Reading Public Schools
SMART Goals Training Presentation
September and October, 2012
Self-Assessment-Step 1 of 5 Step Cycle
Overview of Training Process
 District Wide Staff Meeting
 Overview of 5 Step Cycle
 September 19 or 20-Inservice Day
 Self-Assessment
 October 3rd Inservice
 SMART Goal Development
Every educator is an active participant in the
evaluation process Every educator conducts
Every educator
conducts an analysis
of evidence of student
learning, growth, and
achievement
an assessment of practice
against Performance
Standards.
Continuous
Learning
Prepares to
strategically identify
professional practice
and student learning
goals.
Collaboration and Continuous Learning are the focus
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Massachusetts Department of Elementary and Secondary Education
Self-Assessment
Reading Public Schools TAP Presentation
Fall, 2012
Self-Assessment Workshop
Please refer to the workbook during
this section for more information
The self-assessment process …
 Establishes a continuous improvement plan for every educator
 Promotes professional growth and continuous learning
 Keeps student learning at the core of all instructional and
professional practice decisions
 Accelerates and builds upon work by supporting a throughline of goals informed by district and school goals
 Builds consistency across the school and district
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Massachusetts Department of Elementary and Secondary Education
Step 1: Self-Assessment Components
According to the regulations
Self-assessment must include:
1. “an analysis of evidence of student learning, growth, and
achievement for students under the educator's responsibility;
2. an assessment of practice against Performance Standards;
and
3. proposed goals to pursue to improve practice and student
learning, growth, and achievement” (35.06(2)(a)(1-3))
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Massachusetts Department of Elementary and Secondary Education
Step 1: Self-Assessment
 As part of the self-assessment process the following should occur:
 An analysis of evidence of student learning, growth, and achievement for
students under the educator’s responsibilities
 An assessment of practice against each of the four Performance Standards
of effective practice using the district rubric.
 Proposed goals to pursue.
 The self-assessment using the performance rubric should be
completed by October 2nd on BaselineEdge. Please note that the
self-assessment step cannot be viewed by your
administrator.
 This part of the process should be completed on Baseline Edge using
Form A and B which is called Develop Draft Goals from Self-Assessment on
BaselineEdge, no later than October 8th.
Self-Assessment
Analysis of Evidence of student learning,
growth and achievement
Proposed goals to
pursue to improve
practice and
student learning.
Assessment of Practice against performance
standards
Which Performance Rubric Do I Use for Self-Assessment?
 General Classroom Rubric
 PreK-High School
 Special Education
 ELL
 Vocational Education
 World Languages
 Health, PE, Family and Consumer Science, Arts
 Specialized Instructional Support Personnel for Counselors
 School Social Workers and Adjustment Counselors
 Guidance Counselors
 School Psychologists
 Specialized Instructional Support Personnel for Nurses and Specialists
 School Nurses
 Library Media Specialists
 Technology Integration Specialists
 Reading specialists
 OT/PT
 Speech and Language
Questions to Ask During Self-Assessment
 As you are reviewing student data or are thinking about which data
should be used, ask yourself the following questions:
 What do you want your students to know?
 How will you know if they know it?
 What will you do with the students who don’t learn what they are
supposed to learn?
 What will you do with the students that already know what they are
supposed to know?
Step 2: Proposing the Goals
After conducting the self-assessment, educators are required to:
 Propose goals to pursue to improve practice and student learning,
growth, and achievement, including at least one:
 Student learning goal; and
 Professional practice goal
 Goals can be constructed for individuals, teams, departments, or
groups of educators who share responsibility for student results.
These are strongly encouraged.
 Exceptions
 First Year Teachers (Year 2 or 3 teachers at guidance of Principal)
 Teachers who have not received ratings of Proficient or Exemplary
Goal Setting
 Evaluator reviews goals the Educator has proposed in the self-
assessment.
 The evaluator retains final authority over goals to be involved in an
educator’s plan.
 Educators meet with the evaluator by October 15th to develop their
educator plan. New educators must meet by October 1st.
 Educator plan should be completed by October 30.
