Children First
Intensive
A Focus on Goal Setting
Inquiry Team Meeting for ESO Network 19
October, 2008
Deena Abu-Lughod, SAF
Network Leader: Vera Barone
Karen Ames, Randy Soderman, Sonya Brown, Linda Tom
Many thanks to SAFs Anita Skop and Rosemary Stewart and
Richardson’s Work Smarter, Not Harder for their material.
1
Objectives for the Day
1. Identify our learning styles to enhance team work productivity.
2. Understand the implications of the new Quality Review
3. Formulate SMART goals at the school, grade and classroom
level based on performance and progress data
4. Understand a process of goal setting and interim benchmarks
as applied to student achievement
5. Familiarize ourselves with a variety of goal-setting tools and
resources.
6. Identify which periodic assessment to use for measuring target
population progress from September to June.
2
Problems can not be solved at the same level of
awareness that created them.
Albert Einstein
The Inquiry Process
from www.inquiryprocess.com
Albert Einstein has given the world a multitude of gifts. It
was not until he learned to step out of his sphere of
comfort, though, that he made his most fundamental
discoveries.
The inquiry process is based upon the same reasoning.
Until we step out of our sphere of comfort, we cannot
solve the most basic problems of our lives, our
relationships, and our organizations.
4
The Inquiry Process
(from www.inquiryprocess.com)
The inquiry process provides a tool to step out of the
level of awareness where our problems are created,
and look at them from a fresh and unique perspective.
It allows us the opportunity to confront our barriers to
accomplishing those undertakings which are vital to our
personal growth, as well as the growth of our
institutions.
The goal of Inquiry Process is to produce human
freedom, equanimity, and the acquisition of skills which
lead to profound communication and development.
5
Agenda
8:30-8:45
Focus on Goal Setting: Rationale
8:50-9:00
The Big Picture: Network Data and Progress Report
Modeler
9:00-9:10
SMART Goals Introduction
9:10–10:00
Work Smarter, Not Harder (article)
Break
10:15–11:15
Goal Setting Activity – Practice Revision; Tree Diagram
11:15-11:40
True Colors
11:40-11:50
Debrief and Evaluation
6
'Cheshire Puss,' she began, ……. `Would you tell
me, please, which way I ought to go from here?'
'That depends a good deal on where you want to
get to,' said the Cat.
`I don't much care where--' said Alice.
`Then it doesn't matter which way you go,' said the
Cat.
`--so long as I get SOMEWHERE,' Alice added as
an explanation.
`Oh, you're sure to do that,' said the Cat, `if you
only walk long enough.‘
--Lewis Carroll in Alice's Adventures in
Wonderland
7
Why Goal Setting?
Quality Review Statements 2 and 5 refer explicitly to the
importance of the alignment of goals at all levels in a school
and in all core areas, and to the importance of establishing
short-term interim benchmarks.
8
Quality Statement 2: Plan and Set Goals:
School leaders and faculty consistently use data to
understand each student’s next learning steps and to set
suitably high goals for accelerating each student’s learning. To
what extent do school leaders and faculty…
2.1 use collaborative and data-informed processes to set
measurable, actionable and differentiated learning goals in core
subjects for individual students and groupings of students and
develop differentiated plans and timeframes for reaching these
goals?
2.3 ensure that the achievement of learning goals, and the
implementation of plans and timeframes for reaching these goals,
is the central focus of school leaders, faculty, students and
families?
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QS 2: Some Criteria for Well Developed
School leaders and faculty use procedures to regularly set measurable
and rigorous learning goals for individual and groups of students in all
core subjects that build on what they know and can do, and identify a
series of next steps to achieve these goals in the designated period.
• School leaders and faculty set interim goals/benchmarks that are
checked periodically (at the end of each unit) throughout the year in
order to target effective differentiated instruction in all core subjects that
meets the needs of groups of students and individual students’.
School leaders and faculty meet regularly (at least monthly) to discuss,
review and adjust the timeframes to reach the goals of all students in all
core subjects.
