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Enhancing Student Achievement: Goal Setting for Principals' Retreat

Join us for the Principals' Retreat on July 15, 2011, designed to collaborate and identify common growth areas for our schools. Participants will focus on developing annual student achievement goals based on data analysis of student subgroups and subject areas. Utilizing the SMART criteria (Specific, Measurable, Achievable, Realistic, Timely), leaders will create actionable goals to promote student success. Engage in gallery walks to share insights and strategies with peers, ensuring our plans are impactful and data-driven for continuous improvement.

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Enhancing Student Achievement: Goal Setting for Principals' Retreat

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  1. Goal Setting Principals’ Retreat July 15, 2011 DRAFT

  2. Session Objectives • Collaborate with other principals to identify common areas for growth • Develop school-site annual student achievement goals DRAFT

  3. Categorizing Your Data Analysis Student subgroups (e.g., ELL, Latino, Special Ed) Subject areas (e.g., ELA, math) College/Career readiness areas (e.g., college acceptance rate, ACT/PLAN/EXPLORE, student survey data) DRAFT

  4. Student Subgroups (Template Example) DRAFT

  5. Collaborating on Identifying Common Growth Areas Use the available template to prepare your Powerpoint presentation (30 min) Gallery walk to view, identify, and record other schools with common growth areas (15 min) DRAFT

  6. SMART Goal Criteria S = Specific M = Measurable A = Achievable R = Realistic T = Timely DRAFT

  7. Examples of Annual SMART Goals for Student Achievement Adapted from school goals for Merkin MS, Heritage CRAHS, Stern MASS: • Reduce the % of students scoring BB or FBB on the ELA CST to less than 10%. • Increase the % of African-American students scoring prof/adv on the ELA CSTs by 10%. • Increase the % of students passing the AP exams by at least 5%. DRAFT

  8. Collaborating on Identifying Common Annual Goals Add your annual goals to your Powerpoint presentation (20 min) Gallery walk to view, identify, and record other schools with common growth areas (10 min) DRAFT

  9. How and When Will We Do It? Planning without short-term goals has a negative correlation to improved student achievement (Reeves, 2006) “Without explicit learning goals, we are simply not set up and organized for improvement, for results. Only such goals will allow us to analyze, monitor and adjust practice toward improvement. “ (Schmoker, 2003) Faulty Assumption: Leaders are responsible thinking and planning while others are responsible for carrying out those plans. (Fullan, 2005) DRAFT

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