Dear Table Facilitator,
Dear Facilitator,
Thank you for taking part in this exciting and important learning experience!
This event will focus on the fundamentals of effective goal-setting for parents and families. As a result of attending this event, parents and families should come away with a deeper understanding of:
1) the importance and purpose of Academic Standards
2) how to access basic data regarding their student’s current school performance
3) concrete strategies for setting a goal and how to support their student in achieving their goal
Please familiarize yourself with the event agenda and supporting documents on the last pages of this guide to see how the event is generally organized and where your leadership is necessary.
CLASSROOM FACILITATORS
You will support the parents in your classroom with the small-group activity around goal setting.
YOUR PRIMARY RESPONSIBILITY AS A FACILITATOR IS TO:
1) Keep the conversation focused on the questions/topic and encourage everyone to participate. Please monitor the time allocated for each of the activities.
2) Engage parents in a personal and friendly way that enables them to reflect about what they want to achieve for their individual student and how they can be an active support.
BEFORE THE EVENT
Have teachers print off an individual student report from Teacher Portal. The idea is that parents will be accessing Parent Portal to look at individual student data, but in the case that they are not able to access Parent Portal, they will use these individual student report print-outs.
Also be sure to print out the Family Partner Strategies handouts for each family and the SMART Goal Planning Template handout for each family. These can be found on the Academic Standards Event page on The Commons.
QUESTIONS
If you have any questions before the event, please don’t hesitate to contact Yoni Geffen at 720-423-2287 or via email at: jonathan_geffen@
EVENT OVERVIEW
The first part of this evening will be a whole-group session with parents and staff, lasting around 55 minutes. During this time, your school leader (or designated lead staff member) will be introducing the concept of goal-setting to all parents and providing them with the opportunity to engage with school-wide data.
The second part of this evening will be classroom/grade-level specific small group sessions lasting about one hour in which parents and families will gain more practice with goal setting and develop an action plan according to their individual student.
Part 1 – Whole Group Session
• Framing
• Introduction to Academic Standards
• Analyzing Data through Academic Standards
• Choosing a target area for a student
• Setting a school goal
• Academic Standards and setting a goal
• Big Goals versus SMART Goals
Part 2 –Small Group Session
• SMART Goal practice
• Accessing Parent Portal
• Reflecting on individual student data
• Creating a SMART Goal specific to individual students
• Committing to an action plan to work towards that goal (and using resources in Parent Portal as ongoing supports)
In the Small Group sessions, we suggest facilitators use resources from an organization we are partnering with called Learning Heroes. They are available in Spanish as well.
1. Introduce the Super 5 – five simple ways parents can help students have a successful school year. Read over the Super 5 tips, focusing on Tip 1—Start Smart: Stress the importance of finding out what your child is expected to learn this year.
2. (To build on Tip 1 from the Super 5): Use the Readiness Roadmap- to show parents where they can get more detail regarding what their child needs to know this year. Facilitators can model showing how to use the tool by:
-Starting from the top: Choose a grade, then choose the Grade by Grade Guide, then look at what specific skills look like on video.
-Ask parents to look up the resources for their child’s grade (as part of the session or as part of next steps at home).
-Facilitators can then scroll down the page to highlight the kinds of resources that are available. Remind families that this path can help them as they focus on their big picture hopes and dreams for their children.
