwide Plan Content/Format

• Development of Domain Specific SMART Goals

• Conclusion• Timeline for Implementation• Accessing Resources for Use in Your Division• Feedback and Follow-up Training Opportunities

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Review of Session #1: Opportunities for Improvement

Current State:

What is our starting point for improvements?

Desired State:

What is our vision for improvement? Where do

we hope to be in 2-3 years?

Last session, you were guided through a process to identify the school’s strengths and areas for

improvement. Today, we will think more about the gap between current performance and

desired outcomes, leading to the design of a roadmap to achieve the desired state in session 3.

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CNA Process - Recap

• The Comprehensive Needs Assessment (CNA) developed in Part I serves as a tool for school teams to broadly assess a wide range of factors affecting student achievement.

• The CNA is the foundation of the planning process—the database from which the planning team develops its vision of the future.

• The CNA process provides the opportunity to hypothesize about the causes of student achievement outcomes, and supports the identification of targeted SMART goals in the Schoolwide Plan (SWP).

• The CNA process supports schools in thinking about implementation and monitoring.

• The CNA report serves as an Executive Summary to the SWP.

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10 Components of a Schoolwide Plan

1. A comprehensive needs assessment of the entire school;2. Schoolwide reform strategies that:

– Provide opportunities for all children to meet the state's proficient and advanced levels of student academic achievement;

– Use effective methods and instructional strategies that are based on scientifically based research;– Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving

children and those at risk of not meeting the State student academic achievement and how the school will determine if such needs have been met;

3. Instruction by highly qualified teachers;4. High-quality and on-going professional development;5. Strategies to attract high-quality highly qualified teachers to high-need schools; 6. Strategies to increase parental involvement;7. Plans for assisting preschool children in the transition from early childhood programs to local

elementary school programs;8. Measures to include teachers in the decisions regarding the use of academic assessments in

order to provide information on, and to improve, the achievement of individual students and the overall instructional program;

9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards shall be provided with effective, timely additional assistance; and

10. Coordination and integration of federal, state, and local services and programs.

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a comprehensive plan based on

the strengths/areas for improvement

from the CNA

an annual evaluation on the implementation of

the plan to gauge effectiveness of the strategies utilized

a comprehensive needs assessment

on the performance of

all student populations

Core Elements of a Schoolwide Plan

Title I schoolwide programs are implemented based on 3 core elements:

Components 2-10 of the “Ten Components” of a SWP

Component 1 of the “Ten Components” of a SWP

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Schoolwide Program Planning Cycle

CNA

Inquiry Process

SMART Goals

SW Plan Design

PD & Implementation

Monitoring and Evaluation

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Objectives for Goal Setting

Current State

Desired State

Goal-Setting

To establish SMART goals tied to each of the identified domains/areas for improvement that are informed by the needs assessment.

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What are SMART goals?

S pecific. What do we hope to achieve? Articulate the desired outcome.

M easurable. How will we know when we have achieved the desired results? Identify metrics and benchmarks.

A ttainable. Is the goal achievable? Ensure that we have the resources to achieve the goal; it should be challenging yet attainable.

R elevant. Why is this goal important or relevant? Align each goal with the mission of the school – student achievement!

T ime-bound. When do we hope to accomplish this goal? Set target dates against which we can measure progress and results.

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Review student data

Identify school strengths, opportunities, and areas for improvement

How to Write a SMART Goal

Step 1: Needs Assessment

Identify a specific goal or challenge

Determine a measure of success

Ensure that the goal is challenging, yet attainable

Align the results with the broader mission

Create a timeline

Step 2: Goal-setting

Develop solutions to and strategies tied to each goal area

You can learn more about strategic planning during

Schoolwide Planning Session #3 on January 29,

2015.

Step 3: Strategic Planning

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Defining SMART Goals

S~Clearly and specifically state what the school is trying to achieve.

pecific:

~Goals have both a broad-based and long-term impact because they are focused on the specific content needs of the specific students for whom the goal is intended.