Coherence Through Aligned Goals
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Massachusetts Department of Elementary and Secondary
Education
Creating a Through Line for Coherence
District
School
District Goals/Initiatives
School Goals/Initiatives
Educator Teams
Standards for Effective
Teaching Practice
I.
Target Indicators
Curriculum, Planning,
and Assessment
II. Teaching All Students
III. Family and Community
Engagement
IV. Professional Culture
Create a through line from district  school  educator team goals
15
Massachusetts Department of Elementary and Secondary
Education
Potential Team Goals
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Massachusetts Department of Elementary and Secondary
Education
An Example
Reading Public Schools
SMART Goal Training
September, 2012
Meet Sally Smith
 Sally Smith:
 Fourth grade teacher
 11 years of teaching experience
 Two-Year Self-Directed Growth Plan
 Her school:
 Elementary level with 400 students
 16% Students with disabilities
 1% with limited English proficiency
 Student growth on MCAS in recent years has contributed to a
positive school climate
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Massachusetts Department of Elementary and Secondary Education
Sally Smith’s Brainstorm
Strengths
• Improving student performance in
both Math and ELA for students
who enter my class performing
below grade level
Needs
• Additional support for
implementing the revised MA
Curriculum Frameworks
• Improving communication with
• Teaching classrooms with diverse
families for whom English is a
needs (especially meeting the needs second language
of student with an IEP)
• Strengthen leadership skills
• Family outreach and
communication
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Massachusetts Department of Elementary and Secondary Education
Summary of Sally Smith’s Student Data
Refer to the Workbook
Part 1: Analysis of Student Learning, Growth, and Achievement
Briefly summarize areas of strength and high-priority concerns for students under your responsibility
for the upcoming school year. Cite evidence such as results from available assessments. This form
should be individually submitted by educator, but Part 1 can also be used by individuals and/or
teams who jointly review and analyze student data.
603 CMR 35.06 (2)(a)1
Strengths: the DRA-II shows that most of my incoming students have strong reading
foundations, including accuracy and fluency. According to their previous teachers,
students enjoy reading fiction and creative writing. In 3rd grade overall, students have
Reading and Math scores that are higher than the state average with Math (68%
Proficient) slightly higher than Reading (62% Proficient).
High-priority concerns: 5/20 incoming students are ELLs and 5/20 have IEPs (mostly
focused on literacy goals). Six have reading comprehension at the 2rd grade level and
five have reading comprehension around the 3rd grade level according to the DRA-II.
Students with weak reading comprehension also have weaker reading fluency. Students
will need additional support to be reading and comprehending successfully at grade level
by the end of the year. There are also four students reading above grade level as well, so
20
instruction
and materials in that area will needMassachusetts
to be strongly
Department ofdifferentiated.
Elementary and Secondary Education
Sally’s Source Data
 Consider the following questions:
 What types of information did Sally use to develop this student profile?
 What other sources of data could Sally have considered?
 Based on this analysis, what types of “student learning needs” might Sally
focus on in the coming year?
21
Massachusetts Department of Elementary and Secondary Education
Sally Smith’s Brainstorm
PROMPT: Where do I feel most
comfortable in my profession? Where have I
seen positive results?
Strengths
•Improving student performance in both
Math and ELA for students who enter my
class performing below grade level
•Teaching classrooms with diverse needs
(especially meeting the needs of student with
an IEP)
PROMPT: What do I find most difficult?
Where would I like more help from
others?