*IMPORTANT: any agenda item that is highlighted will require you to prepare content in advance*
WHOLE GROUP SESSION AGENDA
|AGENDA ITEM |SLIDE CONTENT |FACILITATOR NOTES |
|Slide 2. |State your name, share a hope or dream you have for your child |Based on group size, determine if everyone shares or just call on a few. |
|Introductions/Share-Out (5) | | |
| | |Make the connection that families who have had a Home Visit have already discussed a hope or dream they |
| | |have for their student. Encourage those who have not had a Home Visit to sign up for one and dig into |
| | |this more deeply! |
| | | |
| | |End by saying that hopes and dreams need to be broken down into clearer action steps so that we can work |
| | |toward achieving them. We are going to be working on breaking these down today and creating goals that |
| | |research shows have a higher success rate, which are called SMART Goals. |
|3. Objectives (1) |By the end of the session, you will be able to: |You can decide whether to read these out-loud or call on a volunteer to read. |
| | | |
| |Explain what academic standards are and how they are used |Facilitators should stress that we will learn more about academic standards in the session but they can |
| | |be thought of as learning goals |
| |Identify an academic goal for your child according to student achievement| |
| |data | |
| | | |
| |Set a smart goal for your family that will help your child progress | |
| |through the school year | |
|4. Why are we talking about | | |
|this (2) |Reason #1: Goal setting helps students learn. | |
| | |Facilitator reads or calls on participant to read. |
| |The research is clear: People who set goals are more successful. | |
| | |Optional: Ask for reflections on this research. |
| |Athletes perform better, employees get larger raises, and students learn | |
| |up to 250% faster when goals are set for them – this is far more than | |
| |when they are just told to ‘do their best’. | |
| | | |
| |Goal setting can be used for short-term and long-term goals. | |
| |Some goals are more effective than others. | |
|5. Why are we talking about | | |
|this (2) |Reason #2: Families are crucial to this process. |Facilitator reads or calls on participant to read. |
| | | |
| |Families are just as important to a student’s success as are schools and |Optional: Ask for reflections on this research. |
| |teachers. | |
| | | |
| |Research shows that students with involved families earn higher grades | |
| |and test scores, have better social skills, and show improved behavior. | |
| | | |
| |The research holds true for students at both the elementary and secondary| |
| |level, regardless of the parent’s education, family income, or | |
| |background. | |
|6. Agenda Overview (1) | | |
| |Whole Group: (55 minutes) |Facilitator reads agenda (30 seconds) |
| |Introduction to goal-setting and SMART Goals | |
| |Using and analyzing data | |
| |Academic standards and goals | |
| | | |
| |Transition (5 minutes) | |
| | | |
| |Small Group: (55 minutes) | |
| |SMART Goal practice | |
| |Using Parent Portal data | |
| |Setting individual goals for your student | |
| | | |
|7. Intro to Academic |Raise your hand if you want your student to graduate and be |Facilitator: Since we are all here to support our students, let’s shift now to talking about how goals |
|Standards (2) |college/career ready? |fit into school. My guess is that everyone in this room shares a Big Goal or a hope or dream they have |
| |Now think about if you know exactly what your student needs to do to |for their student. |
| |achieve that goal. | |
| |Do teachers need guidelines to know what to teach so that students are on|Facilitator poses these questions to the group and asks families to think about the answer to each. |
| |track to graduate and be college/career ready? |Emphasize that not many families do NOT know exactly what to do to work towards these goals so that |
| | |families do not feel intimidated or discouraged. |
| | |Facilitator: If you do NOT know exactly what your student needs to do to achieve that goal you are NOT |
| | |alone. |
| | | |
| | |Option: Ask for families to share reflections or ideas to these questions. |
| | | |
| | |Facilitator ends by saying Academic Standards are a key to this. They are learning goals and expectations|
| | |of what students should learn and be able to do by the end of every school year. |
| | | |
|8. What are Academic |Video |3 minutes |
|Standards (3) | | |
| |Reflection Questions |Facilitator says: We are going to watch a short video that introduces what Academic Standards are and |
| |What in your perspective are the benefits of the standards? |what role they can play. |
| |How do these connect to the Big Goals/hopes/dreams you have for your |As you watch, think about these two questions and be ready to share your thoughts. |
| |child? | |
| | |Option: |
| | |Take 1-2 minutes to have families turn and talk to one another about answers to the reflection questions.|
