Children First Intensive

1. Children First Intensive • A Focus on Goal Setting • Inquiry Team Meeting for ESO Network 14 • October, 2008 • Deena Abu-Lughod, SAF; Network Leaders: Bob Cohen • Collegial Facilitators: PS 7, Principal Renee Cloutier • Alan Godlewicz, Brandon Alvarez, Deirdre Burke, Freddie Capshaw, Jo Ann Benoit, Pamela McCarthy Many thanks to SAFs Anita Skop and Rosemary Stewart and Richardson’s Work Smarter, Not Harder for their material.

2. Objectives for the Day • Identify our learning styles to enhance team work productivity. • Understand the implications of the new Quality Review • Formulate SMART goals at the school, grade and classroom level based on performance and progress data • Understand a process of goal setting and interim benchmarks as applied to teacher professional goal setting and student achievement • Familiarize ourselves with a variety of goal-setting tools and resources. • Identify which periodic assessment to use for measuring target population progress from September to June.

3. Provisional Agenda • 8:30-9:00 True Colors: What Kind of Learner Am I? PS 7 • 9:00-10:00 New Quality Review: Santiago Taveras • 10:00-10:15 Break • 10:15-10:25 The Big Picture: Network Data – Deena Abu-Lughod • 10:30-11:45 SMART Goals: Processes, Tools and Resources: PS 7 • Tree Diagram: Freddie Capshaw • 11:45 -12:15 A Word from our Sponsor • 12:15 – 1:00 Lunch • 1:00-2:00 Selecting appropriate assessments for TP June Goals for IQT members: Deena Abu-Lughod • Compliance for Principals: Jo Ann Benoit

4. True Colors • What kind of learner am I? • How will my knowledge of the learning styles of my colleagues help me work with them better? • How will my colleague’s knowledge of my learning style help them work with me better?

5. Quality Review Presentation • Santiago Taveras, Executive Director of School Quality

6. Why Goal Setting? • Quality Review Statements 2 and 5 refer explicitly to the importance of the alignment of goals at all levels in a school and in all core areas, and to the importance of establishing short-term interim benchmarks.

7. Quality Statement 2: Plan and Set Goals: • School leaders and faculty consistently use data to understand each student’s next learning steps and to set suitably high goals for accelerating each student’s learning.To what extent do school leaders and faculty… • 2.1use collaborative and data-informed processes to set measurable, actionable and differentiated learning goals in core subjects for individual students and groupings of students and develop differentiated plans and timeframes for reaching these goals? • 2.3 ensure that the achievement of learning goals, and the implementation of plans and timeframes for reaching these goals, is the central focus of school leaders, faculty, students and families?

8. QS 2: Some Criteria for Well Developed • School leaders and faculty use procedures to regularly set measurable and rigorous learning goals for individual and groups of students in all core subjects that build on what they know and can do, and identify a series of next steps to achieve these goals in the designated period. • • School leaders and faculty set interim goals/benchmarks that are checked periodically (at the end of each unit) throughout the year in order to target effective differentiated instruction in all core subjects that meets the needs of groups of students and individual students’. • School leaders and faculty meet regularly (at least monthly) to discuss, review and adjust the timeframes to reach the goals of all students in all core subjects. • • School leaders and faculty meet regularly with students (at least weekly) and periodically with their families to ensure that there is a clear understanding of the goals in all core subjects and timeframes set to increase student achievement

9. Quality Statement 5: Monitor and Revise • The school has structures for monitoring and evaluating each student’s progress throughout the year and for flexibly adapting plans and practices to meet its goals for accelerating learning. To what extent do… • 5.1 the school’s plans for improving student outcomes and its strategies for improving each teacher’s instructional practices include measurable interim goals and suitable time frames for evaluating success and making adjustments during the year?

10. QS 5: Some Criteria for Well Developed • • Teachers across core subjects demonstrate how they consistently assess and monitor the progress of all students and set and revise measurable goals to accelerate student learning. • • School leaders and faculty have established rigorous and measurable interim goals for all of the school’s plans and instructional practices, consistently evaluate success (at least once per month or after each unit), and make adjustments as needed throughout the year.

11. 'Cheshire Puss,' she began, ……. `Would you tell me, please, which way I ought to go from here?' 'That depends a good deal on where you want to get to,' said the Cat. `I don't much care where--' said Alice. `Then it doesn't matter which way you go,' said the Cat. `--so long as I get SOMEWHERE,' Alice added as an explanation. `Oh, you're sure to do that,' said the Cat, `if you only walk long enough.‘ --Lewis Carroll in Alice's Adventures in Wonderland

12. The Big Picture Goals • Use the Progress Report to identify a school area of focus. (ELA or Math). Schoolwide efforts must be focused on improvement in this area, and the goal should be reflected in the CEP, the PPR, and at the level of each grade, teacher and student. • If your school has been identified as in need of improvement for underperformance of a particular subgroup, or if a subgroup did not make its AMO in 2008, a more challenging goal should be established for that subgroup, and it should receive more support.