• School leaders and faculty meet regularly with students (at least
weekly) and periodically with their families to ensure that there is a
clear understanding of the goals in all core subjects and timeframes set
to increase student achievement
10
Quality Statement 5: Monitor and Revise
The school has structures for monitoring and evaluating
each student’s progress throughout the year and for
flexibly adapting plans and practices to meet its goals
for accelerating learning. To what extent do…
5.1 the school’s plans for improving student outcomes and
its strategies for improving each teacher’s instructional
practices include measurable interim goals and suitable time
frames for evaluating success and making adjustments
during the year?
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QS 5: Some Criteria for Well Developed
• Teachers across core subjects demonstrate how they
consistently assess and monitor the progress of all students
and set and revise measurable goals to accelerate student
learning.
• School leaders and faculty have established rigorous and
measurable interim goals for all of the school’s plans and
instructional practices, consistently evaluate success (at
least once per month or after each unit), and make
adjustments as needed throughout the year.
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The Big Picture Goals
Use the Progress Report to identify a school area of focus.
(ELA or Math). Schoolwide efforts must be focused on
improvement in this area, and the goal should be reflected in
the CEP, the PPR, and at the level of each grade, teacher
and student.
If your school has been identified as in need of improvement
for underperformance of a particular subgroup, or if a
subgroup did not make its AMO in 2008, a more challenging
goal should be established for that subgroup, and it should
receive more support.
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Level 1+2 students: ___% in ELA (__ students) and
___% in Math (__ students)
Students who lost proficiency as
compared to their 2006 scores.
Students who made one
year of progress:
___% in ELA
___% in Math
___ % in ELA
___ % in Math
What does this mean for your school?
Closing the Gap in ESO Network 19 (Vera Barone)
Elementary Schools
% Level 3
or 4 ELA
So that means,
this percent
are outside the
sphere of
success
School 1
43.8%
56.2%
62.1%
37.9%
School 2
36.0%
64.0%
56.0%
44.0%
School 3
44.2%
55.8%
61.1%
38.9%
School 4
50.2%
49.8%
73.2%
26.8%
School 5
54.5%
45.5%
73.8%
26.2%
School 6
48.2%
51.8%
68.8%
31.2%
School 7
47.6%
52.4%
63.9%
36.1%
School 8
47.6%
52.4%
56.1%
43.9%
School 9
45.7%
54.3%
64.7%
35.3%
School 10
51.1%
48.9%
66.7%
33.3%
School 11
57.3%
42.7%
63.8%
36.2%
School 12
60.8%
39.2%
66.7%
33.3%
DBN
School
Goal for
2008-09?
1-Year
Progress
ELA
So that means,
this percent
did not make 1
year Progress
School
Goal for
2008-09?
15
Closing the Gap in ESO Network 19 (Vera Barone)
K-8 and Middle Schools
DBN
% Level
3 or 4
ELA
So that
means, this
percent are
outside the
sphere of
success
School 13
44.0%
School 14
1-Year
Progress
ELA
So that
means, this
percent did
not make 1
year Progress
56.0%
64.5%
35.5%
31.5%
68.5%
65.4%
34.6%
School 15
41.2%
58.8%
62.4%
37.6%
School 16
42.7%
57.3%
57.3%
42.7%
School 17
68.1%
31.9%
56.3%
43.7%
School 18
37.2%
62.8%
52.4%
47.6%
School 19
32.9%
67.1%
59.9%
40.1%
School 20
69.4%
30.6%
66.0%
34.0%
School 21
22.9%
77.1%
70.1%
29.9%
Average.*
46.5%
53.5%
63.4%
36.6%
School
Goal for
200809?
School
Goal for
2008-09?
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Progress Report Modeler
The Progress Report Modeler can be used as a tool for
setting schoolwide performance and progress goals.
One way of setting goals with the modeler is to create a goalsetting “principle”.
For example: you might want to reduce the gap between
your school and the best school in your peer group by onethird in ELA since you had only 4 months to work and onehalf in Math, because you had 6 months to work.
Then, simply compute the difference between your score and
the score of the highest school, divide that by 2 or 3, and add
that amount to your score. A 5-minute video is available on
my Wikispace.
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SMART Goals
> Strategic and Specific
> Measurable
> Attainable
> Results Based
> Time-bound
SMART goals help us determine which of our efforts is making a
difference, encourage us to set benchmarks to monitor progress,
and identify specific evaluation measures.