| | |Take 1-2 minutes to have volunteers share answers to the reflection questions. |
|9. Academic Standards are… |Set clear goals for every stage of learning |Facilitator reads through overview of main point on what Academic Standards are. |
|(2) |Consistent and high expectations for all students across the grade level,| |
| |district, and country |Option: |
| |A way to break down grade level expectations and college/career readiness|Take 1 minute to ask for other ideas on what Academic Standards are. |
| |into skills | |
| |Guidance to teachers on the most important skills and concepts students | |
| |should learn in every grade. | |
| |Other ideas? | |
|10. Analyzing Student Data |Angela is a third grade student. Below is a table with her student data |Facilitator says: Academic Standards are what guides all the instruction and learning that happens in |
|through Standards (5) |from a recent assessment |schools. We use them to be able to know here students are, to set goals for them based on gaps in their |
| | |learning, and to track their progress. |
| |Academic Standard |Now we are going to practice by looking at some sample student data to see how it all fits together. |
| |Content Area: Reading, Writing, Communication |This is just an example to practice with data. |
| |Standard: 2. Reading for All Purposes |Here we are looking at sample data for a third grader named Angela. We see that we are looking at data |
| |Mastery |on reading standards, which are listed to the left. On the right side are Angela’s scores or percentages|
| |(Out of 100%) |out of 100%. There is also an example of a guide to those scores in the bottom right. Let’s say she |
| | |took an in-class test and these are her scores broken out by standard. 100% would mean she is completely|
| |1.Ask and answer questions to demonstrate understanding of a text |proficient or has completely mastered that standard. |
| |91% | |
| | |Facilitator models thinking aloud about each question: |
| |2.Determine the main idea of a text |So if the student is showing mastery or proficiency, she should be scoring 86% or above. I see that she |
| |75% |has a 91% on ‘Ask and answer questions to demonstrate understanding of a text’ so she is proficient. She|
| | |has mastered that skill. |
| |3.Use text features and search tools to locate information |For ‘determine the main idea of a text’ I see she scored a 75%, which is not mastery and it is her lowest|
| |84% |score. |
| | |Her score for ‘use text features and search tools to locate information’ is right in the middle and |
| |s Angela showing mastery or proficiency on the standards? |getting fairly close to proficient. |
| |Is Angela meeting grade level expectations? | |
| |Is Angela on track to be ready for college/ career? |So this student is on grade level for #1, is below grade level on #2, and is fairly close to being on |
| |What should be the focus for Angela to get her on track? |grade level for #3. She definitely has some literacy skills she needs to work on in order to be reading |
| | |on grade level. |
| | | |
| | |So we would say this student is not quite reading on grade level which is necessary to be ready for the |
| | |next grade. So this student needs to focus on reading, more specifically on determining the main idea of|
| | |a text. |
| | | |
| | |This is the process of reflecting on the data and thinking about it to break down a larger goal into |
| | |smaller pieces of things to focus on. For Angela, we can do that by saying in order to reach her larger |
| | |goals and to be ready for college and career, she right now needs to really focus on being able to |
| | |determine the main idea of a text. |
|11. Analyzing Student Data |Below is more assessment data for Angela. |Facilitator says: Here we have more assessment data for Angela, except this time we are looking at data |
|through Standards (4) | |on math standards. |
| |Academic Standard | |
| |Content Area: Mathematics |Facilitator can then choose an option for guiding families through reflecting on the questions. Be sure |
| |Standard: 2. Number Sense, Properties, and Operations |to highlight the difficulty that teachers face in deciding what to to focus on for each student and how |
| |Mastery |that is constantly a challenge that teachers face when thinking about individual students and their |
| |(Out of 100%) |needs. |
| | | |
| |Use place value to round whole numbers to the nearest 10 or 100 |Options: |
| |71% |Facilitator can pose each question to the whole group and call on volunteers. |
| | |Families can turn and talk for 1-2 minutes about the questions and then share out reflections. |
| |Fluently add and subtract within 1000 | |
| |68% |Suggested answers: |
| | |She is not proficient on these math standards. |
| |Multiply one-digit whole numbers by multiples of 10 |Angela definitely needs to focus on math, more specifically around being able to subtract fluently and |