13. Tools and Resources • Sphere of Success Graphic, and Network ELA Performance and Progress Data • PS 7 Goal Setting Materials • Article: Work Smarter, Not Harder • Tree Diagram • Schoolwide Goal Alignment Worksheet • Article: Critical Friends

14. Level 1+2 students: ___% in ELA (__ students) and ___% in Math (__ students) Students who lost proficiency as compared to their 2006 scores. Students who made one year of progress: ___% in ELA ___% in Math ___ % in ELA ___ % in Math What does this mean for your school?

15. Closing the Gap in ESO Network 14 (Bob Cohen)

16. Closing the Gap in ESO Network 14 (Bob Cohen)

17. Setting SMART Goals: The PS 7 Way

18. SMART Goals • Strategic and Specific • Measurable • Attainable • Results Based • Time-bound • SMART goals help us determine which of our efforts is making a difference, encourage us to set benchmarks to monitor progress, and identify specific evaluation measures.

19. Strategic and Specific • A Strategic goal focuses on a high priority issue. When Specific, it has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six "W" questions: EXAMPLE: A general goal would be, “Improve comprehension." But a specific goal would say, “Improve the target population students’ reading comprehension scaled scores in Performance Series by 300 points between now and June."

20. Measurable • Measurable goals show how a change will be calculated (eg, the assessment(s) you will use to know if you have obtained the desired results). • Establish concrete criteria for measuring progress toward the attainment of each goal you set. • To determine if your goal is measurable, ask questions such as: • How much? • How many? • How will I know when it is accomplished?

21. Attainable • Attainable goals include actions that the school can control or influence that can be accomplished with existing resources. Goal setting requires setting a baseline or starting point and looking at past performance trends when determining whether a goal is attainable. It must be compelling and energizing, but realistic. • Redefined priorities, changing perspectives. • Plan your steps wisely and establish a time frame. • Use small successes along the way for encouragement.

22. Results-Based • Results-based goals identify specific outcomes that are measurable or observable. Results can be expressed as attaining a certain level of achievement in a content area, improvement in a certain area, or improved performance as defined and measured on a rubric. • Don’t confuse “activity” with results. • The means you use to accomplish the goal (eg, implementing a new program) is part of the action plan. • The results are a clear and specific description of the expected outcome of the activity.

23. Time-bound and tangible • Time-bound goals identify the amount of time required. Goals can be more compelling when there is a sense of urgency. • A goal should be grounded within a time frame. • A goal is tangible when you can experience it with one of the senses, that is, taste, touch, smell, sight, or hearing.

24. Using the Tree Diagram • Examine the Tree diagram for middle school students: How could this model be adapted to one of your current target populations (or school or grade)? • Using either the blank Tree Diagram or the following worksheets, formulate a SMART June goal for one of your target populations. (If you haven’t identified it yet, use a hypothetical situation for practice.)

26. Time Line NETWORK TEAM SCHOOLS

27. Where we are so far: • Constructed a learning agenda for 2008-09 • Reflected on our 2007-08 accomplishments and challenges • Considered what 90% teacher participation in inquiry means • Examined the philosophy of Inquiry Team work (handbook) • Reviewed Network-level achievement and progress gaps • Unpacked the Progress Report Metrics • Worked with the Progress Report Back Up Data in Excel • Worked with the Item Response files in Excel • Introduced some QR criteria related to goals • Examined goal setting vis a vis the Inquiry Team Handbook • Identified elements of good goal setting processes • Practiced writing SMART goals • Reviewed Inquiry Team Timeline

28. What’s Next? • Nov. 3: Data Triangulation: Multiple Choice, Verbal, Performance assessment (Rm. 76, 1230 Zerega Avenue, paper-based, 8:20-11:50) RSVP required. • Nov. 10: Electronic Tracking Systems using RESI (Rm. 76, 1230 Zerega Avenue, laptop based, 8:20-11:50) RSVP required. • Nov. 12: AIR Scaffolded Inquiry training (8:20-12:00) Location PS 86. • Nov. 21: Network CFI, Eastwood Manor (including Teacher Data Initiative for Principals in afternoon)

29. Sponsor Presentation

30. Appropriate Assessments for June Goals • While schools operate on a January-January/March-March cycle for improving ELA and Math for purposes of City and State accountability, Inquiry Teams working with target populations work on a September-June cycle. • Since the baseline and endline of these students’ performance cannot be measured by State tests, it is important to use our Periodic Assessments appropriately to measure progress from September to June. • This afternoon’s session will examine how to use these assessments for setting June goals.