Needs
•Additional support for implementing the
revised MA Curriculum Framework
•Improving communication with families for
whom English is a second language
•Strengthen leadership skills
•Family outreach and communication
22
Massachusetts Department of Elementary and Secondary Education
Sally Smith’s Professional Practice Skills
 Pull out the Rubric-at-a-Glance page (Last Page of Workbook)
 Circle the Indicator(s) that best align with Sally Smith’s strengths
and areas of need
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Massachusetts Department of Elementary and Secondary Education
Sally’s Assessment of Practice Against the Rubric
Strengths
Needs
•Improving student performance in
•Additional support for
both Math and ELA for students who implementing the revised MA
enter my class performing below grade
Curriculum framework (I-A:
level (I-A: Curriculum & Planning; II-A:
Curriculum & Planning)
Instruction)
•Teaching classrooms with diverse
•Improving communication with
needs (especially meeting the needs of
student with an IEP) (II-A: Instruction; families for whom English is a
second language (III-C:
II-B: Learning Environment; II-D:
Expectations)
Communications)
•Family outreach and communication
(Standard III)
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•Strengthen leadership skills (IVC: Collaboration; IV-D: DecisionMassachusetts Department of Elementary and Secondary Education
Making)
What Sally Does Next…
Read the elements of the Indicators you’ve identified, focusing
on the “proficient” description
4.
5.
6.
25
Which Indicators best align with Sally’s strengths and areas of
need?
What key words are used to describe what it looks like to be
“proficient” in these areas?
Based on what she identified as areas for improvement and
using the rubric as a guide, what are some specific aspects of
performance that Sally might need to focus on?
Massachusetts Department of Elementary and Secondary Education
Sally’s Form A (Part 2)
Individual
Strengths:
Former student MCAS data (achievement and growth) and
benchmark data shows that I am successful at improving student
performance in both Math and ELA for students who enter my class
performing below grade level. I have also received positive feedback
from my peers and principal regarding my ability to differentiate my
instruction to meet diverse needs (Indicator II-A). I have also been
successful at increasing communication and collaboration with
parents, as evidence by increasing attendance to parent nights,
homework workshops, and internet traffic to my classroom website.
(Standard III).
Sally’s Form A, Part 2 (Continued)
Areas for support:
I would like increased opportunities to serve as a mentor and model for my
peers, and support in developing leadership skills. I am also concerned that
although my past performance with regard to Curriculum and Planning
(Indicator I-A) has been strong, I will face new challenges when we begin to
implement the revised curriculum frameworks. I would like additional support in
transitioning to the new frameworks.
Sally’s Form A, Part 2 (Continued)
Team
Our 4th grade team met to review the rubric and agreed
that one of our team strengths is parent engagement.
However, we are collectively concerned about the
implementation of the revised curriculum frameworks,
and would like to have additional supports (time, PD, etc)
to develop our skills with regard to unit design, backward
mapping to the new standards, and assessments.
Getting to Goal Topics
 What needs jump out at you as the most pressing?
 Do you see any that could be combined into a concrete
student learning goal or a professional practice goal?
 Do you see any opportunities for alignment between a student
learning goal and a professional practice goal?
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Massachusetts Department of Elementary and Secondary Education
What does Sally do next?
 Based upon Sally’s Self-Assessment, her draft goals could focus on the
following areas:
Improve reading comprehension for all students, especially ELL and
students on an IEP
2. Align the grade 4 literacy and math curriculum to the Common Core
State Standards and develop district determined measures that align
with those standards.
3. Complete a new mentor training program.
1.
 The next two slides give examples of how Sally could write her three
goals. Refer to Page 6 and 7 in the workbook.
Student Learning SMART Goal
Professional Practice SMART Goal 1
Check whether goal is individual or team;
write team name if applicable.
Check whether goal is individual or team;
write team name if applicable.
Individual
Individual
X Team: Julie Jones (Grade 4 Special Education X Team: Bob Smith and Maria Nunez (Grade 4
Teacher), Barbara Bingham (Reading
Teachers)
Specialist) and Fred Fosey (ELL Teacher)
By the end of the 2012-13 school year, all
students in my class will advance at least
one grade level in reading
comprehension and ELL and students
who have literacy goals on their IEP will
advance at least two grade levels in
reading comprehension as measured by
the DRA-II. This will be a team goal with
the Grade 4 Special Education Teacher,
Reading Specialist and the ELL Teacher.
By the end of the 2012-13 school year, our grade
level team will have successfully aligned 100% of
the Massachusetts Common Core State
Standards in literacy and mathematics for
Grade 4. We will work with our grade level
colleagues throughout the district to develop at
least two district determined measures in
literacy by the end of the 2012-13 school year
that are aligned with the CCSS.