| |82% |use place value to round numbers. |
| | |A teacher might decide to focus on these math skills, but the main point is that it’s really difficult |
| |Is Angela showing mastery or proficiency on the standards? |for teachers to prioritize when thinking about individual students and their needs. Especially when you |
| |What should be the focus for Angela to get her on track? |also think that about how all students are on different levels. |
| |How could a teacher use this data to decide what to teach? | |
|12. The Big Picture (2 |Short term Long term |Facilitator says: Now we have gotten a solid introduction to academic standards and how they are used so |
|minutes) |SMART Goal Big Goal |that teachers know what to teach and when. |
| |Mastering a Math standard Passing Math class | |
| |Meeting Grade Level Expectations Being Prepared to |Facilitator asks: In looking at this slide on the Big Picture, think about what the relationship is |
| |Graduate |between standards and the goal setting process? How do standards fit into Big Goals and SMART Goals? |
| | | |
| | |Option to ask for ideas |
| | | |
| | |Facilitator says: So standards are an essential piece to goal setting in schools. They are the guiding |
| | |pieces to many decisions and goal setting that happens in school. In the same way the SMART Goals break |
| | |down Big Goals into something more actionable, standards break down the Big Goals of teaching like being |
| | |on grade level and passing a class into something more actionable. |
| | | |
| | |As a family, you will work to break down your Big Goal or hope or dream for your student into a SMART |
| | |Goal by looking at data for your student. |
|13. Big Goals (1) | |Facilitator says: |
| |Hopes and Dreams | |
| | |Most of us, when we start the goal setting process, we start big. We think of Big Goals. These are like|
| |Ambitious Target |the hopes and dreams we shared at the beginning of session. |
| | |Big Goals tend to be an ambitious target, is usually multi-step, and is a longer term-goal. |
| |Multi-step |Keep the hope or dream you said you have for your student in your mind, because we are going to be |
| | |looking at some individual student data for your child and working backward to break down this hope or |
| |Indicator for long-term success |dream or Big Goal into actionable steps you can take. |
|14. SMART Goals (3) | |Facilitator says: |
| |S - Specific |In a minute, we are going to move into smaller groups and work on breaking down some of the Big Goals we |
| | |have for our students and create SMART Goals. |
| |M - Measurable |SMART is an acronym, and I will quickly go through what each letter stands for. We will use this as a |
| | |guideline when we are creating our SMART Goals today and as a way to check to make sure they are |
| |A - Attainable |effective. |
| | |S is for specific- this is crucial when you are breaking down a Big Goal into a SMART Goal. You need to |
| |R - Relevant |answer the Who, What, Where, When, Why, Which questions. |
| | |M is for measurable- you must be able to track progress and measure the outcome of the SMART Goal. |
| |T - Timely |A is for attainable- the goal needs to be reasonable and it must be in your control to achieve it. |
| | |R is for relevant- the goal should be related to a Big Goal or hope you have for your child that it |
| | |meaningful. |
| | |T is for timely- you should be able to include a time limit or deadline for accomplishing your goal. |
| | |Research has shown that using this SMART Goals outline leads to more effective goals and a much greater |
| | |chance of success. |
|15. Big Goals vs. SMART |What are the differences you notice between the two types of goals? |Facilitator says: Before we move into small groups, let’s do a quick practice to make sure we understand |
|Goals (3) | |the difference between a big Goal or a hope or a dream and a SMART Goal. |
| | |Give one minute for participants to read through examples on their own, or you can call on volunteers to |
| |BIG GOAL EXAMPLE |read out-loud. |
| |SMART GOAL EXAMPLE |Options: Families do a turn-and-talk about differences they notice then take 1 minute to share out |
| | |ideas. |
| |I will pass all of my classes. |Call on volunteers to share noticings about differences in the whole group. |
| |I will complete all assignments and study for one hour each night for the| |
| |final week leading up to my final exams in Geometry. | |
| | | |
| |I will make more money from my UBER driving. | |
| |I will drive for UBER for at least 2 hours each night of the weekend for | |
| |the next two months and accept all requests for rides within Denver | |
| |metro. | |
| | | |
| |I will pass the fifth grade. | |
| |Over the next 12 weeks, I will do my homework each night and study for | |
| |all quizzes and tests so that I am scoring 80% or above. | |
| | | |
|16. Plug for Family |FAMILY LEADERSHIP INSTITUTE |Facilitator says: I want to give a quick plug before we transition into smaller groups for the Family |
