Boston Public Schools
Example Elementary School Wide Goals Aligned to Support Whole-School Improvement
2012-13
|2012-2013 |Professional Growth and Evaluation (IV-A-2. Goal Setting) |
|DISTRICT PRIORITIES |Using Data to Differentiate Instruction (I-B-2. Adjustment to Practice, II-D-3. Access to Knowledge) |
| |Increasing Academic Rigor through MCF Shifts (I-A-4. Well Structured Lessons) |
| |Engaging Fam., Com, & Partners (III-A-1. Parent/Family Engagement) |
|SCHOOL PRIORITIES |Increase Academic Rigor through the use of data to inform instructional practice (Rubric Elements I-A-4. Well Structured Lessons |
| |and I-B-2. Adjustments to Practice) |
|SCHOOL-WIDE STUDENT LEARNING |ELA: Based on recent trends of low growth and performance in ELA, our goal is that this year our ELA Median SGP will increase by 10|
|GOALS |points from 42.0 to 52.0. |
| |MATH: Based on recent trends of low growth and low performance in Math, our goal is that this year our Math Median SGP will |
| |increase by 10 points from 41.5 to 51.5. |
|SCHOOL-SIDE PROFESSIONAL |Effectively use common planning time to ensure consistency of instruction and effective and appropriate lesson plans within the |
|PRACTICE GOALS |grade. (Rubric Element I-A-4. Well-Structured Lessons) |
| |Teachers will review formative assessment data (including Dibels, TRC, ANet, ATI, End of Unit Assessments) within 5 days of |
| |processing/availability of scores to create new lesson plans that include reteach and review of specific skills. (Rubric Element |
| |I-A-4. Well-Structured Lessons; I-B-1 Variety of Assessment Methods; I-B-2 – Adjustment to Practice). |
|ADMINISTRATOR STUDENT LEARNING |ELA: Based on last year’s results that show low growth and performance in ELA, by the MCAS preliminary results in June, the number |
|GOALS |of 3rd and 5th grade students scoring proficient will increase by 30%. |
| |MATH: Based on last year’s results that show low growth and performance in math, by MCAS preliminary results in June, the number of|
| |3rd and 5th grade students scoring proficient will increase by 30%. |
|ADMINISTRATOR PROFESSIONAL |I will support all my teachers in ensuring that they have adequate common planning time and protocols for structuring meetings to |
|PRACTICE GOALS |focus on consistency of instruction and lesson planning within the grade. (Rubric Element I-A-4. Well-Structured Lessons) |
| |I will provide formative assessment data for teachers to use to review and replan and reteach. (Rubric Elements I-A-4. |
| |Well-Structured lessons; I-B-1. Variety of Assessment Methods; I-B-2. Adjustment to Practice.) |
|TEAM STUDENT LEARNING GOALS |Based on the fact that _______(x%) of students currently score ________on the _______ (assessment), my goal is that by |
| |__________(when) ________(x%) will score _______ on the same assessment. |
|TEAM/ INDIVIDUAL PROFESSIONAL |Teachers will choose between I-A-4. Well-structured Lessons, or I-B-2. Adjustment to Practice. |
|PRACTICE GOALS |In order to _______________________, I will _____________________. I will monitor my progress toward this goal by |
| |__________________________________. |
Template for Aligning Goals to Support Whole-School Improvement
2013-14
|2013-2014 |Increasing Academic Rigor through MCF Shifts (I-A-4. Well-Structured Lessons) |
|DISTRICT PRIORITIES |Using Data to Differentiate Instruction (I-B-2. Adjustments to Practice) |
| |Expanding Inclusive Practices (II-A-3. Meeting Diverse Needs) |
| |Engaging Fam., Com, & Partners (III-A-1. Parent/Family Engagement) |
|SCHOOL PRIORITIES | |
| | |
|SCHOOL-WIDE STUDENT LEARNING | |
|GOALS | |
|SCHOOL-SIDE PROFESSIONAL | |
|PRACTICE GOALS | |
|ADMINISTRATOR STUDENT LEARNING | |
|GOALS | |
|ADMINISTRATOR PROFESSIONAL | |
|PRACTICE GOALS | |
|TEAM STUDENT LEARNING GOALS | |
| | |
|TEAM/ INDIVIDUAL PROFESSIONAL | |
|PRACTICE GOALS | |
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