Wisconsin S.M.A.R.T. Coach Academy Date: November 2, 2012 Presented by: Anne Conzemius, Ron Dayton, Kathy Larson and Leslie Steinhaus.

Wisconsin

S.M.A.R.T. Coach Academy

Date: November 2, 2012Presented by:

Anne Conzemius, Ron Dayton, Kathy Larson and Leslie Steinhaus

© QLD. 2011S.M.A.R.T. Goals Process

n = 49

Overall Impression Session #1, Day 1

N=19

N = 26 Mean = 4.8


Most Useful…Defining “Master” coach , coaching core competencies and using the coaching skills rubric (7)

Interactive engagement in activities (7)

Working, learning and collaborating with colleagues and individuals from other districts (4)

Coaching styles assessment (4)

Practice coaching / active listening (4)

Opportunities for self-reflection (2)

Overview of the course

Content on SMART Goals process


Intend to implement...Take the tools back and share / use them with my team / staff back home (7)

Work on improving my coaching skills based on specific skills and needs (5)

Be more sensitive and aware on the impact of my style on others (4)

Work on goal setting with my teachers and for my coaching (2)

Begin to develop an action plan

Still processing


Suggested Improvements

None (6)Lunch before 1:00More movementSlow the pace a bitClarity of instructionsSpecific suggestion – use information sheets at the tables for each activity and for journaling (3)


Additional CommentsKudos and Thanks (6)Great day, great stuff, great session, great group of people (5)The day flew by (3)Excellent (yummy) lunch (2)Pace and mix of activities well doneLike the energy and humor of the instructors


Quotable Quotes

“This will be the foundation for the direction of our school.”

“I know a lot of coaching information but need to begin practicing the skills to become fluent with them.”

“Knowing my coaching style and characteristics of other styles is empowering to me as a coach and will bring an

awareness I had not had previously.”


Quotable Quotes“The coaching rubric pushed me to

consider / reflect on work I’m doing now.”

“I need to step back from my thoughts and excitement to look around at others.”

“The merging of practicality with the underlying philosophy about organizational change reinforces the sustainability of

what’s learned and applied from the Academy.”


Your School’s Self-Assessment

1 2 3 4 5 6 7 8 9 10123456789

Focus Reflection Collaboration Leadership Capacity


Let’s Get REAL!


S.M.A.R.T. Leadership Team Roles and Responsibilities

Assure Implementation

Model Skills

Coordinate Process

Monitor Process

Build Leadership Capacity


Define your School TeamProvide rationale for why you chose this school leadership team to work with in applying the S.M.A.R.T. Goal process.

Describe the school. What is its location, size, grade levels, demographics, etc? What are its strengths, performance levels, unique challenges and / or recent changes that might explain what you see in the data?

Describe the leadership team. Who is on the team? Are they a representative group? How do they interact and communicate with grade level or department teams?


Define your SchoolTeam

When you think about working with this team, what excites you? What will be your challenges?

How will you communicate with this team to establish your role as coach? What information will you share with them?



Logic Data

The Data – Logic Chain

LogicData

Data

Data

Logic

Logic

Logic

LEARNING & ACTION are embedded in the process.


Meeting(s) #1Isolate Need

Meeting(s) #3Correlate with

Current Practices

Meeting(s) #2Identify School

S.M.A.R.T. Goal

Between Meeting(s)Gather and Analyze Data To Verify Need

Between Meeting(s)Research Best Practices

Between Meeting(s)Research Professional

Development

Between Meeting(s)Implement PD

Meeting(s) #4Plan PD

Meeting(s) #5Analyze and Refocus

School S.M.A.R.T. Goal ProcessBEGIN AGAIN!


Pause…For an Activity!

Purpose: Isolate perceptions

of student learning needs

Isolate Need


Isolate the Need!

What are the academic areas, standards or skills that our students have struggled with most over

the past several years?

Presenting Question


Meeting(s) #1Isolate Need

Meeting(s) #3Correlate with

Current Practices

Meeting(s) #2Identify School

S.M.A.R.T. Goal

Between Meeting(s)Gather and Analyze Data To Verify Need

Between Meeting(s)Research Best Practices

Between Meeting(s)Research Professional

Development

Between Meeting(s)Implement PD

Meeting(s) #4Plan PD

Meeting(s) #5Analyze and Refocus

School S.M.A.R.T. Goal ProcessBEGIN AGAIN!