|Leadership Institute | |Leadership Institute. |
| |communication | |
| | |Tell parents that this event is a wonderful way for parents to further develop their leadership capacity |
| |vision |and work with others to drive positive change in their home, school, and community. Give information for|
| | |the next event. |
| |values |Tell families to sign up on the sign-up sheet if interested (and pass that around). |
| | |Session 1: VISION - November, 3 2016 |
| |organizing |Session 2: VALUES - January 19, 2016 |
| | |Session 3: COMMUNICATION - March 9, 2017 |
| | |Session 4: ORGANIZING - April 13, 2017 |
|16. Transition to |You will have 5 minutes to move to the classroom with the group closest |4 minutes |
|Small-Group |to your child’s grade |Facilitator says: Next we will transition to small groups. Families will choose a grade level of one of |
|(4) |During the second half of tonight, you will practice applying these |their children. You will be looking at individual student data for your child and creating a family |
| |skills for your own student using their data |SMART goal. |
| | | |
| | | |
| | |Display any other directions necessary to move families into grade level small groups. |
SMALL GROUP SESSION AGENDA
|AGENDA ITEM |SLIDE CONTENT |FACILITATOR NOTES |
|17. SMART Goal Practice (4) |Before creating your family’s SMART Goal, practice changing these Big |Once in the small group, have families partner up or form groups of 4-5 people. They will work to write |
| |Goals into SMART Goals |down the corresponding SMART Goal example for each Big Goal. Take 1 minute at the end to share ideas for|
| | |a reasonable SMART Goal example for each. Suggestions are below. |
| | | |
| |BIG GOAL EXAMPLE |Smart goal examples: |
| |SMART GOAL EXAMPLE |By the end of the year, my student will have missed less than 5 days of school. |
| | |By May, my student will be able to describe the main idea of a text. |
| |1. My student will not miss any school. |By the end of the year, my student will have 2 or less behavior referrals. |
| | | |
| | | |
| |2. My student will read on grade level. | |
| | | |
| | | |
| |3. My student will pay attention in class. | |
| | | |
| | | |
|18. STEP 1: Identify the Gap|Teachers will model logging into Parent Portal. |Need to think through how to pre-plan to maximize number of parents who have Parent Portal set up prior |
|– Parent Portal (5) | |to event. Also need dummy login for teachers to use when modeling. |
| |GROUP QUESTION: |In the case that parents cannot access Parent Portal, they will use individual student report print-outs |
| |What kinds of information do you notice? |from Teacher Portal that teachers have printed out before the event. |
| |How could you see yourself using Parent Portal? | |
| | |Facilitator says: Now that we are basically experts on breaking down Big Goals into SMART Goals and |
| | |looking at data to identify an area of focus, we are going to turn now to using these skills with our |
| | |individual students. You will be looking at data on your individual student and using it to create a |
| | |SMART Goal. |
| | | |
| | |Facilitator will model logging into Parent Portal and ask for answers to the group questions. Use these |
| | |answers to give a 1 minute overview of the dashboard including the tabs at the top: My Students, Parent |
| | |Resources, Portal Training, FAQs as well as Report Card, Attendance and Behavior, and the menu options on|
| | |the left side. |
| | | |
| | | |
| | |This might also be a good time to go over the Learning Heroes resources (directions on page 2 of this |
| | |guide) |
|19. Parent Portal (5) |Families log into Parent Portal. |Facilitators reads through directions on the slide and distributes Parent Portal registration handout. |
| | | Facilitator then circulates and supports as parents log into Parent Portal. |
| |High-five to those who already have it set up! | |
| |Use the Parent Portal registration handout to log in if you have not yet | |
| |set up your account. | |
| | | |
| |Families who are logged in can spend time browsing Parent Portal or they | |
| |can help others to log in. | |
| | | |
| |Choose your student in the top right corner to view his/her information | |
|20. Teacher Model (7) | | |
| |After logging into Parent Portal, here are the steps you will take to |Teacher models creating a SMART Goal: |
| |create a SMART GOAL: | |
| |Reflect on the data in Parent Portal. Circle a target area on the |1) Start with the thinking aloud about the information in Parent Portal and might be a good target area |
| |strategies sheet. |for the student- attendance, achievement, behavior. Model by thinking through the following questions as|
| |Write down a Big Goal on the strategies sheet. |you look at Parent Portal: |
| |Circe 2-3 strategies that you KNOW you can do. | |
| |Turn to the SMART Goal sheet |Where do you see green and what does that mean? |
| |Write down your Big Goal at the top | |
