PLC Team Leader Meeting

Prep for Team Meeting #7

Creating SMART Goals

Collaborating on a SMART Goal

Based on the review of data sources, team discusses the area of student learning around which they will build their SMART goal.  

Reminder- we are not coming together to argue or debate.  We are coming together to collaborate

“There is nothing more important that each member’s commitment to common purpose and a related performance goal to which the group holds itself jointly accountable.” –Katzenback & Smith, 1993

Attainable GoalsThis is the type of goal the team will

develop.

Will serve as a benchmark of progress.

“If we seek and implement best practices, we have reason to believe we will achieve our team goal.”

-Dufour, DuFour, & Eaker- Learning by Doing

SMART GoalsStrategic and Specific

Measureable

Attainable

Results oriented

Time bound

SStrategic and Specific: Goals

should be very focused and clearly define what we want students to know and be able to do.

Richard DuFour

MMeasurable: Goals should

clearly spell out the amount of change or progress.

-Richard DuFour

AAttainable: Goals should be

“do-able,” but should stretch students. Goals that are not rigorous will result in lower achievement than might be possible with higher expectations.

- Richard DuFour

RResults-oriented: Goals should

be expressed in terms of students outcomes, indicating the target behaviors that are evidence of student outcomes.

-Richard DuFour

TTime-bound: A timeframe or

end point for the desired student outcomes should be established. Without a time limit, there is no urgency for taking action now.

-Richard DuFour

Reminders for Writing SMART Goals

Stipulate both past level of performance and improvement goalReality- 86% passedGoal- at least 90% will pass

Focus on Results, Not Actions

Focus on what students will do not what teachers will doNon-examples

We will integrate technology into our course. We will align our curriculum with the newly adopted

textbook.

Council Rock Department of Pupil Services will provide a more proactive and

comprehensive approach to formal departmental collaboration processes. We will

meet on a quarterly basis to increase cohesiveness of practices and understanding

of functions within the Department.  The Department of Pupil Services satisfaction

toward the collaboration process will increase from a baseline of __% at initial assessment

to __% following implementation.  Ultimately, we will better understand the services

provided, interventions implemented, and ongoing needs of students as they move

through the Council Rock Educational System.

Did Your Team…?Read through sample SMART goal

worksheets (pgs. 164-170 in Learning by Doing) for various grade levels (and on wiki)

Complete SMART goal worksheet and/ or Team SMART Goal-Setting Plan (on wiki).

Action StepsSee samples (pgs. 164-170 in Learning

by Doing).

How do yours compare?

Do they reflect the cycle to some degree?

Step 1: IdentifyPower Standards

What do we really want students to

know and be able to do?

Step 2: Design/Use

Assessments for Learning

How will we know students are learning (before it’s too late)?

Step 3: Design & Deliver Effective

InstructionWhat are research-based practices that will lead to student learning of power standards and beyond?

Step 4: Participate in ongoing data-driven decision makingHow do we respond when they aren't learning, or if they already know it?

Cycle of a Collaborati

ve Team

© Capistrano Unified School District

Creating a guaranteed, viable curriculum is the number-one factor for increased levels of learning.

(Marzano, What Works in Schools 2003)

To Improve Student Achievement

Create a guaranteed and viable curriculum.

Establish a limited number of power standards.

Pursue clear and focused essential academic goals.

Develop a compact list of learning expectations and tangible exemplars of student proficiency.

Guaranteed & Viable Curriculum

Only happens when teachers--who are called on to deliver the curriculum--work collaboratively to:

Study the intended curriculum and agree on priorities within the curriculum.

Clarify how the curriculum translates into specific student knowledge and skills.

Establish pacing guidelines for delivering the curriculum.

Commit to one another that they will actually teach the curriculum.

(DuFour and Marzano, Leaders of Learning, 2011)

Keep, Drop, CreateTom Many

Four Critical Questions of Learning

1. What is it that we expect students to learn?

2. How will we know when they have learned it?

3. How will we respond when they don’t learn?

4. How will we respond when they already know it?

Criteria for Identifying Essential Common

OutcomesTo separate the essential from the peripheral, apply these three criteria to each standard:

1. Endurance: Are students expected to retain the skills or knowledge long after the test is completed?

2. Leverage: Is this skill or knowledge applicable to many academic disciplines?

3. Readiness for the next level of learning: Is this skill or knowledge preparing the student for success in the next grade or course?

(Reeves & Ainsworth, Power Standards: Identifying the Standards That Matters Most, 2003)

Advantages of Team Discussion of Essential

LearningGreater clarity regarding the interpretation of

standards.

Greater consistency regarding the importance of different standards.

Greater consistency in the amount of time devoted to different standards (common pacing).

Common outcomes & common pacing are essential prerequisites for a team to create common assessments and team interventions.