S.M.A.R.T. Goals focus on the few

things most likely to have the

greatest impact.


Pareto Principle80% of the troubleis caused by 20%of the problems

Used with permission from Oriel Inc.pgs. 8-9, 148-149


S.M.A.R.T. Goals focus on results.


RESULTPROCESS

Following a recipe


Implement an integratedmath/science curriculum.

Increase passing rate of incoming freshmen.

PROCESS GOAL

RESULTS GOAL


Develop a balanced literacyprogram for primary students.

PROCESS GOAL

RESULTS GOALIncrease numbers of students who are reading by the end of 3rd grade.


S.M.A.R.T. Goals have both short and long term

impact.


School-wide: Breakthrough

Grade / Dept. Level: Incremental

BASELINE

DESIRED

GAP


S.M.A.R.T. Goals are written at

different levels.


Challenging, inspiring, strategicfar-reaching goals.

Prioritized targeted area(s) based on our unique

student needs.

Focused on specific skills, knowledge

within shortertime frame.

District Goal:5 -7 years

School Goal:2-3 years with

Supporting Team Goals

Team Goals(grade level or dept.):Quarter, Semester, Yearly

Levels of S.M.A.R.T. Goals

Student Goals: Unit, Course, Skill


Identify School S.M.A.R.T. Goal

Analysis of School Standards or Skills(Zone Analysis)

Analysis of School Subject(Accountability Gap, Proficiency Gap and Change Over Time)

Analysis of School Sub-groups(Zone Analysis)

GREATEST AREA OF NEED (GAN)


The Tree Diagram is…

A graphic organizer

A collaborative planning tool

A template for making goals S.M.A.R.T.er


S.M.A.R.T. Goal Tree Diagram

SchoolResults Goal

SchoolIndicators

SchoolMeasures

SchoolTargets



“S”Specific

Area of Concern

“S”Specific

Area of Concern

“M”

“M”

“M”

“M”

“M”

“A” and “T”

“A” and “T”

“A” and “T”

“A” and “T”

“A” and “T”

“A” and “T”

Results Goal Indicators Measures Targets

“R”PLUG YOUR

RESULTSGOAL IN

HERE

“S”Specific

Area of Concern

“M”


Bill’s S.M.A.R.T. Goal Tree

In 10 months,improve my

physicalfitness.

WeightLoss

CardiovascularFitness

EnergyLevel

Scale

Size of Clothes

Blood Pressure

Heart Rate

Journal

2 lbs each week

From Size X to Size Y

From 135/100

to 100/60 Resting < 100Active < 180

From avg 3 to avg 4



Bill’s Results forPlanning & Improvement

VISION:Have a

highqualityof life

In 10months,improve

myphysicalfitness.

Indicators Measures TargetsMethod

EnergyLevel

CardiovascularFitness

Weight LossScale

Size of Clothes

• Exercise Classes

• Healthy Eating

• Support Group

Results Goal

Blood Pressure

Heart Rate

Journal

2 lbs. each week

From Size Xto Size Y

From 135/100to 100/60

Resting < 100Active < 180

From avg 3 to avg 4



Data Analysis

A target or goal

A standard

Past performance(s)

A normative base

Like groups

An average or median

An ideal

Data analysis is a cognitive process that helps us understand numbers

in relation to something…


Analysis of School Subject GAN

Gap Analysis by Subject(Accountability Gap, Proficiency Gap and Change Over Time)



Analysis of School Subject GAN

Proficiency Gap (100% Meets or Exceeds)

What is it?

Why is it important?Accountability Gap

(District or State Target = 90% Meets or Exceeds)

Change Over Time

What is it?

Why is it important?

What is it?

Why is it important?


Data Matrix Example

Reading Math Writing

Year 5 89 78 83

Year 4 87 75 82

Year 3 85 68 82

Year 2 82 65 81

Year 1 80 58 80

School-wide Data% Proficient and Advanced


Finding the Accountability Gap

Subject/

Year Reading Math Writing

Target 90 90 90

Year 5 89 78 83

Accountability Gap

-1 -12 -7

School-wide Data90% Proficient and Advanced


Finding the Accountability GAP


Method 1-ACCOUNTABILITY GAP:

For the current year, what is the gap between percent meeting or exceeding standards in your district or state’s target performance?

