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STUDENT LEARNINGS.M.A.R.T GOALS &OBJECTIVESEUGENE SCHOOL DISTRICT 4JHUMAN RESOURCES

SMART Goals an Introduction - Eugene School District 4J- Human ResourcesWHAT ARE vantS.M.A.R.T.Goals are:SMART Goals Process forEffective ic &StrategicMeasurableGoals should be simplisticallywritten and clearly define whatyou are going to do.GOALS SHOULD BE REALISTIC

Student Learning Goals & Objectives SMART Goals Eugene School District 4J - Human ResourcesSETTING EFFECTIVE LEARNING GOALSStudent learning objectives can be createdby a group of teachers (based on a gradelevel or content area) or by individualteachers.Goals must be based on content, students’performance and the District’s and schoolimprovement plans.

Student Learning Goals & Objectives SMART Goals Eugene School District 4J - Human ResourcesCoherent Goal Setting & Growth Plan TemplateDISTRICT GOALSSTUDENT ACHIEVEMENTIncrease achievement for all students and close the achievement gap. 1. By 2015-16, the district will implement the Common Core State Standards, providing clear goals for studentlearning in English language arts and math and focusing instruction on the knowledge & essential skills that all students will demonstrate for college and career readiness and toachieve the Oregon diploma.STAFF CAPACITY BUILDINGBuild our staff capacity to perform at a high level.STEWARDSHIP OF DISTRICT RESOURCESProvide prudent stewardship of district resources to best support student success, educational equity and choice.STAKEHOLDER ENGAGEMENTEngage the community, staff, families, students, elected officials and other stakeholders in supporting our schools and improving educational outcomes for all 4J students.( ) SCHOOL’S IMPROVEMENT PLAN GOALS1) 2)3)School Needs Data Summary: (Highest Need Students, Data Trends, School Community Info)PLC/Collaboration Action Plan: -Collaboration Calendar/Schedule (attached) & Process and Content of Meetings (attached)-Resources (Staff Leadership Skills, Available funding, Protected Regular Meeting Times)SMART GOALS( ) School’s/Department’s Over-Arching Focus:Professional Practice Goal: (Aligned to building PLC/Collaboration Plan/4J’s Standards for Effective Teaching Domains)Student Learning Goal 1: (Possibly guided by building-wide Essential Skill focus)Student Learning Goal 2: (possible cohort within class

Student Learning Goals & Objectives SMART Goals Eugene School District 4J - Human ResourcesGOAL SETTING STEPS 1st Review Guide to Developing SLGO Plan 2nd Determine the content, issue, question,or concern in need of addressing 3rd Conduct a pre-assessment and providebaseline data 4th Write a realistic objective goal statement 5th Create strategies to attain the objective 6th Develop evidence, implement goal

Student Learning Goals & Objectives SMART Goals Eugene School District 4J - Human Resources1ST STEP – REVIEW SLGO PLAN CONTENTGUIDE TO DEVELOPING 4J STUDENT LEARNING AND GROWTH OBJECTIVES (SLGO) PLANThis guide is used in developing the Student Learning and Growth SMART Goals. INSERT LINK Every item in the Criteria section should be checked by the licensed faculty and theprincipal/administrator to indicate that each criterion was reviewed, aligned and/or documented by attached information. Record the Student Goals on the SLGO Plan form.Student PopulationDescribes theclassroom andstudents,demographics, priorachievements andlearning needs.Baseline/ Trend DataIdentifies assessmenttypes or sources onwhich each SLGO isbased. Identifiesbaseline assessmentresults or trend data.Time IntervalMatches thelength of thecourse (e.g.,quarter,semester,trimester, year).Teaching and LearningStandardsCites how each SLGOaddresses standards forsubject, grade, program(e.g., AP, ELL) and teachereffectiveness.Assessment(s)Identifies the assessment(s) and/or otherevidence sources used to measure studentgrowth for each SLGO. Whichstudents/groups areincluded andtargeted by thisSLGO Plan? Include course,grade, level, andnumber of students. Is every studentincluded in theSLGO Plan? Which sources of datadid you examine inselecting each SLGO? Which strengths andweaknesses have beenidentified? What information isbeing used to establishthe amount of growththat should take placewithin the time period? What is theduration of thecourse that theSLGO willcover? How do youknow if you’veallotted enoughor too muchtime to anobjective? Which standard(s) forcontent and effectiveteaching will each SLGOaddress? To what relatedstandard(s) is each SLGOaligned? Which skills are thestudents expected to learn? Is the goal aligned tocontent learningobjectives?Targets specificacademic concepts, skillsor behaviors based on thestandards for effectiveteaching.Is academicallychallenging and demandsthe use of 21st-centuryskills.Reflects highexpectations for everystudent. Which assessments or other evidence sourceswill be used to measure whether students meteach SLGO or how much progress was made? Have the assessments been determined bycontent experts to effectively measure coursecontent and reliably measure student learningas intended?Growth Targets, Rationale,and Progress/Achievement DataIdentifies the growth targetsstudents are expected toreach. At end of course/year,measures the extent to whichgoals were met. What is the target level ofgrowth or performance thatstudents will demonstrate? Is this target rigorous andappropriate for the population? Does the goal addressobserved student needs? Should goals bedifferentiated based onstudents’ starting point?Identifies andAssessment alignsIdentifiesAssessment(s) aligns with 21st-century skills Explains why target/goal isdefines the needs of with District, state,when instructionand targeted learning content area.appropriate for the population.a class or subgroupand/or nationalwill occur,Provides a plan for combining assessmentsAddresses observedof students in anstandards.includingif multiple summative assessments are used.student needs.identified population. Addresses Districtbeginning andIdentifies the best evidence for determining Sets rigorous expectationsConsidersand schoolending dates.whether students met the objective.for students and licenseddemonstratedimprovement goals.Matches theMeasures the growth, gain, or changefaculty.strengths of anProvides clear focus length of time inexpected.Includes multiple ways foridentified studentfor instruction.the course (i.e.,Is reliable and valid for identified populationstudents to demonstratepopulation.Data sources andquarter,and purpose.performance.Describes thebaseline data aresemester,Aligns with applicable AchievementThe SLGO Plan aligns withstudent populationappropriate for the goaltrimester, year).CompactDistrict and school goals.and any contextualand are based on aProvidesindicators.Results have implicationsfactors that mayreview of school andadequate timeSpecifies measurement tools in twofor professional growth.impact studentclassroom data forfor contentCategories:growth.areas of strength andcomplexity.1. State/national standardized testGrowth data will beAddresses theneed.2. Common national or other approvedattached to the SLGO Plan atlearning needs of all Baseline data aremeasureend of time interval.students, from allattached.3. Schoolwide or classroom-based measurebackgrounds.Strategies and Support: 1. What professional development opportunities will best support the goals in this SLGO Plan? 2. How will you differentiate instruction in support of thisSLGO Plan? 3. What other types of instructional support do you need in order to promote students’ achievement of the goals in this SLGO Plan?

