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Teacher Evaluation InstituteJuly 23, 2013

Virginia Department of EducationDivision of Teacher Education and Licensure

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Critiquing High School Goals

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Afternoon Agenda

• Critiquing goals using the SMART criteria

• Creating goals using the SMART criteria

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Teacher Q• Grade 10: English

• Division-developed pre-assessment used

• 50 questions (two points per question)

• Scored on a scale of 0-100 percent; score of 70 percent considered proficient

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Teacher Q: Student English Baseline DataStudent Baseline Score

Student 1 20%Student 2 22%Student 3 26%Student 4 26%Student 5 30%Student 6 30%Student 7 34%Student 8 40%Student 9 42%Student 10 44%Student 11 50%Student 12 50%Student 13 50%Student 14 52%Student 15 54%Student 16 54%Student 17 54%Student 18 60%Student 19 62%Student 20 62%

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Student Baseline English Data: Tiers

0-26% 30-44% 50-62%0

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4

6

8

10

12

4

6

10

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Teacher QEvaluate: Is this goal SMART?

Goal Statement:

From September 2012, to May 2013, 100 percent of students will make measurable progress in English 10 as measured by the division-developed assessment. All students will improve their baseline score by 30 percentage points.

A good Goal statement is one that is…

• Specific• Measurable• Appropriate• Realistic, but Rigorous• Time-bound

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How would you improve this goal?

Goal Statement:

From September 2012, to May 2013, 100 percent of students will make measurable progress in English 10 as measured by the division-developed assessment. All students will improve their baseline score by 30 percentage points.

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Improved Goal: One Suggestion

Goal Statement:

From September 2012, to May 2013, 100 percent of students will make measurable progress in English 10 as measured by the division-developed assessment. • Students scoring 20-26 percent on the pre-assessment will

improve their scores by 44 percentage points on the post-assessment.

• Students scoring 30-44 percent on the pre-assessment will improve their scores by 40 percentage points on the post-assessment.

• Students scoring 50-62 percent on the pre-assessment will improve their scores by 34 points on the post-assessment.

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Goals for Students with Disabilities

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Teacher Q and Teacher R of Special Education: Student Baseline Data

Student Baseline ScoreStudent 1 20%Student 2 22%Student 3 26%Student 4 26%Student 5 30%Student 6 30%Student 7 34%Student 8 40%Student 9 42%Student 10 44%Student 11 50%Student 12 50%Student 13 50%Student 14 52%Student 15 54%Student 16 54%Student 17 54%Student 18 60%Student 19 62%Student 20 62%

Students Identified with Disabilities

Teachers Q and R teach using a collaborative model to deliver English instruction.

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Goal Setting Considerations for Students with Disabilities

• Does the student’s disability affect the student’s ability to reach the goal?

• What has been the academic history of the student up to this point?

• What types of instructional interventions have been provided to the student in the past?

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Student 5

Grade Baseline Score End-of-Year Score7 22% 50%8 22% 47%9 28% 52%10 30%

Receives services for English (writing and reading) and speech

Academic History: Reading

Discussion Questions:• Based on this data, is the improved goal written

by Teacher Q appropriate for this student?• What other factors should be considered in

determining an acceptable goal?

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Student 6

Grade Baseline Score End-of-Year Score7 24% 68%8 18% 60%9 28% 48%10 30%

Receives services for English (writing and reading) and mathematics

Academic History: Reading

Discussion Questions:• Based on this data, is the improved goal written

by Teacher Q appropriate for this student?• What other factors should be considered in

determining an acceptable goal?

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Student 7

Grade Baseline Score End-of-Year Score7 30% 76%8 36% 84%9 22% 52%10 34%

Receives services for mathematics

Academic History: Reading

Discussion Questions:• Based on this data, is the improved goal written

by Teacher Q appropriate for this student?• What other factors should be considered in

determining an acceptable goal?

