Student Achievement Teacher Effectiveness Connecting School-Based Administrator Evaluation to...

Student AchievementStudent Achievement

Teacher Effectiveness

Connecting School-Based Administrator Evaluation to Student Academic Progress

SMARTR Goals for School-Based Administrators

FAIRFAX COUNTY PUBLIC SCHOOLS

James Stronge, Ph.D.

Stronge and Associates Educational Consulting,

LLC

Organizing Questions

What are the requirements

for school-based

administrator SMARTR goals?

What should we know in

using SMARTR goals in

school-based administrator evaluation?

How are SMARTR goals

rated in Standard 7 –

Student Academic Progress?

1 2 3


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Organizing Question #1

What are the requirements

for school-based

administrator SMARTR goals?

1 31


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Requirement by the Code of Virginia

…and that includes, among other things, an assessment of such administrators' skills and knowledge; student academic progress and school gains in student learning [emphasis added]; and effectiveness in addressing school safety and enforcing student discipline. The division superintendent shall implement such performance evaluation process in making employment recommendations to the school board pursuant to § 22.1-293.”


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Standard 7: Student Academic Progress

The school-based administrator’s leadership results in acceptable, measurable student academic progress based on established

standards.


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Sample Key Elements

Examples may include, but are not limited to:

• 7.1 Collaboratively develops, implements, and monitors the school

improvement plan that results in increased student academic

progress.

• 7.2 Utilizes research-based techniques for gathering and analyzing

data from multiple measures to use in making decisions related to

student academic progress and school improvement.

• 7.3 Collaborates with teachers and staff to monitor and improve multiple measures of student progress through the analysis of data, the application of educational research, and the implementation of appropriate intervention and enrichment strategies.

• 7.4 Sets benchmarks and implements appropriate strategies and interventions to accomplish desired outcomes


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Sample Key Elements

Examples may include, but are not limited to:

• 7.5 Provides evidence that students are meeting measurable, reasonable, and appropriate achievement goals.

• 7.6 Demonstrates responsibilities for school academic achievement

through proactive interactions with faculty/staff, students, and

other stakeholders.• 7.7 Collaboratively develops, implements, and ensures teachers’ student achievement goals are aligned with building-level goals for

increased student academic progress and for meeting state benchmarks.


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School-Based Administrator Standard 7 Performance Matrix

Highly Effective Effective Developing/Needs Improvement

Ineffective

Generates high level of student academic progress with all programs and populations of learners in schools.

Generates appropriate level of student academic progress with all programs and populations of learners in schools.

Generates appropriate level of student academic progress with only some programs and populations of learners in schools.

Generates low level of program and student academic progress development amongst all students.

At least ninety percent of students and/or programs meet and/or exceed SMARTR Goal.

At least eighty percent of students and/or programs meet and/or exceed SMARTR Goal.

At least fifty percent of students and/ or programs meet and/or exceed SMARTR Goal.

Less than fifty percent of students and/ or programs meet and/or exceed SMARTR Goal.


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Standard 7: Student Academic Progress Recommendations*

* Source: 2011 Guidelines for Uniform Performance Standards and Evaluation Criteria for Principals

Include multiple measures of student academic progress

Use student academic progress goals or other measures of student progress

Account for 40 percent of the school-based administrator’s Summative Performance Evaluation


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Samples of Measures of Student Academic Progress

Increase in the number/percentage of students with disabilities meeting their Individualized Education Plan (IEP) goals.

Increase in the number/percentage of students in underperforming subgroups who enroll in college-level courses in high school.

Increase in the percent of minority students taking Advanced Placement/dual enrollment courses.

Increase in the percent of students enrolled in the International Baccalaureate Program.


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Samples of Measures of Student Academic Progress

Increase in examples of nonacademic core middle or high school classes or students receiving prestigious awards on a consistent basis (e.g., art, music, band, speech).

Increase in the percentage of elementary students successfully meeting assessment benchmarks in English/reading, mathematics, science, and history and social science.

Pattern of improvement in SOL assessment pass rates.

Pattern of improvement in subgroup achievement on SOL assessments.


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Guidance on Measures of Student Academic Progress

• Give priority to quantitative measures already available in the school that are valid and provide valid measures of growth.

• Use SMARTR goal setting or other measures that incorporate data from validated achievement measures whenever possible.

• Have at least one SMARTR goal included in the evaluation.


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Our Second Focus Area

What should we know in

using SMARTR goals in

school-based administrator evaluation?


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How do school-based administrator and teacher goal setting compare?

Teacher

School-based

Administrator


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The goal setting process is the same.

Step 1:

Determine needs

Step 2:

Create specific growth

goals using baseline

data

Step 5:

Assess goal

attainment

Step 3:

Create and

implement leadership

and manageme

nt strategies

Step 4:

Monitor progress through ongoing

data collection


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Evaluating the goal using SMARTR criteria is the same. The goal must be…

STRATEGIC AND SPECIFIC - Aligned with school-wide goals and focused on specific learning needs of all students

RESULTS-ORIENTED - Identifies specific outcomes or targets for student achievement

MEASUREABLE - Quantitative, observable, consistent measure(s) for overall school performance

ATTAINABLE - Doable yet challenging

TIME BOUND - Establishes a sense of priority or urgency for goal attainment

RIGOROUS - Has an appropriate level of rigor to demonstrate mastery of learning objective(s)


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Is this a SMARTR goal?

