The Power of Goal Setting and Planning with the End in Mind The Blueprint for Success

1. The Power of Goal Setting and Planning with the End in MindThe Blueprint for Success Cecelia Magrath, Chava Thomas, Angel Robinson ETO

2. What is the school’s Vision for the students? What is your vision? • Establish a clear vision for: • All we want students to accomplish – now and over time – so they can earn outstanding academic and life opportunities.

3. The Difference Between a Vision and a Goal • The goal is much more specific than the vision • The vision may be multi-year, but the goal has a specific end point (in this case, the end of the year) • The goal must be measurable

4. Smart Goals • S = Specific • M = Measurable • A = Attainable • R = Realistic • T = Timely

5. Qualities of an Ambitious GOAL BOLD Put a stake in the ground about what our students are capable of that pushes the limits of what others think is possible Leave no room for ambiguity – it’s easy to tell whether students have or have not met the goal. Worth working toward because achieving them will make a significant difference for students. MEASURABLE INSPIRING

6. Qualities of an Ambitious GOAL BOLD RIGOROUS HIGH EXPECTATIONS STRONG ASSESSMENTS BENCHMARKS FOR ACHIEVEMENT OPENS ACADEMIC DOORS WORTH DOING MEASURABLE INSPIRING

7. Steps for Creating an Effective Plan to Reach the School’s Goal: • What will it mean for students to master the goal at a qualitative level? • What specific actions need to be taken by the students to show that they are on track towards mastering the goal? • What do you want to hear the students saying that would give you evidence that they are truly invested in their goals? • Determine the priorities and what must happen in the school so that there will be concrete evidence that students are working hard each day towards reaching the Goal.

8. Select the investment strategies the schools will use to reach the School’s Goal • Think about what will be most meaningful to the students, and also maintains the balance of feasibility and impact. • Consider ways in which the goal will be reinforced, daily, weekly, and throughout the year. (daily doable objectives) • Also think about individual students who will need additional time (lowest 25%) investing in the goal, in addition to strategies that will work for the school as a whole. (Intervention Plan)

9. Create Measures of Success to know whether the school is on track to making the schools’ vision a reality! • Think about the strategies that have been selected for the investment plan (School Improvement Plan). • Set goals for how the school will measure each of the priorities that have been identified in the initial vision. • Then, using the investment plan, create smaller benchmark goals to identify whether or not the school/classroom is on track to meeting the larger goals that have been set. • In order to do this, think about the vision that the stakeholders have for the school, and the progress that you want to realize in a set amount of time. • Then break down that vision into smaller benchmarks and set mini-goals approximately every two-three weeks so that the course can be adjusted to make sure the school is moving towards that final vision.

10. Determine the next steps • What does the school need to do to make the investment plan (SIP) created into a reality? • When will the plan be introduced to the teachers/students? • How often will the School’s Goal be reinforced? • Spend time creating a calendar of the steps to take to make this plan successful. • Creating a plan for the execution of the investment strategies (SIP strategies) will help to ensure the strategies happen, and also hold all the schools’ stakeholders accountable to the vision.

11. Build out the reflection and follow through • After each phase of the plan is executed create a method for reflecting on the progress that is seen with the students. • If you set a goal to increase the FAIR Maze score 25% by AP 2 take the time every two weeks to think about whether or not the students will reach the goal by AP 2 by monitoring fluency rates. • What is working?, what needs to change?, and what will be the next steps to accelerate students towards the goal? • Spend some time reflecting with the students to further invest them in the goals.

12. How can the School’s Goal be transformed to the classroom? • Teachers need to have a clear understanding on the School’s Goal and how this relates to their classroom. • What steps will the teacher take daily that will in turn impact the students’ progress towards the school’s Goal. (Daily Doables scaffolded to the highest levels. • How does this happen?