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Strategic and Specific
A strategic goal focuses on a high priority issue. When Specific, itl has a
much greater chance of being accomplished than a general goal. To set a
specific goal you must answer the six "W" questions:
Who:
Who is involved?
What:
What do I want to accomplish?
Where:
Identify a location.
When:
Establish a time frame.
Which:
Identify requirements and constraints.
Why:
Specific reasons, purpose or benefits of accomplishing the
goal.
EXAMPLE: A general goal would be, “Improve comprehension." But a
specific goal would say, “Improve the target population students’ reading
comprehension scaled scores in Performance Series by 300 points between
now and June."
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Measurable
Measurable goals show how a change will be calculated (eg, the
assessment(s) you will use to know if you have obtained the desired
results).
• Establish concrete criteria for measuring progress
toward the attainment of each goal you set.
• To determine if your goal is measurable, ask
questions such as:
> How much?
> How many?
> How will I know when it is accomplished?
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Attainable
Attainable goals include actions that the school can control or influence that
can be accomplished with existing resources. Goal setting requires setting
a baseline or starting point and looking at past performance trends when
determining whether a goal is attainable. It must be compelling and
energizing, but realistic.
• Redefined priorities, changing perspectives.
• Plan your steps wisely and establish a time frame.
• Use small successes along the way for
encouragement.
21
Results-Based
Results-based goals identify specific outcomes that are measurable or
observable. Results can be expressed as attaining a certain level of
achievement in a content area, improvement in a certain area, or improved
performance as defined and measured on a rubric.
• Don’t confuse “activity” with results.
• The means you use to accomplish the goal (eg,
implementing a new program) is part of the action plan.
• The results are a clear and specific description of the
expected outcome of the activity.
22
Time-bound and tangible
Time-bound goals identify the amount of time required. Goals can be more
compelling when there is a sense of urgency.
• A goal should be grounded within a time frame.
• A goal is tangible when you can experience it with one
of the senses, that is, taste, touch, smell, sight, or
hearing.
23
Work Smarter, Not Harder
Using the goals you brought and the article, consider
the following:
Pp. 1-2: What are the “breakthrough” areas for your school?
Pp. 1-2: What does the goal setting process look like in your
school at the leadership level, the grade level, and the
classroom level? Does it start at the top? If not, how does
that affect the alignment?
Pp. 6: The plan calls for 3 ½ hours of meetings to develop
SMART goals. How does this plan compare with your own
school’s process?
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Report Out
Discuss the goal setting process you used at your school with your
table mates and what changes you might make in that process
based on the article.
Identify the elements that would be necessary for a successful goal
setting process. Consider the following categories or add your
own: Baseline data for identifying goal; assessment to set June
goal and measure outcome; organization of goal setting meetings;
necessary professional development.
Assign a recorder to write 1 or 2 big ideas on the category charts
posted around the room. If someone has already written a similar
big idea, just add a checkmark.
Chart facilitators will circle the top 3 big ideas on each chart.
25
Report Out – Big Ideas
In our QR, we had schoolwide goals, but not individual goals.
A teacher developed a template with biographical and test
data, and on the 2nd page, had a place for student goals.
Our school had too many goals which prevented us from
focusing. We must pick one goal and break it down into
targets. We must figure out how to limit it to one at a time
(hint: the “tree diagram” will help).
The assessment must be picked carefully so that it can be
used to monitor progress. Consider using Performance
Series for Mid-Level 2 students and below instead of Acuity
because the Acuity passages are too difficult for students
who are below grade level.
26
Report Out – Big Ideas, continued
Goals are set at the top but teachers should be more
involved through grade level conferences or PD. Teachers
should look at their student level data (eg, Item Response)
and set goals from there that connect to the schoolwide goal.
If teachers use their own data, we will create a more datainformed culture and the teachers would be more engaged.
Build the grade level goals up from the student data.
Teachers will need multiple PDs to be walked through the
entire process. If we don’t follow up, they won’t see the
value. (Hint: build in the goal evaluation into your system,
perhaps every six weeks.)
27
Report Out, Big Ideas continued
You need the right person to do the PD. They must have
experience and be available on a continual basis.
You must incorporate teacher feedback and assess their
needs.
