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Collaborative Teams/ SMART Goals

Collaborative Teams/ SMART Goals. October 20, 2010. The Happiness Hypothesis. Elephant= emotional side of our brain. Rider= rational side of our brain. “In order to make progress toward a goal, you need the strength of the elephant. However, the rider gives the planning and direction.”.

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Collaborative Teams/ SMART Goals

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  1. Collaborative Teams/SMART Goals October 20, 2010

  2. The Happiness Hypothesis Elephant= emotional side of our brain Rider= rational side of our brain “In order to make progress toward a goal, you need the strength of the elephant. However, the rider gives the planning and direction.” “Anytime the six-ton Elephant and the Rider disagree about which direction to go, the Rider is going to lose.”

  3. Find the bright spots • What’s working and how can we do more of it? • What caused that to be a bright spot? • How can we use our understanding of that and replicate it?

  4. Bright Spots?

  5. Where can we replicate the bright spots? In an inter-mixed group, take a look at our list we generated two weeks ago. What can our “collective” rider direct (in our control) and which ones will exhaust the rider (out of our control)? How can our bright spots help us solve the things in our control? Where do we collectively want to spend our energy?

  6. Team Goals Script the critical moves

  7. Why Team Goals? • Higher quality solutions to problems • Support for one another’s strengths and growth in weaknesses • Ability to test new ideas • More support in sharing the work load • Expanded pool of ideas, materials, and methods

  8. Professional Learning Community (PLC) Defined • Educators are committed to working collaboratively in ongoing processes of collective inquiry and action research in order to achieve better results for the students they serve.

  9. Teamwork • “The best way to achieve challenging goals is through teamwork. Where single individuals may despair of accomplishing a monumental task, teams nurture, support, and inspire each other.” --Noel Tichy, The Leadership Engine • “One is too small a number to achieve greatness. You cannot do anything of real value alone. There are no problems we cannot solve together, and very few that we can solve by ourselves.” – John Maxwell, The Seventeen Indisputable Laws of Teamwork • http://www.youtube.com/watch?v=jiUgh7qHe90

  10. SMART Goals • Strategic and specific • Measurable • Attainable • Results-oriented • Time-bound

  11. Parameters • As a grade level team or interrelated group (ESS staff), you will write 1-2 goals. • Goals are derived from our School Improvement Plan (SIP)- Reading, Writing, Math. Goals are a requirement for evaluations. • Goals are based on an analysis of your historical team data and analysis of current reality • Steps, data collection, timeline can be modified at any point in the year • Goal Question names a hypothesis to explore, a critical path (ambiguity exhausts the rider)

  12. Step One: Templates • One created for each content area of the School Improvement Plan • Select the appropriate template (reading, writing, math)

  13. Team Members: __ ______ Mary Blair Goal Setting Worksheet School Goal: Reading-Overall Reading Achievement will move from 74.4% to 76% in 2011 and to 80% in 2012. Subgroups to be addressed include Hispanics (AYP) and Students with Disabilities. Question being addressed by the stated goal: ____________________________________________________________________________ 3 6 7 4 5 1 2

  14. Step Two: Data Analysis • Define the current reality- instructional strengths, weaknesses • Use data on past student performance (CSAP, CELA, CSAP-A, DRA, Dibels, Running Records, End of Unit Assessments, common assessments, # of ILP students, Growth scores) • Use data on current students as part of the picture • Narrow it down to a high leverage, high endurance skill that can be measured • State it in measurable terms, can be achievement or growth

  15. School Goal: Reading-Overall Reading Achievement will move from 74.4% to 76% in 2011 and to 80% in 2012. Subgroups to be addressed include Hispanics (AYP) and Students with Disabilities. In 4th grade, our 09-10 lowest skills were vocabulary and nonfiction as measured by CSAP (68% P/A). Our current group of students struggled with summarizing and sequencing skills on Acuity. 25% of 4th graders are on ILP’s. As 3rd graders, 73% were P/A. 76% of 4th graders will be proficient in reading as measured by the CSAP. (Achievement Goal)

  16. Step Three: Script the critical moves • Define an inquiry question. It sets a critical move, eliminates ambiguity, and puts it into everyday behavior. • Names a research-based practice. • Examples: • Will guided reading groups develop proficient 4th grade readers? • Will reciprocal teaching improve comprehension and lead to proficient and advanced readers? • Will implementing the Daily 5 support individual reading growth? • Will building lessons from Reading Mastery move Unsatisfactory readers to Partially Proficient? • Will systematic vocabulary instruction lead ELA students to grow in their reading?

  17. Step Four: Determine Evidence of Effectiveness • Should help your team … • Judge along the way whether you will meet the overall goal. • Know if you need to make a course correction. • Name the skills/concepts you will commonly assess. • Think about assessments that are aligned to your inquiry question. • Provide a consistent framework for assessing grade level proficiency. • Examples: End of unit assessment, running records, student journals (scored with a rubric), end of quarter writing assessments, spelling tests, experiment write-ups.

  18. Step 5, 6, 7: What, Who, When • Name the strategic steps along the way • Meet with the instructional coach to understand reciprocal teaching. (RT, IC, October) • Read the “Daily 5” book as a team • Attend a classroom lab focusing on guided reading • Implement a small group intervention for language/vocabulary support • Provide instruction on just-right books • Review the assessment frameworks to better understand the concepts and skills 4th graders need to master • Assign instructional resources within Acuity • Work with ELA teacher to build vocabulary skills

  19. Critical Issues for Team Consideration • Do we have norms that allow us to communicate and dialogue openly without hurting feelings (norms)? • Have we analyzed student achievement data to write SMART goals that we are committed to working on interdependently? • Do we meet regularly? How will we best use our time together to meet our goals?

  20. When rider and elephant are in sync… • http://www.youtube.com/watch?v=He7Ge7Sogrk Harmony and amazing feats are possible.

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