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Defining SMART Goals

M~Shows how you will know if progress is being made towards achieving the goal. Measurable goals quantify results to determine the degree of impact or influence on student success.

easurable:

-Establishing clear baseline data is critical to measuring a change from the current reality to the preferred future reality.

-Measurement can occur in a number of different ways using a variety of different tools and strategies such as standardized tests, common assessments, progress monitoring measures, classroom observation data, attendance, implementation data, etc.

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Defining SMART Goals

A ~ Goal statements are within the realm of your influence or control and developed based on current student achievement levels, capacity of staff, and available resources.

ttainable:

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Defining SMART Goals

R ~ The goals reflect the urgent, critical needs previously identified through the school’s comprehensive needs assessment and inquiry process.

elevant:

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Defining SMART Goals

T~ Goals identify specific dates for assessment and data collection/analysis. The chosen dates occur at appropriate intervals based upon the measures identified. A clear rationale exists behind the established timeline for goal assessment.

ime-bound:

~ Goal statements include dates identifying when they will be attained (“by . . . “).

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SMART Goals Are:

Specific(Who? What?)

Measurable & Attainable

(How much? How ambitious?)

Relevant(Improvement we

want to see)

Time-Bound (By when?)

SMART Goal

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Is this a SMART goal?

Student performance in mathematics will dramatically improve at this school.

Specific

Measurable

Attainable

Relevant

Time-bound

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Is this a SMART goal?

By 2013, all students will attend after-

school tutoring for reading and math.

Specific

Measurable

Attainable

Relevant

Time-bound

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Is this a SMART goal?

By spring 2015, 40% of 5th grade students will score proficient or better on the mathematics SOL test.

Specific Measurable Attainable Relevant Time-bound

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Is this a SMART goal?

We will narrow the gap between ELL students and their English proficient peers by increasing the percentage of ELL students who demonstrate proficiency on the reading SOL from 10% to 25% by Spring 2016.

Specific Measurable Attainable Results-oriented Time-bound

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SMART Goal Development

Based on the data review findings presented in the CNA, develop SMART goals specific to each domain that will support attainment of the school’s goals.

Suggested Domains/Areas of Study:

• Teaching for Learning: English/Language Arts; Mathematics; other Core Academic Areas

• Culture and Climate: Professional Learning; Parent/Community Engagement; Leadership/Governance; Safe/Orderly Environments

Materials NeededMaterials Needed

• Completed Data Summary Worksheet from Part I• Completed CNA Executive Summary from Part I• Goal Development Worksheets

Materials Needed:

Action steps

Planning TeamFaculty & Staff

Students (high school)

Parents and Family Members

School and Division Administrators

Community Partners

Same team members/configuration as Phase I (CNA process).

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Sample SMART Goal Worksheet

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Tip for success

The goal of this phase in the schoolwide planning process is to develop goals to address the areas for improvement identified

through the needs assessment process.

During phase 3, teams will identify targeted, research-based strategies aligned with the attainment of the SMART goals

developed for each domain.

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Current State:

Where we are.(CNA)

Desired State:

Where we want to be.(SMART Goals)

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Conclusion and Next Steps

What did we accomplish today? We:

• Developed an understanding of what SMART goals are, and

• Learned how to establish SMART goals tied to each of the identified domains/areas for improvement informed by the CNA.

What comes next?

Title I University Schoolwide Planning Session – • SWP Part 3: Strategic Action Planning - January 29, 2015

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Q & A Opportunity

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Contact info

Kristi Bond, ESEA Lead CoordinatorVirginia Department of Education

Office of School ImprovementE-mail: kristi.bond@doe.virginia.gov

Tel: 804-371-6201

Lynn Sodat, Ph.D., Title I CoordinatorVirginia Department of Education

Office of Program Administration & AccountabilityE-mail: lynn.sodat@doe.virginia.gov

Tel: 804-371-2934

Title I, Part A, Web Page http://www.doe.virginia.gov/federal_programs/esea/title1/part_a/index.shtml