| |Follow the steps to break it down into a SMART Goal (the ‘How’ section |Where do you see red and what does that mean? |
| |should be the strategies you circled) | |
| |If you finish, turn over the sheet to create your detailed plan |Between Attendance, Behavior, and Achievement, where does your child show the most room for improvement? |
| | | |
| | |Then circle that target area on the strategies sheet. |
| | | |
| | |2) Model creating a big goal from that targeted area. |
| | | |
| | |Ex: achievement - My child will be on grade level in reading. |
| | | |
| | |3) Model circling strategies in that target area on the strategies sheet that you KNOW you can do and |
| | |that will work toward that big goal. |
| | | |
| | |Ex: Read with your child at home 4 times per week, Play a game with reading fluency, such as who can read|
| | |a page the fastest without mistakes |
| | | |
| | |4) Model working backwards from that big goal to create a SMART goal using the SMART Goal template. |
| | | (steps 4-7) |
| | |Follow the examples given on the template |
| | | |
| | |*emphasize that the ‘How’ section should be strategies from the strategies sheet |
|21. Step 2: Reflect on |From your Parent Portal dashboard, ask yourself these questions: | |
|available data (10) |Where do you see green and what does that mean? |Allow 10 minutes for families to browse the information in Parent Portal. Remind them to ask themselves |
| |Where do you see red and what does that mean? |the questions on the slide to help them work toward choosing a target area: Attendance, Behavior, or |
| |Between Attendance, Behavior, and Achievement, where does your child show|Achievement |
| |the most room for improvement? | |
|22. Step 3: Determine a | | |
|target with specific action | Families should circle ONE target area on the strategies bank sheet. |Allow 3 minutes for families to circle the target area (Attendance, Achievement, or Behavior) |
|steps/strategy (4) | | |
| |Then write a big goal at the bottom that connects to the target area. |Emphasize that they should just choose one- whichever they believe has the MOST area for improvement for |
| | |their child. |
| |Lastly circle any strategies in that target area that you know you can do| |
| |and will work towards to the big goal. |Then families write a big goal at the bottom that connects to the target area and circles strategies that|
| | |they feel very confident they can do. |
|23. Step 4: Create your | | |
|SMART goal (6) |Almost there! Turn to the Creating a SMART Goal sheet. |Families then turn to the Creating a SMART Goal sheet and work through the steps. |
| |Follow the steps to break it down into a SMART Goal. | |
| |(the ‘How’ section should be the strategies you circled) |Review what each part of SMART stands for. |
| |If you finish, turn over the sheet to create your detailed plan | |
| | |Remind them there are examples to help them with each step. |
| | | |
| | |Emphasize that the ‘How’ section should be strategies they circled on the other sheet. |
|24. Step 5: Share and revise|Each family partners with another family to share SMART Goal and ask each| |
|your SMART goal (8) |other these questions: |Facilitation Options: |
| | | |
| |S Is the goal SPECIFIC? How so? |Families turn and talk to a partner about their SMART Goal. |
| | | |
| |M Is there a MEASURE for achieving the goal? How so? |Families walk around the room and try to share their SMART Goal with at least 3 other families and get |
| | |feedback. |
| |A Is the goal ATTAINABLE? How so? | |
| | |Families share their SMART Goal with the whole group and get feedback. |
| |R Is the goal RELEVANT? How so? | |
| | |Make sure to emphasize that families should explain the “How so?” for each question. |
| |T Is it TIMED? How so? | |
| | | |
| |Make any necessary changes to your SMART Goal. | |
|25. Step 6: Commit to your |Families write their Family School Partner strategies on their magnet to | |
|SMART goal (3) |take home with them as their commitment. |Families should write the strategies they circled on the Family School Partner strategies sheet (the |
| | |‘How’ section of their SMART Goal) to take home and display somewhere as a reminder of what they |
| | |committed to do. |
|26. Next Steps (3) |Take home your magnets and put them on display somewhere at home as a | |
| |reminder of your commitment |Facilitator reads through the Next Steps for families. Emphasize that these are probably the most |
| | |important part!! |
| |Talk about how you are using your Family Partner Strategies (bring it up |Ask the group to brainstorm other ways that they can take action to follow up on what they learned |
| |at Parent Teacher conferences! Share with other parent friends!) |tonight |
| | | |
| |Sign up for a Home Visit to follow up on your SMART Goal and progress |Can also tell parents that the Family Leadership Institute is a wonderful way for parents to further |