90

89

-1

90

78

-12

90

83

-7

District or State Target = 90% Proficient and Advanced


Data Matrix Example


Year 5 89 78 83

Year 4 87 75 82

Year 3 85 68 82

Year 2 82 65 81

Year 1 80 58 80



Finding the Proficiency Gap

Subject/


Target 100 100 100

Year 5 89 78 83

Proficiency Gap -11 -22 -17

School-wide Data100% Proficient and Advanced


Finding the Proficiency GAP


Method 2 - PROFICIENCY GAP:

For the current year, what is the gap between the percent meeting or exceeding standards and 100%?

100

89

-11

100

78

-22

100

83

-17

Target = 100% Proficient and Advanced


Data Matrix Example


Year 5 89 78 83

Year 4 87 75 82

Year 3 85 68 82

Year 2 82 65 81

Year 1 80 58 80



Finding Change Over Time

Subject/


Year 5 89 78 83

Year 1 80 58 80

Change Over Time +9 +20 +3



Finding Change Over Time


Method 3-CHANGE OVER TIME:

From your first year of data to present day, how much change has occurred in percent meeting or exceeding standards?

89

80

+9

78

58

+20

83

80

+3



School Subject GAN ResultsReading Math Writing

Method 1 - Accountability GAP:For the current year, what is the gap between percent meeting or exceeding standards in your district or state’s target performance?

-1 -12 -7

Method 2 - Proficiency GAP:For the current year, what is the gap between the percent meeting or exceeding standards and 100%?

-11 -22 -17

Method 3 - Change Over Time:From your first year of data to present day, how much change has occurred in percent meeting or exceeding standards?

+9 +20 +3


What is it? A statement which incorporates the

School Subject Greatest Area of Need (GAN), % of students who will

attain the results in a determined amount of time (2-3 years).

Results Goal


Results Goal

Verify GAN using multiple measures.

District Benchmark Assessments &Measures of Academic Progress (MAP)

•Compare mean RIT scores by subject•Compare mean RIT scores to norms•Compare % meeting growth targets by subject•Compare % meeting growth targets to norms


School Subject Data% Meeting or Exceeding

0

10

20

30

40

50

60

70

80

90


Year 1

Year 2

Year 3

Year 4

Year 5


SchoolResults Goal

By (3 years out),

____% of our

students will

meet or exceed

standards

in (subject).

By 2013,

90% of our

students will

meet or exceed

standards in

WRITING.

SchoolResults Goal

Formula Example



SchoolResults Goal

SchoolIndicators

SchoolMeasures

SchoolTargets

“R”PLUG YOUR

RESULTSGOAL IN

HERE


LUNCH


Welcome Back!


Analysis of School Standards or Skills(Zone Analysis)

Gap Analysis by Subject(Accountability Gap, Proficiency Gap and Change Over Time)


Analysis of the School Standard or Skills GAN


Zone Analysis Logic


A Tool - Traffic Light


Conversion Chart - WIACT

CompositeASPI

% Correct

Subjects and Subgroups

% Prof. / Adv.

Rubric

(6 point)

Green

Zone25+ 90 - 100 85 - 100 5 - 6

Blue

Zone20 - 24 77 - 89 70 - 84 4

Yellow

Zone17 - 19 60 - 76 45 - 69 3

Red

Zone< 17 < 60 < 45 1 - 2


Basic Under-

standing

Literary Elements & Techniques

Analysis & Critical Evaluation

Compo-sition

Revising& Editing

Yr 5 38 70 65 82 81

Yr 4 22 68 61 79 79

Yr 3 34 69 52 80 70

Yr 2 16 64 37 67 71

Yr 1 29 55 41 65 69

School Standard GAN: WritingASPI % Correct


Writing Standards or Skills Data% Meeting or Exceeding


District Benchmark Assessments & Measures of Academic Progress (MAP)

•Relative performance across standards•Alignment of results across measures •Percent meeting growth targets by strand •Compare to national norms

Verify your GAN


Conversion Chart – WITotal

Score on Writing Prompt

WKCE % Proficient

and Advanced

NWEA % Meeting Growth Targets

Average Percent Correct

Rubric

(6 Point)

Green Zone

31-36 95-100 75-100 90-100 5-6

Blue Zone

25-30 85-94 60-76 80-89 4

Yellow Zone

18-24 75-84 40-59 70-79 3

Red Zone

<18 <75 <40 <70 1-2


What are they?The standards, skills or

evidence of performance that comprise or lead to proficiency

in the Results Goal.

