Data-based Decision Making in Practice: Step 3

Step 3: SMART Goal

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How are you currently using your analyzed data to create SMART goals?

[two_third]“According to research, goal setting is the single most powerful motivational tool in a teacher’s toolkit. Why? Because goal setting operates in ways that provide:

Purpose
Challenge
Meaning

Goals are the guideposts along the road that make a compelling vision come alive. Goals energize people. Specific, clear, challenging goals lead to greater effort and achievement than easy or vague goals do.” (Blanchard, 2007, p. 150)

The lack of clear goals may provide the most credible explanation for why we are still only inching along in our effort to improve schooling for U.S. children.[ref]Mike Schmoker[/ref]

Clear SMART goals include classroom data. SMART goals are:

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[content_box title=”Specific” icon=”fa-dot-circle-o” backgroundcolor=”” iconcolor=”” circlecolor=”” circlebordercolor=”” circlebordercolorsize=”” outercirclebordercolor=”” outercirclebordercolorsize=”” iconrotate=”” iconspin=”no” image=”” image_width=”35″ image_height=”35″ link=”” linktarget=”_self” linktext=”” animation_type=”0″ animation_direction=”down” animation_speed=”0.1″]States exactly who the learner is and what the learner will be able to do.[/content_box][content_box title=”Measurable” icon=”fa-bar-chart” backgroundcolor=”” iconcolor=”” circlecolor=”” circlebordercolor=”” circlebordercolorsize=”” outercirclebordercolor=”” outercirclebordercolorsize=”” iconrotate=”” iconspin=”no” image=”” image_width=”35″ image_height=”35″ link=”” linktarget=”_self” linktext=”” animation_type=”0″ animation_direction=”down” animation_speed=”0.1″]Progress can be observed and counted.[/content_box][content_box title=”Attainable” icon=”fa-check-square-o” backgroundcolor=”” iconcolor=”” circlecolor=”” circlebordercolor=”” circlebordercolorsize=”” outercirclebordercolor=”” outercirclebordercolorsize=”” iconrotate=”” iconspin=”no” image=”” image_width=”35″ image_height=”35″ link=”” linktarget=”_self” linktext=”” animation_type=”0″ animation_direction=”down” animation_speed=”0.1″]A skill that learners can master within the given period of time.[/content_box][content_box title=”Results-oriented” icon=”fa-graduation-cap” backgroundcolor=”” iconcolor=”” circlecolor=”” circlebordercolor=”” circlebordercolorsize=”” outercirclebordercolor=”” outercirclebordercolorsize=”” iconrotate=”” iconspin=”no” image=”” image_width=”35″ image_height=”35″ link=”” linktarget=”_self” linktext=”” animation_type=”0″ animation_direction=”down” animation_speed=”0.1″]Must be something learners can do to demonstrate growth; relevant to the learner.[/content_box][content_box title=”Timely” icon=”fa-clock-o” backgroundcolor=”” iconcolor=”” circlecolor=”” circlebordercolor=”” circlebordercolorsize=”” outercirclebordercolor=”” outercirclebordercolorsize=”” iconrotate=”” iconspin=”no” image=”” image_width=”35″ image_height=”35″ link=”” linktarget=”_self” linktext=”” animation_type=”0″ animation_direction=”down” animation_speed=”0.1″]Achievable by time frame set.[/content_box]
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Next Steps

Most likely you and your team will start with the following steps:

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[li_item icon=””]Identify how many students are in each group and by IEP status.[/li_item]
[li_item icon=”fa-check-square-o”]Calculate percentage for how many students are in each group by IEP status.[/li_item]
[li_item icon=”fa-check-square-o”]Develop an ambitious, yet achievable goal for the percentage of students who can with strategic instruction meet the criterion score on the Common Formative Assessment written for the Priority Learning Target under analysis.[/li_item]
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The goal becomes powerful when teachers use it to inform their practice.

For SMART goals to make a difference, teachers have to be engaged in the process of developing the goal so they own the goal. Teachers have to look at the data and design a goal that make sense to them. Goals must encourage growth for all students.

SMART Goal Template

The percentage of (Name Student Group) scoring proficient or higher in (Name the Standard) will increase from (Current Status Percentage) to (Goal Percentage) by the end of (Month, Quarter or Date) as measured by (Assessment Tool) administered on (Specific Date).

Computing SMART Goals

Two computations equal one SMART Goal. The Intervention group is not calculated in this goal. However, it is expected that they will move out of this group. It may be appropriate to develop a separate goal.

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[flip_box title_front=”Current Status Percentage” title_back=”Current Status Percentage” text_front=”” border_color=”#12436f” border_radius=”4px” border_size=”1px” background_color_front=”#12436f” title_front_color=”#ffffff” text_front_color=”” background_color_back=”#ffffff” title_back_color=”#303030″ text_back_color=”#303030″ icon=”” icon_color=”” circle=”yes” circle_color=”” circle_border_color=”” icon_rotate=”” icon_spin=”no” image=”” image_width=”35″ image_height=”35″ animation_type=”0″ animation_direction=”down” animation_speed=”0.1″ animation_offset=””]= Number of Proficient and Higher / Total number of students[/flip_box]
[flip_box title_front=”Goal Percentage” title_back=”Goal Percentage” text_front=”” border_color=”#12436f” border_radius=”4px” border_size=”1px” background_color_front=”#12436f” title_front_color=”#ffffff” text_front_color=”” background_color_back=”#ffffff” title_back_color=”#303030″ text_back_color=”#303030″ icon=”” icon_color=”” circle=”yes” circle_color=”” circle_border_color=”” icon_rotate=”” icon_spin=”no” image=”” image_width=”35″ image_height=”35″ animation_type=”0″ animation_direction=”down” animation_speed=”0.1″ animation_offset=””]= Proficient and Higher + Close to Proficient + Far to Go / Total number of students[/flip_box]
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What does exemplary implementation of SMART Goals look like?

Essential Function: Educators establish SMART goals based on data identified student learning needs.

Team meets the 5 criteria of SMART goals and >7 of the additional criteria:
- Are specific to targeted subject area, grade level, and student population
- Are measureable and how measurement will occur is specified.
- Are attainable demonstration of percentage gains or increases in terms of expected change.
- Are results oriented, and must be something learners can do and is relevant.
- Are time-bound with timeframe set.
Percentages are calculated correctly.
Reflect >80% of proficient, close, and far students to be proficient by post-assessment.
Reflect a separate goal for the growth of students in intervention, on a case-by-case basis.
Are derived from specific team inferences.
Include baseline (pre-assessment to anticipated midline (mid-assessment) and midline to anticipated outcome (post assessment) for all essential standards.
Indicate closure of achievement gaps for targeted student groups.
Are few and prioritized.
Have scheduled time set for formal analysis of results.