Goal setting is not a one shot deal. We must revisit the goals
and build in the review of goals as part of the schedule for
common preps.
28
Big concepts for each phase of Inquiry
Phase I
Identify target population students and one specific
area of academic weakness.
Phase II
Bring more students into the school’s sphere of
success by improving outcomes for target population
students in the identified area.
Phase III
Ensure that the school continually brings more
students into the sphere of success by improving
decision-making processes.
29
A detailed look at the inquiry process
Define a school-wide focus group
Define a target population:
skill, sub-skill, students
Define a long-term goal
Define learning targets
and short-term goals
Analyze systems
that produced
conditions of
learning
Evaluate and revise based
on interim progress
measures
System-level
Analyze target
population
conditions of
learning
Instructional
Design and implement
change strategy
30
Defining a long-term goal within the Inquiry Process
School-Wide Focus Group
Example: ELA, 7th grade, bottom third
Skill
Example: Reading
Sub-Skill
Example: Comprehension
Long-term goal: Move
from level N to level V
in Fountas and Pinnell
levels by June.
Target Population
15-30 students struggling in
comprehension
Learning
Targets
Character
analysis
Retelling
Sequencing
31
Defining short-term goals within the Inquiry Process
School-Wide Focus Group
Example: ELA, 7th grade, bottom third
Skill
Example: Reading
Short-term goal:
Students correctly
answer 90% of
character analysis
questions by
February.
Character
analysis
Sub-Skill
Example: Comprehension
Long-term goal: Move
from level N to level V in
Fountas and Pinnell levels
by June.
Target Population
15-30 students struggling in
comprehension
Learning
Targets
Sequencing
Short-term goal:
Students sequence
with 90% accuracy
by December.
Retelling
Short-term goal:
Students retell 90% of
story elements by
October.
32
How do we know if we have achieved the
goal?
•Periodic Assessments
•Acuity and Performance Series (Scantron)
•Teacher-Made Assessments
•Low-Inference Transcripts
•Portfolios
•Student Writing Samples
33
Setting long-term goals:
General assessment recommendations
• For measuring June goals, one cannot use the State ELA or
Math, which are given in January and March. Consider the
models in your packet.
• Use an assessment that measures the sub-skill selected.
• Use the same assessment for a baseline and final
measurement.
• Use the assessment that gives you the best information about
your students’ learning:
> A DOE Periodic Assessment
> A teacher-designed assessment
> Another vendor assessment
34
Setting long-term goals:
Using Performance Series
• Recommendation: Use the scaled score to set long-term
goals.
• Example: In September, our 7th grade target population
students had an average reading scaled score of 2231
(considered “at risk” for 4th graders). By June, we hope to
raise each student’s score 300 points (into the interquartile
range for 6th graders).
• Don’t use GLE (grade-level equivalent). (This is an
imprecise measurement. It is nationally-normed, not
focused on NYS standards.)
• More information is forthcoming on the use of SIP scores.
35
Setting long-term goals:
Using Acuity
• Recommendation: Use the item bank to create a
customized pre- and post-assessment around the
sub-skill you are focusing on. This may include a
number of questions from several grade levels if a
student is performing significantly below grade level.
• Example: In September, our 7th grade target
population students scored an average of <35%
correct on a grade level Acuity assessment. By June,
the students will score at least 85% correct on an
assessment of 6th grade reading comprehension.
36
Setting short-term goals:
General recommendations
• Do not use the Item Analysis Report from the Acuity
Predictive assessment to identify learning targets.
• Use Acuity item bank assessments to measure your
progress towards short-term goals.
• Use Performance Series only every 10-12 weeks.
• Do not use Performance Series to measure your
progress towards short-term goals of mastering
particular learning targets.
• Particularly for short-term goals, it is likely that
teacher-created assessments will be most effective.
37
Sample Goals from the June Reflections
1.
Our June goal for our target population is to a score of 4 on the writing
part of the ELA state test. Evidence: teacher's work folders, Acuity,
ECLAS-2, DRA, Running Record, on going – June.
2.
Students will show a 5% increase in the percent of questions answered
correctly on standard 3, specifically in the performance indicator of
making, confirming and revising predictions. Evidence: Acuity, Acuity,
DRA, Running Record
3.