Indicators


SchoolResults Goal

SchoolIndicators

By (3 years out),

____% of our

students will

meet or exceed

standards

in (subject).

Tested standardin the

School GAN


School GAN


School GAN

Formula Example

By 2014,

90% of our

students will

meet or exceed

standards in

WRITING.

BasicUnderstanding

LiteraryElements &Techniques

Analysis &Critical

Evaluation

SchoolResults Goal

SchoolIndicators



“S”Specific

Standard Here

“S”Specific

Standard Here

SchoolResults Goal

SchoolIndicators

SchoolMeasures

SchoolTargets

“R”PLUG YOUR

RESULTSGOAL IN

HERE

“S”Specific

Standard Here


What are they?Multiple assessments which monitor progress toward the Results Goal. Measures are

aligned to the Indicators.

Measures


Measures

State assessment (annual/summative)

District benchmark assessment (fall / spring formative)

Common grade level or departmental assessment

Diagnostic tools


Formula

Example

SchoolResults Goal

SchoolIndicators

SchoolMeasures

By (3 years out),

____% of our

students will

meet or exceed

standards

in (subject).

Tested standardsin the

School GAN


School GAN


School GAN

StateAssessment

DistrictBenchmark

StateAssessment

DistrictBenchmark

StateAssessment

District Benchmark

SchoolResults Goal

SchoolIndicators

SchoolMeasures

By 2013,

90% of our

students will

meet or exceed

standards in

WRITING.

BasicUnderstanding

LiteraryElements &Techniques

Analysis &Critical

Evaluation

Writing-StateAssessment

Writing-DistrictBenchmarks

Writing-StateAssessments

Writing-DistrictBenchmark

Writing-StateAssessment

Writing-DistrictBenchmarks



“S”Specific

Standard Here

“S”Specific

Standard Here

“M”

“M”

“M”

“M”

“M”

SchoolResults Goal

SchoolIndicators

SchoolMeasures

SchoolTargets

“R”PLUG YOUR

RESULTSGOAL IN

HERE

“S”Specific

Standard Here

“M”


Conversion Chart - WIACT

CompositeASPI

% Correct

Subjects and Subgroups

% Prof. / Adv.

Rubric

(6 point)

Green

Zone25+ 90 - 100 85 - 100 5 - 6

Blue

Zone20 - 24 77 - 89 70 - 84 4

Yellow

Zone17 - 19 60 - 76 45 - 69 3

Red

Zone< 17 < 60 < 45 1 - 2


School Sub-groups GAN: Writing

Sub-group/ Year

Special

Education White Hispanic

African American

LEP Econ.

Disadv.

Yr 5 56 77 62 70 68 62Yr 4 54 67 61 69 68 55

Yr 3 52 67 50 66 67 54Yr 2 37 60 42 69 59 44Yr 1 31 59 41 60 61 48

% Meets and Exceeds


What are they?Short term incremental steps

measuring all students and sub-group data toward the Results Goal. Targets are set for each

Measure.

Targets


Process:Choose the format(s) which align

with your Measures.

Targets


State Assessment – Targets by Year

Sta

te A

sse

ssm

en

t

Sta

te A

sse

ssm

en

t

Gr. Level

Base-line

Data

Current Data Targets

Yr. 1 Yr. 2 Yr. 3 End of Year

%

1

2

3

1

2

3

1

2

3

Sta

te A

sse

ssm

en

t Dept. or

Subject

Base-line

Data



%

1

2

3

1

2

3

1

2

3Sub-group

Base-line

Data



%

1

2

3

1

2

3

1

2

3


State Assessment – Targets by YearGr. Level Base-line

DataCurrent Data Targets


%

Writ

ing

- S

tate

Ass

essm

ent

6 60 72 85 91

75

85

90

1

2

3


State Assessment –Targets by Zone/StudentS

tate

Ass

ess

me

nt

Sta

te A

sse

ssm

en

t

Sta

te A

sse

ssm

en

t Sub-group: N=

Zone Current Data

(# of sub-group

students)