Student Learning Goals & Objectives SMART Goals Eugene School District 4J - Human Resources2ND STEP – CONTENTCONSIDER THE FOLLOWING Student learning goals are driven by content and theneeds of the students for whom an educator or team hasresponsibility Goals are based on the immediate needs of students Content, rigor and rationale, research-based strategies,quality of evidence, and standards addressed are criticalin establishing goals.

Student Learning Goals & Objectives SMART Goals Eugene School District 4J - Human Resources3rd STEP – ASSESSMENTSIf you can’t measure it, you can’t manage it. Assessments provide responses to questions such as: (1)What you are trying to accomplish? (2) How well studentsare doing? Or (3) How can you amend, change or redirect what we are doing? Assessments begin with the articulation of outcomes.Choose a realistic goal with measurable progress, so youcan see the change in learning occur over time.

Student Learning Goals & Objectives SMART Goals Eugene School District 4J - Human ResourcesPRE-ASSESSMENT & BASELINE DATAPre-assessment Guiding Questions1. What are the strength, interest and need of the students? Academic Behavioral Career and college planning Creativity Habits of mind Leadership Visual and Performing Arts Social-emotional2. How do you know what students need?Develop students’ profiles. Use data to describe your students’ profile3. What does the data tell you?Analyze the data. Identify factors contributing to strengths and/orchallenges in learning4. What will you do or change to address the strengths, interests andneeds of the students?Use data to determine or influence curriculum and instructional decisionsPlan Tier II and/or Tier III interventionsConsider individual, small group and accelerated strategies5. How will you monitor your students’ progress?Time line and frequencyAssessment typeStudent involvement

Student Learning Goals & Objectives SMART Goals Eugene School District 4J - Human ResourcesANALYSIS OF THE DATALOOK FORS: Areas of very low and high proficiency Areas where students are not making as much learningprogress as they should be Significant gains or drops in student proficiency betweengrades Subgroups that are significantly underperforming Gender differences(Source:publicimpact)

Student Learning Goals & Objectives SMART Goals Eugene School District 4J - Human ResourcesOREGON FREAMEWORK ASSESSMENTSCATEGORYTYPES OF MEASURESEXAMPLES1.State or national standardizedassessmentsOAKS, SMARTER,ELPA, ExtendedAssessments2.Common national, international,regional, district-developedmeasuresACT, PLAN, EXPLORE,AP, IB, DIBELS, C-PAS,other national measures;or common assessmentsapproved by the districtor state3.Teachers:Classroom-based or school-widemeasuresStudent performances,portfolios, products,projects, work samples,tests

Student Learning Goals & Objectives SMART Goals Eugene School District 4J - Human Resources4th STEP - WRITING GOAL STATEMENTS When writing SMART goals, focus on the end result ofyour teaching:- Specific and Strategic- Measurable- Appropriate, Achievable/Attainable- Realistic, Results-Focused, Relevant- Time-Bound

Student Learning Goals & Objectives SMART Goals Eugene School District 4J - Human ResourcesSIMPLISTICALLY WRITTEN &CLEARLY DEFINED EXAMPLESMART goals simple formula:To: Do What?so that Who/What?will increase/decrease by completiondate as measured by what data?.

Student Learning Goals & Objectives SMART Goals Eugene School District 4J - Human ResourcesSMART Goal Exampleincrease the math achievement of fourth gradestudentsso that all studentswill increase by at least 20% or attain 100% of problemscorrectlyby June 2014as measured by the Pretest/Placement Exam for 4thGrade Mathematics.To:

Student Learning Goals & Objectives SMART Goals Eugene School District 4J - Human Resources5th STEP – STRATEGIES Identify, collect & organize artifacts/evidence related to goal progress. Document action steps completed. Collect and submit artifacts.EXAMPLE:

Student Learning Goals & Objectives SMART Goals Eugene School District 4J - Human Resources6th STEP - EVIDENCE – EXAMPLESHow will you evaluate if programming and/or interventionsare impacting student achievement and personal success?Consider the following examples: Summative assessments Data dialogues Sample of student’s work Assessment data Student and parent involvement