SMART Goals
For Professional Learning Communities
Goals, Goals, Goals
Why Do We Set Goals?
(Fill in the blanks)
“Obstacles are those frightful things you see
when you take your eyes off your goal. ” Henry Ford
“If you don't know where you are going, you will
probably end up somewhere else. ” Lawrence J. Peter
“Success isn't a result of spontaneous combustion.
You must set yourself on fire. ” Arnold H. Glasow
Writing SMART Goals
Strategic and Specific
Measureable
Attainable
Results Oriented and Relevant
Time Bound
Strategic and Specific
Describe the goal in precise terms.
What are you going to do?
Who is the goal for?
How are you going to do it?
When will the goal be reached?
A specific goal has a
much greater chance of
being accomplished
than a general goal.
A general goal is, “I will
read more.“ But a specific
goal would say, “I will read
for 30 minutes each day for
the next year."
Strategic and Specific
Non-Example: Students will do better
in math.
Example: All __th grade students will
score level 4 or higher in
math on the 2010 FCAT.
Measureable
If it can't be expressed in
figures, it is not science; it is
opinion.
Use specific criteria for
measuring progress toward
the goal.
How many? How much?
Measureable
Non-Example: All _ th grade students
will do better in math.
Example: All __th grade students will
score level 4 or higher in
math on the 2010 FCAT.
Attainable
Goals should be set high (rigor) but
within reach.
Unattained goals do not indicate
failure.
Creating Attainable Goals
To determine if your goal is attainable, ask
questions such as:
• Do we truly believe that it can be
accomplished?
• What are the resources that we need in
order to accomplish this goal?
Attainable
Non-Example: All __th grade students
will score level 5 in
math on the 2010 FCAT.
Example: 80% of ____th grade students
will score 4 or higher in math
on the 2010 FCAT.
Results-Oriented
Relevant, and Rigorous
Does The Goal Make A Difference?
Are My Students Being Challenged?
Am I Being Challenged?
Results-Oriented
Relevant, and Rigorous
Non Example: 50% of the students will
increase the amount of time spent reading
Where’s The
at home.
Rigor?
Example: All students will score level 4 on
the 2010 FCAT Spring reading assessment.
“Results” are student achievement focused
and not on parent or teacher behavior.
Time Bound / Timely
When?
What is the time frame?
Next month, the month after?
By grade 6?
The goal is to be grounded within a time
frame. With no time frame tied to it, there is
no sense of urgency.
Time Bound / Timely
Non Example: Students will increase
their reading scores by..?
Example: 80% of ____th grade students
will score 4 on the 2010 Spring
FCAT Reading Assessment.
Is This a SMART Goal?
Sixth grade students will meet or exceed
the state average in reading as measured by
the Spring FCAT.
YES it is!
Is This a SMART Goal?
Expect
More
75% of the fourth grade students will meet
proficiency levels on the next reading
Formative Assessment.
No, it is not.
Where is the rigor?
Is This a SMART Goal?
80% of our 8th grade students will complete
their homework which will raise their
Achievement Levels to meet or exceed state
averages.
No, it is not.
It is tied to their homework.
What Is Wrong With
These Goals?
1. All the students will improve their reading by doing more
homework.
2. 45% of our students will achieve level 2 on the FCAT.
3. 80% of 11th grade students will achieve level 2 in science.
4. Most of the students in our classes will learn what ‘Main
Idea’ means.
Seacrest School
Reading Gladiators
Jeanne Winston
Marge Blankston, Adam Markey, Paul Croft, Sheila Stone
All high schools will improve their school performance by at least one letter grade.
Increase the percentage of students scoring at or above level 3 in Reading by 10%.
Our Reality: 61% of our
currently-enrolled 10th
grade students scored
an achievement level
of three or higher on
FCAT Reading last year.
Source: ODMS report
DEM0050
Subtests of least
growth include: Main
Idea -12% and
Comparisons -7%.
Source: ODMS report
CAR0010
Our Goal: Increase
the percentage of
students scoring
proficient in the two
subtest categories
to 80%.
Students will be identified
who need assistance in
the two subtests.
Source: ODMS report
CAR0025
Each day, students will
be grouped and
instructed for 25
minutes in the subtest
of greatest need.
Develop common
formative assessments.
Entire team
Entire Team
End of August
List of students who will
be assigned to one of
the two groups.
Common formative
assessments will be
administered every
two weeks.
Number of students
demonstrating
proficiency in the
subtests of instruction
based on assessment
results.
2009/2010 District Goals for Osceola County Public Schools
Click Here
http://www.osceola.k12.fl.us/Superintendent/documents/SuptGoals20092010final.pdf
2009/2010 Osceola County Public Schools Improvement Plans Click Here
http://www.osceola.k12.fl.us/depts/ResearchEvalAcct/SchoolImprovementPlans.asp
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SMART Goals..........
Strategic and Specific
Measureable
Attainable
Results Oriented and Rigorous
Time Bound
Contact Information
Art Tweedie
PLC District Coach
The Office Of Research, Evaluation & Accountability
817 Bill Beck Boulevard
Kissimmee, FL 34744
407-870-4932
Internal x66159
tweediea@osceola.k12.fl.us