13. To reach the Big goals lesson plans need to be of high quality Effective planners are backwards planners”

14. Lesson Planning We Need to Plan with the End in Mind • Set Goals • Plan Lessons with Daily Doable Objectives that scaffold to the highest level of Depth of Knowledge (DOK)

15. Status of the Union • Vagueness • Zero Alignment • Broad Goals • Vague use of “important” words (Analyze, Evaluate . . .) • Repetition of Fundamental Goals (pre-requisites, low complexity) (i.e. teaching primary/secondary sources for two weeks)

16. Daily Doable Objectives • We have looked at the individual skills in a benchmark. • Now what? • We are still seeing a disconnect

17. Let’s Get Started • “Effective planners are backwards planners” • Look at the Daily Doable Objectives…… • What must students know in order to make sense of this question? • What must they be able to do in order to answer it correctly? • Which skill is easiest to attain? Which is hardest?

18. First things first, craft your objective STRONG daily objectives are: Student-achievement based Measurable Rigorous

19. What this looks like…

20. What am I trying to get students to learn • Establish the daily doable objective • Establish the end product to measure students progress towards meeting the objective • Then plan how this will be accomplished • What teaching strategies and materials will be used for making this happen.

21. Frame for planning a purposeful rigorous lesson Daily Doable Objective • I am teaching ______________(skills) by using _________(process) ______________(why) ______________________(product) • This frame should be used when developing a lesson

22. Pacing Guide • That’s the key, it’s a guide to establish a pace for teaching objectives • It maps out the text and resources that can be utilized • It is NOT a Lesson Plan!!

23. Frame for planning a purposeful rigorous lesson • I am teaching and developing students’ familiarity with websites (skills) by using a credibility screening process (process) in order for students to determine the credibility and validity of the source by (why) creating a rubric , examining 3 sites for credibility and reliability of information and writing a synthesizes essay of the 3 sites. (product)

24. How will this look for students… Daily Doable Objective in student friendly language • Do students know the purpose behind the lesson? • Do they know what they are supposed to be able to accomplish? (AKA) Common Board Configuration/Learning Agenda • Invest students in the learning • I will learn how to _________________ (skills) by using/doing (process)___________________________ in order to _______________ (purpose) and I will know I mastered it when I am able to do _____________________ (end product)

25. Follow the same process for small group • What skills are the students struggling with? • How will you strategically teach this? • How will you assess if your instruction assisted students in making progress?

26. Common Core State Standards • Makes it even more important to plan rigorous and purposeful instruction that culminates with a rigorous end product that demonstrates learning. • No more parking lot planning

27. CCSS: Changing Our Focus Include all grades (K-12) and emphasize disciplinary literacy Increased stress on expository text, critical reading, and use of technology Recognizes importance of text difficulty and the value of well-known and classical (canonical) text

28. Instructional Shifts Shift 1 Balancing Informational & Literary Text Shift 2 Knowledge in the Disciplines Shift 3 Staircase of Complexity Shift 5 Writing from Sources Shift 6 Academic Vocabulary Shift 4 Text-based Answers

29. Common Core Key Instructional Shifts

30. Item and Task Prototypes Grade 10 Prose Constructed Response from Literary Analysis DRAFT

31. Writing About Texts Grades 3-5 The balance of student writing should be 65% analytical (30% opinion and 35% to explain/inform) and 35% narrative, with a mix of on demand and review-and-revision writing assignments.Building student competence and confidence with technology should be part of instruction. Grades 6-8 The balance of student writing should be 70% analytical (35% opinion and 35% to explain/inform) and 30% narrative, with a mix of on demand and review-and-revision writing assignments. Building student competence and confidence with technology should be part of instruction. Grades 9-12 The balance of student writing should be 80% analytical (40% opinion and 40% to explain/inform) and 20% narrative, with a mix of on demand and review-and-revision writing assignments. Building student competence and confidence with technology should be part of instruction.

32. Share Out • IMPLICATIONS FOR YOUR WORK AS COACHES and INSTRUCTIONAL LEADERS • Aha Moments……

33. Thank you