H.S.D. SMART Goals A Story of Learning, Growth and System Improvement
Hudson School District SMART Goals Overview ● History ● Improvements and Extensions from SMART Academy ● Role of Instructional Coach
History of Hudson’s SMART Goal
Revised Learning... Changes over time… Elementary : Moved from building based to aligning a district wide goal. Middle School: Moved from content skill-specific goals (i.e. 7 th grade Language Arts: increasing students’ ability to write a 5-paragraph essay) to 85% students meeting the expectations of the learning targets across all content areas, and then finally to building-wide focus on literacy. High School: Moved from very specific outcome, behavior-based goals (i.e. improved attendance, increased number of students taking AP classes) to a focus on an achievement based goal (i.e. increasing disciplinary literacy skills, measured by common rubrics)
Improvements and Extensions from SMART Academy ● Re defining our SMART goal ● Re aligning our process ● Re fining our support
Re define SMART Goal ● Taking Inventory: Where are we at, K-12? ● How can we systematize the development of the SMART goal components?
Where were we? Where did we want to go? How would we know when we got there?
Re align Process
NOW… -3-5 year plan -Everything is woven together and focused on SMART goal -Creation of an annual process with a timeline and parties responsible
What is already in place that will support the SMART goal?
Action Plan
Re fining our support SMART Goal = Learning & Growth The SMART Goal process will lead students to higher levels of learning and growth through sustained instruction, practice and application of the targeted knowledge and skills. The SMART Goal process will lead teachers to higher levels of learning and growth through ongoing, job embedded professional development focused on improving instruction.
Student Learning • Students will be able to utilize a variety of reading comprehension strategies while reading in each discipline. • Students will understand the expectations of the Common Core State Standards for Reading in English/Language Arts, Science and Technical Subjects and History/Social Studies at their grade level and will practice these skills routinely in each discipline. • Students will be able to cite textual evidence, determine central ideas, provide accurate summaries distinct from prior knowledge or opinions. • Students will be able to determine the meaning of symbols, key terms and other domain specific words. • Students will be able to analyze the structure and authors purpose of a text and understand how major sections contribute to the whole. • Students will be able to follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. • Students will be able to Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). • Students will be able to distinguish among facts, reasoned judgment based on research findings, and speculation in a text. • Students will be able to compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. • Students will be able to read and comprehend texts of appropriate complexity independently and proficiently.
Adult Learning • Teachers will understand and implement all components the SMART goal process including: goal setting, developing an action plan, employing teacher actions, monitoring student progress; utilizing data to inform instruction and monitoring SMART Goal results. • Teachers will understand the Common Core State Standards for Literacy in Science and Technical Subjects and History/Social Studies. • Teachers will be able to plan, instruct and assess the knowledge and skills outlined in the Common Core State Standards for Literacy in Science and Technical Subjects and History/Social Studies. • Teachers will develop common assessments that reflect the Common Core State Standards for Literacy in Science and Technical Subjects and History/Social Studies and will utilize the information gathered to identify next steps for instruction and personalize learning for individual students. • Teachers will routinely integrate disciplinary literacy instruction with their content area curriculum. • Teachers will participate in collaborative discussions utilizing student learning data to improve instruction and student learning associated with the Common Core State Standards and core curriculum
Alignment of Professional Learning to Elementary SMART Action Plans ● District Professional Development ● Staff meetings ● PLC grade level meetings
Middle School
Questions?
Role of Instructional Coaches in the supporting the SMART Process
Sharing of New Learning…. As SMART Coaches we shared our new learning with: ● Building Principals ● Instructional Coaches ● Curriculum Specialists ● SMART Teams ● School Board
K-12 Instructional Coach Team • Coaching Styles • Laboratory of Grace • Coaching Rubric • Meeting agenda
Annual Hudson School District SMART Retreat
Reviewing SMART Vocabulary
SMART self-assessment (Focus, Reflection, Collaboration, Leadership Capacity)
HMS SMART Team - Retreat Agenda Review HMS data to support SMART Goal ❏ Review HMS SMART Goal Tree. Use rubric to assess quality, ❏ make adjustments as needed. Review HMS Action Plan - Adjust as needed ❏ SMART Coaching Overview ❏ ❏ SMART Goal and SLO Connection
Instructional Coaches Lead SMART Team Meetings
Individual Student Conferences
Professional Development Aligned to SMART Goal led by MS SMART Team
High Impact Instructional Strategies for Action Plans and SLOs ● Elementary – Marzano and Hattie ○ SLO support
Individual Coaching Opportunities Elementary SLO Support - Student Centered Coaching
Additional Coaching Opportunities • Individual teachers/teams: analyzing data to plan instruction • Collaborating on assessment and instructional tools • Support SMART Action Plan • Follow up on district-wide PD • Facilitate PLC discussions that focus on SMART goal
Recommendations Sharing information with stakeholders to increase amount • of support (i.e. SMART team) Fit it to your district = woven into the fabric of what you do • everyday, rather than a new initiative Common thread and focus for everything • Focus on both student and adult learning • Patience! It is an ongoing process of continuous reflection • and refinement; be willing to make adjustments
Questions?
The End...
How the SMART Academy improved Hudson’s SMART goal process ● Take inventory of the district K-12 perspective ● Understand purpose and value of steps in process - SMART School Improvement Process (steps) and who is included (students and teachers) ○ SMART school self-assessment ○ Understand and re-establish each step of the process ■ (indicators measures, targets, action plan, SMART tree) ○ Ongoing, 3-5 year process with a plan ○ Provided focus on SMART goal - everything woven together ● Share new learning to redefine SMART process (building SMART teams, K-12 coach team, school board) ● Redefine annual process - timeline, trees ● Improvement in overall coaching strategies - Laboratory of Grace, Coaching Style, coaching rubrics
The Role of Instructional Coaching with the SMART goal ● SMART Academy helped us to see the connection between Instructional Coaching and Coaching the Process - SMART Teams ● Instructional Practices to support SMART goal (Action Plan) ● Individual coaching on instructional strategies - seeing the connections ● Collaborate with principals to lead SMART goal - meetings, professional development ● SLO support - Is your goal SMART? ● Coaching tools that align with SLO/SMART Goal ● Has provided us a focus for our work ● Using data more effectively to inform instruction ● Use of coaching rubrics - coaching strategies ● Laboratory of Grace Improvement in overall coaching strategies - Laboratory of Grace, Coaching ● Style, coaching rubrics
Recommend
More recommend