Evaluate the goals using the SMARTR criteria.

If it does not meet all SMARTR criteria, how can it be revised? Reword the goal.

Be prepared to share with the entire group.

Let’s practice evaluating SMARTR goals.


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School-based Administrator SMARTR Goal 1

By the end of the 2013-2014 school year, English 8

SOL pass rates will increase by ten percent (from 85

percent during the 2012-2013 school year to 93.5

percent).


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School-Based Administrator SMARTR Goal 2

By the end of the 2013-2014 school year, English

8 SOL pass rates of English Language Learner

students will increase by 15 percent (from 50

percent during the 2012-2013 school year to 57.5

percent).


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Comparing the SMARTR Goals

Compare the two SMARTR goals (which are from the same school).

Which of the two SMARTR goals might be better? Why?

Discuss this with your group.


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How do school-based administrator and teacher goal setting contrast?

Teacher

School-based

Administrator


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Differences Between Teacher and School-based Administrator Goals

Based on smaller numbers of students: micro-vision

Focused on individual student growth

Strongly influenced by individual student characteristics

Loosely correlated to school improvement plans

Based on larger populations of students: macro-vision

Focused on percentage of students reaching mastery

Less influenced by individual student characteristics

Highly correlated to school improvement plans

Teacher goals are typically…

School-based administrator goals are typically…


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Baseline and Post-Measures

Usually take place in the same year

Use the same group of students

Often take place from one year to the next

Use different groups of students

Used for teachers… Used for school-based administrators…


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Example Goals

By the end of the 2013-2014 school year, 100 percent of my AP History students will increase their analysis of historical documents skills as determined by the AP History test Data Based Question (DBQ) rubric. Each student’s post-assessment score will increase by two levels above the pre-assessment score.

By the end of the 2013-2014 school year, the percentage of students passing at least one college-level course (AP, IB, or dual enrollment) out of the total eligible student population will increase by 10 percent (to 60 percent over last year’s 54 percent).

Teacher School-Based Administrator


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Our Last Area of Focus

How are SMARTR goals

rated in Standard 7 –

Student Academic Progress?


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School-Based Administrator SMARTR Goal Setting Matrix

Highly Effective


Effective


Developing/Needs Improvement


Ineffective



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Administrator Matrix Rules Explained: Effective

By the end of the 2013-2014 school year, the percentage of students enrolled in at least one college-level course (AP, IB, or dual enrollment) out of the total eligible student population will increase by 10 percent over student enrollment (in these courses) in 2012-2013.

EFFECTIVE: At least eighty percent of students and/or programs meet and/or exceed SMARTR Goal.

Effective EquationN ≥ [Last Year’s Total AP/Dual Population + (Student Increase * 0.8)]

400 + (40 * 0.8)400 + 32 = 432

Effective ≥ 432 AP/dual enrollment students

In the 2012-2013 school year, there were 400 AP/dual enrollment students. A ten percent increase is 40 students (400 * 0.10 = 40) A ten percent increase would be 440 AP/dual enrollment students in the 2013-2014 school year.


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Administrator Matrix Rules Explained: Highly Effective


HIGHLY EFFECTIVE: At least ninety percent of students and/or programs meet and/or exceed SMARTR Goal.

Highly Effective EquationN ≥ [Last Year’s Total AP/Dual Population + (Student Increase * 0.9)]

400 + (40 * 0.9)400 + 36 = 436

Highly Effective ≥ 436 AP/dual enrollment students



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Administrator Matrix Rules Explained: Developing/Needs Improvement


DEVELOPING/NEEDS IMPROVEMENT: At least fifty percent of students and/or programs meet and/or exceed SMARTR Goal.

Developing/Needs Improvement EquationN ≥ [Last Year’s Total AP/Dual Population + (Student Increase * 0.5)]

400 + (40 * 0.5)400 + 20 = 420

Developing/Needs Improvement ≥ 420 AP/dual enrollment students



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Administrator Matrix Rules Explained: Ineffective


Ineffective: Less than fifty percent of students and/or programs meet and/or exceed SMARTR Goal.

Ineffective EquationN < [last Year’s Total AP/Dual Population + (Student Increase * 0.5)]

400 + (40 * 0.5)400 + 20 = 420

Ineffective < 420 AP/dual enrollment students



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Administrator Matrix Rules for SMARTR Goal Setting

Highly Effective


N ≥ 436

Effective


N = 435 - 432

Developing/Needs Improvement


N = 431 - 420

Ineffective


N < 420



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Question and Answer Time

Student Achievement Teacher Effectiveness Connecting School-Based Administrator Evaluation to...

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