Greater ownership of & commitment to standards

Levels of Curricula at Work in School

Intended: What we want them to learn

Implemented: What actually gets taught

Attained: What they actually learn

To impact the attained curriculum in the most powerful way, make certain the implemented curriculum is guaranteed and viable.

(Marzano, What Works in Schools 2003)

Assessing Our Current Reality

Consider the five stages of PLC progress regarding:

Learning as our Fundamental Purpose (Part 1).

Individually, silently and honestly, have team members plot the point where they think the team is on the handout.

Discuss: Areas of agreement?Areas of disagreement?Where can you celebrate progress?What areas are you finding problematic?

Where Do We Go from Here?

Clearly Defined OutcomesWhat steps could you take to make

progress in these indicators?Complete the “Where Do We Go from

Here?” worksheet (electronic one on wiki) to plan/modify action steps with your team.

Team Learning ProcessConsult action steps.

Clarify essential learnings (skills, knowledge) for each course/subject to ensure that students have access to a guaranteed and viable curriculum, unit by unit.Define unit.Identify power standards.Unwrap standards.Gain consensus on knowledge,

understandings, skills.

Develop multiple common formative assessment per year for each course or content area.

Unwrapping Standards

Make sense of the standards.

Provide direction for planning.

Determine exactly what is most important for students to:know (the concepts or content)be able to do (skills).

Unwrapping the Standards

Concepts: abstract ideas that point to a larger set of understandings (e.g. peace, patterns, power)

Content: specific information students need to know in a given standard

These are used interchangeably when unwrapping standards.

Concepts/content- the important nouns and noun phrases embedded in the standards.

From the work of Larry Ainsworth

Unwrapping the StandardsThe skills (what students need to be able to do)

are the verbs embedded in the standards.

From the work of Larry Ainsworth

How We Unwrap StandardsDetermine which power standard to unwrap

(consider endurance, leverage, readiness).

Underline the key concepts (nouns and noun phrases) and circle the skills (verbs).

Organize concepts & skills in a graphic organizer or curriculum map.

From the work of Larry Ainsworth

CC 6 RL 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

What are higher order VERBS? These suggest skills to be mastered.

CiteSupport analysis

What are the key NOUN (CONCEPTS) and what do they suggest about big ideas?

textual evidenceInferencesWhat text says

What key facts (knowledge) must students know? Definitions: explicitly, inference, textual evidence, support

The facts stated in the text

What must students be able to do?Provide a neutral summary of what the text saysNotice evidence that allows them to read between the lines

Try One!Math (4)- Use the four operations with

whole numbers to solve problemsCCSS.Math.Content.4.OA.A.1 Interpret a

multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

or

ELA (K)- Integration of Knowledge and IdeasCCSS.ELA-Literacy.RL.K.9 With prompting and

support, compare and contrast the adventures and experiences of characters in familiar stories

Standard:     

Students should know (Content):(facts, vocab, formulas, etc.)              

Students should be able to (Skills):  

Students should understand (Concepts):(Big ideas, enduring understandings)        

Learning Targets

1. I can…2. I can…3. I can…

   

Sample SMART GoalCurrent reality: Last year, 85% of our students

met or exceeded the target score of 3 on each strand of our summative writing prompt.

SMART goal: This year, at least 90% of our students will meet or exceed the target score of 3 on each strand of our summative writing prompt.

Clarify the Essential Writing Skills

By the end of this year, each student will be able to:Develop a plan for writing.Focus on a central claim.Support a claim with logical reasoning and

evidence.Use words, phrases, and sentences to create

fluency and cohesion.Provide a concluding statement and section that

supports the central claim.Edit final copies for grammar, capitalization,

punctuation, and spelling.

Strategies and Action Steps

In order to achieve our SMART goal we will:

Clarify the essential writing skills.

Develop common monthly writing prompts.

Agree on criteria by which we will judge the quality of student writing.

Practice applying criteria consistently to establish inter-rater reliability.

Establish the proficiency target of 3 out of 4.

Identify anchor papers for each rubric stage.

Share standards, rubrics and anchors with students and teach them hot to apply the rubric to their writing.

Team Learning Process Clarify essential learnings (skills,

knowledge) for each course/subject to ensure that students have access to a guarabnt4eed and viable curriculum, unit by unit.

Develop multiple common formative assessment per year for each course or content area.

Common Assessments

…assess the learning of all students pursuing the same curriculum through the use of the same instrument and/or the same criteria.

…are administered at the same time or within a narrow window of time.

…are administered to special education students according to the adaptations and modifications specified in their IEPs.

Formative Assessment Process

A formative assessment is assessment for learning while a summative assessment is an assessment of learning.

Formative assessment is to summative assessment what a physical examination is to an autopsy.

Summative assessments give students the chance to prove what they learned; formative assessments give students the chance to improve on their learning.

ResourcesDuFour, DuFour, Eaker. PLC At Work Institute

Materials, 2013.

DuFour, DuFour, Eaker & Many. Learning by Doing, 2010.