We expect that the target students make literacy gains of one year by
placing emphasis on the skills which were flagged in the NYC DOE
Acuity and NYS ELA assessments. Evidence: Acuity Assessments,
Acuity, QRI, Three (3)
4.
The targeted students will make at least one year's progress in number
sense and operations specifically simplify expressions using order of
operations and add, subtract, multiply and divide integers. Evidence:
Acuity ITA Assessment , Custom made test from Acuity and Scantron.
38
Goal Setting Activity
With your team, re-examine the June goal your school set for
your target population.
Evaluate that goal against the SMART criteria.
Re-write the goal, if necessary, so that it would meet the
SMART criteria. Consider the sample goals in your packet as
models. If you are satisfied with the goal, select one from the
samples to work with. Identify 3 possible and appropriate
learning targets.
Share your rewritten goal with the other schools at your table
and solicit feedback. Continue redrafting until you are
satisfied.
39
Is it a SMART Goal?
Notes
Strategic and
Specific
Measurable
Attainable
ResultsBased
Time-Bound
40
Rewritten June Goal
Learning Targets
41
Using the Tree Diagram
Examine the Tree diagram for middle school students: How
could this model be adapted to one of your current target
populations (or school or grade)?
Using either the blank Tree Diagram or the following
worksheets, formulate a SMART June goal for one of your
target populations. (If you haven’t identified it yet, use a
hypothetical situation for practice.)
42
43
June 2009 Goal
Baseline assessment:
June assessment:
Learning Targets
Cycle 1:
Cycle 2:
Cycle 3:
Cycle 4:
44
How will the first learning target be taught, when, how and by
whom?
What assessment would you use to determine whether the
students had mastered the first learning target?
45
True Colors
What kind of learner am I?
What kind of learner are my colleagues on the Inquiry Team?
What should my colleagues know about me in order to
communicate better with me?
What do I need to know about my colleagues so I can
communicate better with them.
(Note: The “True Colors” activity packet will be converted to a
pdf and posted soon on the wikispace.)
46
Time Line
TIME LINE
NETWORK
September
•Inquiry Team Training
•Support Expansion of
Inquiry Work
TEAM
October
•Support Schools with Data Analysis
•Support Inquiry Teams
in Identifying where they
are in the Instructional
Framework
November
Support in Analyzing conditions
of learning
•Support in designing and
Implementing change strategy
SCHOOLS
September
•Data Collection and Analysis
• Expand Inquiry Work
•Create teams and group norms
October
Identify Target Population
Identify Skill and Sub-Skills
Set Long and Short Term Goals
Identify Learning Targets
November
•Analyze Conditions
Of Learning
•Design and Implement an
instructional
Change strategy
47
Where we are so far:
Reflected on our 2007-08 accomplishments and challenges
Considered what 90% teacher participation in inquiry means
Examined the philosophy of Inquiry Team work (handbook)
Constructed a learning agenda
Reviewed Network-level achievement and progress gaps
Unpacked the Progress Report Metrics
Worked with the Progress Report Back Up Data in Excel
Worked with the Item Response files in Excel
Introduced some QR criteria related to goals
Examined goal setting vis a vis the Inquiry Team Handbook
Identified elements of good goal setting processes
Practiced writing SMART goals
Reviewed Inquiry Team Timeline
48
What’s Next?
Nov. 3: Data Triangulation: Multiple Choice, Verbal, Performance
assessment (Rm. 76, 1230 Zerega Avenue, paper-based, 8:2011:50)
Nov. 10: Electronic Tracking Systems using RESI (Rm. 76, 1230
Zerega Avenue, laptop based, 8:20-11:50)
Nov. 18: Monthly Inquiry Team Representatives meeting with focus
on AIR Scaffolded Inquiry training (8:20-11:25) and Conditions of
Learning (12:15-2:15) at PS 224, 345 Brook Avenue, BX (close to
#6 train; alt. side at 11:30)
Dec. 8: Teacher Data Initiative (Rm 76, 1230 Zerega Avenue, paper
based, 8:20-11:50)
Dec. 16: Monthly Inquiry Team Representatives meeting (8:2011:50, location TBD – host wanted)
49
Feedback and debrief
50