| | |develop their leadership capacity and work with others to drive positive change in their home, school, |
| |Teach another adult who can help your child about your SMART Goal and |and community. Give information for the next event. Tell families who are interested to sign-up on the |
| |Family Partner Strategies |sheet (and pass around sign-up sheet). |
| | |Session 1: VISION - November, 3 2016 |
| |Log into Parent Portal regularly to view your student’s progress and |Session 2: VALUES - January 19, 2016 |
| |access important resources to support you and your family |Session 3: COMMUNICATION - March 9, 2017 |
| | |Session 4: ORGANIZING - April 13, 2017 |
| |Attend the next Academic Standards Event! | |
|27. Thank You! (1) |Thank you for your commitment to our students and school! | |
| | |End by thanking families for their commitment and saying you are excited to hear progress towards their |
| |Every child deserves a champion – an adult who will never give up on |SMART Goals. |
| |them, who understands the power of connection and insists that they | |
| |become the best that they can possibly be. | |
| | | |
| |Together, we can realize the vision of Every Child Succeeds! | |
Appendix
Examples of standards:
3RD Grade Example:
Content Area: Reading, Writing, and Communicating,
Standard 2: Reading for All Purposes
|Prepared Graduates: |
|Demonstrate comprehension of a variety of informal, literary, and persuasive texts |
|Grade Level Expectations: Third Grade |
|Concepts and skills students master: |
| 1. Strategies are needed to make meaning of various types of literary genres |
|Evidence Outcomes |
|Students can: |
| |
|a. Use Key Ideas and Details to: |
|Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers (CCSS: RL.3.1) |
|Use a variety of comprehension strategies to interpret text (attending, searching, predicting, checking, and self-correcting) |
|…. |
7th Grade Example:
Content Area: Reading, Writing, and Communicating
Standard: 2. Reading for All Purposes
Prepared Graduates:Engage in a wide range of nonfiction and real-life reading experiences to solve problems, judge the quality of ideas, or complete daily tasks
Grade Level Expectations: Seventh Grade
Concepts and skills students master:
1. Informational and persuasive texts are summarized and evaluated
Evidence Outcomes
Students can:
a. Use Key Ideas and Details to:
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (CCSS: RI.7.1)
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. (CCSS: RI.7.2)
….
9th Grade Example:
Content Area: Reading, Writing, and Communicating
Standard: 2. Reading for All Purposes
Prepared Graduates:
Read a wide range of literature (American and world literature) to understand important universal themes and the human experience
Grade Level Expectations: Seventh Grade
Concepts and skills students master:
1. Increasingly complex literary elements in traditional and contemporary works of literature require scrutiny and comparison
Evidence Outcomes
Students can:
1. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (CCSS: RL.9-10.2)
2. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. (CCSS: RL.9-10.3)
SMART Goal Rubric for Schools and Students
|SMART Goal Rubric |4 |3 |2 |1 |
|Specific |Clearly focused on the desired |Partially focused on the desired |Desired outcome is unclear |Goal is unrelated to the big goal-|
| |outcome or big goal |outcome or big goal | |there is no outcome |
|Measurable |Will be measurable because the |Will be only partly measurable |Evidence of progress will be |Not at all measurable- no method |
| |evidence to be provided will |because the evidence to be |provided, but will not indicate |of measuring progress |
| |clearly indicate progress |provided will not clearly indicate|progress | |
| | |progress | | |
|Attainable |The goal is within the student’s |The goal is mostly reasonable |The goal is only partially |The goal is not at all within |
| |current baseline and can be |given the student’s current |reasonable given the student’s |reason and cannot be attained |
| |attained |baseline and can probably be |current baseline and will likely | |
| | |attained |not be attained | |
|Relevant |The goal has a strong connection to|The goal has some connection to |The goal has only a slight |The goal has no connection to the |
| |the student and is targeted to the |the student and is somewhat |connection to the student and is |student or to the big goal |
| |big goal |targeted to the big goal |slightly targeted to the big goal | |
|Timely |Has a definite end goal date for |Has an indefinite end goal date |Has an indefinite end goal date |Has no clear end goal date and/or |
| |what will be accomplished. Is |for what will be accomplished but |and has an unclear timeframe by |the timeframe goes beyond this |
| |within the timeframe of this school|might be within the timeframe of |which the goal should be |school year |
| |year |this school year |accomplished | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.