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Art II Teacher S• Art II: Intermediate• Division-developed visual arts knowledge

assessment Visual Communication and Production (10

questions; 7 answered correctly is considered proficient)

Cultural Content and Art History (10 questions; 7 answered correctly is considered proficient)

Judgment and Criticism (10 questions; 7 answered correctly is considered proficient)

Aesthetics (10 questions; 7 answered correctly is considered proficient)

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Teacher S: Student Baseline Data 

Visual Communication and Production

Cultural Context and Art History Judgment and Criticism Aesthetics TOTAL

 10 possible

7 = Proficient10 possible

7 = Proficient10 possible

7 = Proficient10 possible

7 = Proficient40 possible

28 = ProficientStudent 1 0 0 0 0 0Student 2 0 0 1 0 1Student 3 1 0 0 1 2Student 4 0 1 1 0 2Student 5 1 1 1 0 3Student 6 1 1 2 0 4Student 7 0 1 2 1 4Student 8 1 2 1 0 4Student 9 2 0 1 1 4Student 10 1 0 2 1 4Student 11 1 2 0 1 4Student 12 1 2 0 1 4Student 13 2 0 1 2 5Student 14 2 1 2 0 5Student 15 3 2 0 1 6Student 16 3 1 0 2 6Student 17 2 1 2 1 6Student 18 3 2 1 0 6Student 19 2 2 2 1 7Student 20 2 2 2 4 10Student 21 3 2 1 5 11Student 22 5 6 7 6 24Student 23 8 8 9 7 32AVERAGE 1.9 1.6 1.7 1.5 6.7

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Teacher S Goal Critique: Is this goal SMART?

Goal Statement:

From September 2012, to June 2013, 70 percent of Art II students will score “Proficient” or higher on the division-developed Art II knowledge assessment.

A good Goal statement is one that is…

• Specific• Measurable• Appropriate• Realistic, but Rigorous• Time-bound

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How would you improve this goal?

Goal Statement:

During the course of the instructional period, 70 percent of Art II students will score “Proficient” or higher on the division-developed Art II knowledge assessment.

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Improved Goal: One SuggestionGoal Statement:

From September 2012, to June 2013, students will make measurable progress in Art II as measured by the division-developed Art II assessment.• Students scoring 0-11 points will improve their scores by 30

points.• Students scoring 12-24 points will improve their scores by 15

points.• Students scoring above 25 points will improve or maintain

their scores by 15 points on the Art II division-developed visual arts assessment.

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Creating Goals

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Goal Writing Practice• Work with your table.

• Choose a content area appropriate for your level.

• Choose four areas that can be assessed in that content area.

• Review the baseline data.

• Write a SMART goal on chart paper.

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Fill-in-Your-Content-Area   FILL IN CATEGORY FILL IN CATEGORY FILL IN CATEGORY FILL IN CATEGORY  TOTAL  10 possible 10 possible 10 possible 10 possible 40 possible

Student 1 0 1 0 1 2Student 2 2 0 2 1 5Student 3 1 2 3 1 7Student 4 1 1 4 4 10Student 5 3 4 2 2 11Student 6 1 2 4 5 12Student 7 0 4 3 6 13Student 8 3 2 4 5 14Student 9 3 5 3 4 15Student 10 2 2 6 6 16Student 11 3 2 5 6 16Student 12 2 1 6 8 17Student 13 4 3 4 7 18Student 14 1 1 9 8 19Student 15 2 2 8 9 21Student 16 5 6 7 5 23Student 17 8 7 5 4 24Student 18 4 7 5 8 24Student 19 4 5 6 9 24Student 20 7 5 7 6 25Student 21 7 9 10 9 35Student 22 8 9 8 10 35Student 23 9 10 10 10 39AVERAGE 3.5 3.9 5.3 5.8 18.5

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Directions• Trade goals with the other table to which you are

assigned.

• Evaluate the goal for the SMART criteria.

• Provide feedback.

• When it’s time to trade back goals, send one person back with the other table’s goal to explain the feedback.

• Afterward, rewrite your goal based on the comments.

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Final Thoughts• 3 important things to keep in

mind when setting goals

• 2 things that worked well in this training

• 1 question you still have