Professional Practice SMART Goal 2
Check whether goal is an individual or team/department goal; write
team/department name if applicable.
X Individual
Team/Department/Grade Level Name:
School wide
By the end of the 2012-13 school year, I will have
successfully completed the new mentor training that is
offered by the Reading Public Schools. As a result of that
training, I will be able to mentor a colleague in my school
during the 2013-14 school year.
Looking Ahead
Laying the Foundation
1.
2.
3.
School teams will work together to develop a completed educator
plan. We will focus on this on October 3.
As a team, action steps will be identified.
Merge these activities into one Educator Plan that addresses each of
the two goals in a strategic, coherent manner. Then document the
needed supports and resources and determine a timeline.
Student Learning Goal(s) and Professional Practice Goal(s) Planned Activity
Action
33
Supports/Resources From
School/District
Massachusetts Department of Elementary and Secondary
Education
Timeline/Benchmark or
Frequency
Next Step: Educator Plan Development
 Designed to provide Educators with feedback for improvement,
professional growth, and leadership
 Plan must be aligned to the standards and indicators, as well as, district
and school goals.
 Shall include
 At least one goal related to the improvement of practice tied to one or more
Performance Standards
 At least one goal for the improvement of the learning, growth, and
achievement of the students under the Educator’s responsibility
 An outline of actions the Educator must take to attain the goals and
benchmarks to assess progress. Actions must include specified professional
development and learning activities.
 Examples could include, coursework, self-study, action research, curriculum
development, study groups with peers, and implementing new programs.
Educator Plans:
Requirements and Timelines
35
Self-Directed
Growth Plan
Rated Proficient or Exemplary
Directed Growth
Plan
Rated Needs Improvement
Improvement Plan
Rated Unsatisfactory
Developing
Educator Plan
Without Professional Status
 Two-year plan
 Developed by the educator
 One-year plan or less
 Developed by educator and evaluator
 At least 30 calendar days; up to one year
 Developed by the evaluator
 One-year plan or less
 Developed by the educator and evaluator
Massachusetts Department of Elementary and Secondary
Education
What Plan Will I Be On For This Year?
For 2012-13 School Year
2011-12 School Year
2012-13 School Year
Non-PTS (Will be Non-PTS Next Year)
Developing Educator Plan
Non-PTS (Will be PTS Next Year)
Self-Directed Growth Plan
PTS on Year 1 of TAP Cycle
Year 2 of Self-Directed Growth Plan
PTS on Year 2 of TAP Cycle
Self-Directed Growth Plan or Directed Growth
Plan
PTS New to An Assignment
Developing Educator Plan or Self-Directed
Growth Plan
PTS on Year 1 of Alternative Evaluation
Will Complete Year 2 of Alternative Evaluation,
then new TAP system in 2013-14
PTS on Year 2 of Alternative Evaluation
Self-Directed Growth Plan
PTS on Additional Assistance Plan and will
continue on it next year
Directed Growth Plan
PTS on Additional Assistance Plan and will not
continue on it next year
Self-Directed Growth Plan
Implementation Responsibility
 Educator Responsibilities:
 Identifying, collecting & organizing artifacts/evidence related to goal progress.
 Documenting action steps completed.
 Collecting and submitting common artifacts.
 Collecting and submitting evidence related to Standards III and IV.
 Evaluator Responsibilities:
 Making resources and supports available.
 Identifying common artifacts/evidence.
 Observing practice and providing regular and specific feedback on performance.
 Monitoring progress – including midpoint check-ins.
37
Assignment For Next Time (By October 2)
1. Use the educator rubric (Self-Assessment Tool for Classroom
Teacher or Specialized Instructional Support Personnel Rubric)
to self-assess where you are currently for each element. Do this
on Baseline Edge. Highlight the appropriate level for each
element.
2. Be as self-reflective as possible. This self-assessment is
for your own use only and does not have to be shared
with others. Your evaluator cannot view it.
3. Refer to the Educator Evaluation: Self-Assessment and Goals
DevelopmentWorkbook for more samples and information in
preparation for the October 3rd Inservice Day.