H.S.D. SMART Goals A Story of Learning, Growth and System - - PowerPoint PPT Presentation

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

Changes over time…

Elementary: Moved from building based to aligning a district wide goal. Middle School: Moved from content skill-specific goals (i.e. 7th 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)

Revised Learning...

• Redefining our SMART goal
• Realigning our process
• Refining our support

Improvements and Extensions from SMART Academy

• Taking Inventory: Where are we at, K-12?
• How can we systematize the development of

the SMART goal components?

Redefine SMART Goal

Where were we? Where did we want to go? How would we know when we got there?

Realign 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

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.

Refining our support

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
• pinions.
• 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

• Sharing information with stakeholders to increase amount
• f 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

Recommendations

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