Target

(# of sub-group students)

GREEN ZONEAdvanced

BLUE ZONEProficient

YELLOW ZONEBelow Proficient

RED ZONEWay Below Proficient

Grade: N=

Zone Current Data

(# of ALL students)

Target

(# of ALL students)

GREEN ZONEAdvanced

BLUE ZONEProficient



Dept.: N=

Zone Current Data

(# of ALL students)

Target

(# of ALL students)

GREEN ZONEAdvanced

BLUE ZONEProficient




State Assessment –Targets by Zone/Student

Writ

ing

- S

tate

Ass

essm

ent

Dept.: Science N=25 students

Zone Current Data

(# of ALL students)

Target

(# of ALL students)

BLUE ZONEAdvanced

GREEN ZONEProficient



7

8

6

4

9

11

3

2


Com

mon

Ass

essm

ent

or

Dis

tric

t B

ench

mar

k

Common Assessment or District Benchmark – Targets by Zone/Student

Grade: (Subject/Subgroup)

N=

Current Data (# of ALL students)

FormsTarget

(# of ALL students)

Blue

BaselineGreen

Yellow

Red

Blue

Progress Check

Green

Yellow

Red

Blue

ResultsGreen

Yellow

Red


Com

mon

Ass

essm

ent

or

Dis

tric

t B

ench

mar

k

Common Assessment or District Benchmark – Targets by Zone/Student

Sub-Group: Special Ed. N=10

Current Data (# of ALL students)

FormsTarget

(# of ALL students)

Blue 0

Baseline

0

Green 1 3

Yellow 4 3

Red 5 4

Blue 1

Progress Check

2

Green 5 6

Yellow 2 2

Red 2 0

Blue 2

ResultsGreen 5

Yellow 3

Red 1



“S”Specific

Area of Concern

“S”Specific

Area of Concern

“M”

“M”

“M”

“M”

“M”

“A” and “T”

“A” and “T”

“A” and “T”

“A” and “T”

“A” and “T”

“A” and “T”


“R”PLUG YOUR

RESULTSGOAL IN

HERE

“S”Specific

Area of Concern

“M”


Break Time


How S.M.A.R.T. is Your Goal? 1 2 3 4

S

Broad categories of content are listed or the goal is based on the latest initiative.

The goal is subject specific but does not specify standards or skills.

The goal is subject specific and identifies key standards or skills in the goal area but lacks specific evidence of need.

The goal is based on GAN, zone and Pareto analyses. Specific standards, skills and knowledge in the goal area are identified.

M

Only the most recent annual summative measure is used.

The goal can be assessed using formative measures but does not specify which ones or when they will be used.

The goal tree is used to incorporate multiple measures that are meaningful and provide snapshots of student performance.

Multiple measures, both summative and formative, are used ongoing to monitor progress and make adjustments to instruction.

A

The goal reflects a minimal standard that is either too basic to be motivating or too simplistic to require any change in practice. The goal reflects a standard that is not within the reach of those creating it or cannot be attained within the stated time limit.

The goal reflects a standard of excellence that is within the reach of those creating it but may not be sufficient to achieve accountability requirements.

The goal reflects a standard of excellence that is within the reach of those creating it but is either not time specific or challenging enough to motivate change.

Realistic but significant improvement is articulated within a specified and reasonable time frame. The goal is motivating and worthy of pursuit.


Homework Planning TemplateHomework Action Step(s) Who is

Responsible?To be

Completed by When?

How Will You Communicate

Results?

Establish a coaching relationship with your Project Team

Conduct Meeting #1: Isolate the Need

Gather Data to verify Need and Do GAN Analysis

Conduct Meeting #2: SMART Goal


Feedback FormsIndividually complete your feedback form.Runner returns all feedback forms to your facilitator.Tidy your table.Thank you for your time and energy today!

Thank youS.M.A.R.T. People!

www.smartlearningcommunity.netTHE place to connect with others who have discovered the power of S.M.A.R.T.

Wisconsin S.M.A.R.T. Coach Academy Date: November 2, 2012 Presented by: Anne Conzemius, Ron Dayton, Kathy Larson and Leslie Steinhaus.

Documents

goals process meetings

smart goals process

goals process n

goals process pausefor

goal process

goals process logic

goals process quotable

isolate need meetings