31. Big concepts for each phase of Inquiry

32. A detailed look at the inquiry process Define a school-wide focus group Define a target population: skill, sub-skill, students Define a long-term goal Define learning targets and short-term goals Analyze target population conditions of learning Analyze systems that produced conditions of learning Evaluate and revise based on interim progress measures System-level Instructional Design and implement change strategy

33. Defining a long-term goal within the Inquiry Process School-Wide Focus Group Example: ELA, 7th grade, bottom third Skill Example: Reading Long-term goal: Move from level N to level V in Fountas and Pinnell levels by June. Sub-Skill Example: Comprehension Target Population 15-30 students struggling in comprehension Learning Targets Character analysis Retelling Sequencing

34. Defining short-term goals within the Inquiry Process School-Wide Focus Group Example: ELA, 7th grade, bottom third Skill Example: Reading Long-term goal: Move from level N to level V in Fountas and Pinnell levels by June. Sub-Skill Example: Comprehension Short-term goal: Students correctly answer 90% of character analysis questions by February. Target Population 15-30 students struggling in comprehension Learning Targets Retelling Character analysis Short-term goal: Students retell 90% of story elements by October. Sequencing Short-term goal: Students sequence with 90% accuracy by December.

35. Using Assessments for Goal Setting • Introduction: How do we know? • General Considerations • Sample Packet • Focus on Performance Series • Focus on Acuity • Focus on Running Records • Focus on DIBELS

36. How do we know if we have achieved the goal? • Periodic Assessments • Acuity and Performance Series (Scantron) • Teacher-Made Assessments • Low-Inference Transcripts • Portfolios • Student Writing Samples

37. Setting long-term goals: General assessment recommendations • For measuring June goals, one cannot use the State ELA or Math, which are given in January and March. Consider the models in your packet. • Use an assessment that measures the sub-skill selected. • Use the same assessment for a baseline and final measurement. • Use the assessment that gives you the best information about your students’ learning: • A DOE Periodic Assessment • A teacher-designed assessment • Another vendor assessment

38. Setting long-term goals: Using Performance Series • Recommendation: Use the scaled score to set long-term goals. • Example: In September, our 7th grade target population students had an average reading scaled score of 2231 (considered “at risk” for 4th graders). By June, we hope to raise each student’s score 300 points (into the interquartile range for 6th graders). • Don’t use GLE (grade-level equivalent). (This is an imprecise measurement. It is nationally-normed, not focused on NYS standards.) • More information is forthcoming on the use of SIP scores.

39. Setting long-term goals: Using Acuity • Recommendation: Use the item bank to create a customized pre- and post-assessment around the sub-skill you are focusing on. This may include a number of questions from several grade levels if a student is performing significantly below grade level. • Example: In September, our 7th grade target population students scored an average of <35% correct on a grade level Acuity assessment. By June, the students will score at least 85% correct on an assessment of 6th grade reading comprehension.

40. Setting short-term goals: General recommendations • Do not use the Item Analysis Report from the Acuity Predictive assessment to identify learning targets. • Use Acuity item bank assessments to measure your progress towards short-term goals. • Use Performance Series only every 10-12 weeks. • Do not use Performance Series to measure your progress towards short-term goals of mastering particular learning targets. • Particularly for short-term goals, it is likely that teacher-created assessments will be most effective.

41. Sample Goals from the June Reflections • Our June goal for our target population is to a score of 4 on the writing part of the ELA state test. Evidence: teacher's work folders, Acuity, ECLAS-2, DRA, Running Record, on going – June. • Students will show a 5% increase in the percent of questions answered correctly on standard 3, specifically in the performance indicator of making, confirming and revising predictions. Evidence: Acuity, Acuity, DRA, Running Record • We expect that the target students make literacy gains of one year by placing emphasis on the skills which were flagged in the NYC DOE Acuity and NYS ELA assessments. Evidence: Acuity Assessments, Acuity, QRI, Three (3) • The targeted students will make at least one year's progress in number sense and operations specifically simplify expressions using order of operations and add, subtract, multiply and divide integers. Evidence: Acuity ITA Assessment , Custom made test from Acuity and Scantron.

42. Goal Setting Activity • With your team, re-examine the June goal your school set for your target population. • Evaluate that goal against the SMART criteria. • Re-write the goal, if necessary, so that it would meet the SMART criteria. Consider the sample goals in your packet as models. If you are satisfied with the goal, select one from the samples to work with. Identify 3 possible and appropriate learning targets. • Share your rewritten goal with the other schools at your table and solicit feedback. Continue redrafting until you are satisfied.

43. Is it a SMART Goal?

44. Rewritten June Goal • Learning Targets

45. June 2009 Goal • Baseline assessment: • June assessment: • Learning Targets • Cycle 1: • Cycle 2: • Cycle 3: • Cycle 4:

46. How will the first learning target be taught, when, how and by whom? • What assessment would you use to determine whether the students had mastered the first learning target?