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ASPIRING GOALS…What you need to know

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ASPIRING GOALS

A Assessable

Measurable with a defined assessmentprocess or tool

S Specific Intensity of focus for students

P Purposeful

Stretches with a measurableacceleration of improvement

I Inclusive Includes all students in the school

R Reinforcing

Reinforces and aligns withdistrict strategic action plans

I Involving Involves all staff as “doers” of the goal

N Now States the target data as acurrent annual goal

G Gaps Addresses equity in success

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A Assessable

Measurable with a defined assessmentprocess or tool

A. ASSESSABLE- measurable with an assessment process or tool

Names the Assessment – Names the specific tool(s) or process to be used to measure the goal.

Incomplete Naming – Suggests the process without explicitly stating what it is.

No Assessment – Does not list the measuring device(s) or process for the goal.

… as measured by the 5th grade 4th quarter reading comprehension benchmark assessment.

… on the kindergarten numbers exit checklist.

… as assessed with the Elm Creek District writing process 8th grade rubric for persuasive writing.

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S Specific Intensity of focus for students

S. SPECIFIC-intensity of focus for students

Sharp – This goal has a sharply intensified focus on specific student learning or behavior skills.

Directed – This goal has a sense of direction on certain student skills.

Broad – This goal is a statement of improvement in a broad or ambiguously stated area of skills.

… in reading fluently fiction and nonfiction text in all content areas …... in drawing inferences from literal and informational text …… in word meaning on grade level targeted vocabulary in the content areas, so that ……in literal and analytical comprehension of technical and nonfiction text, …

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P Purposeful

Stretches with a measurableacceleration of improvement

Accelerate, Stretch & Intensify!

Lower and

Slower

P. PURPOSEFUL-stretches with a measurable acceleration of improvement

High Expectations – This goal shows that the trajectory of improvement is accelerated enough to make significant, but reasonable, measurable gains for students.

Solid Growth – This goal shows solid growth in measured skill proficiency of students.

Inches Along – This goal shows conservative increments of improvement.

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Stretch, for example2005-06 2006-07 2007-08

61% at proficient/advanced on MAPs

67% at proficient/advanced on MAPs

80% at proficient/advanced on MAPs

57% at grade level reading benchmark

60% at grade level reading benchmark

85% at grade level reading benchmark

81% meeting targeted growth on MAPs

76% meeting targeted growth on MAPs

95% meeting targeted growth on MAPs

72% proficient/advanced on WKCE

75% proficient/advanced on WKCE

95% show lexile growth

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I Inclusive Involves all students in the school

I. INCLUSIVE-involves all students in the school

Inclusive – This goal will have a positive impact on the learning of all students; and also may have a sharper impact on a specific group of students.

Majority – This goal will involve a majority of the students.

Few – This goal involves a subset of students.

… so that …85% of all kindergarten students …; 89% of all 1st grade students; 91% of all 2nd grade students

… 81% of all 6-8 grade students and 75% of all studentswith disabilities …

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R Reinforcing

Reinforces and aligns withdistrict strategic action plans

R. REINFORCING-reinforces and aligns with district strategic action plans

Fully Aligned – The goal is directly aligned to achievement of a district strategic goal.

Partially Aligned – This goal is partially aligned to a district’s strategic goal.

Not Aligned – This goal is not aligned with any of the district’s strategic goals.

Check that the student outcome in the goal is aligned with district strategic goals.

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I Involving Involves all staff as “doers” of the goal

I. INVOLVING-involves all staff as “doers” of the goal

All Staff – Explicitly states that all staff in the school will be involved and responsible for implementing the goal.

Suggests Staff – Implies which staff will be implementing the goal.

No Staff – Does not state which staff are involved or responsible for implementing the goal.

•We, all staff of Willmar Middle School, will …

•We, all educators in Heritage Elementary school will collaborate to improve the …

•All teaching pupil services staff of Bayport High School will work as a professional learning community to …

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N Now States the target data as acurrent annual goal

N. NOW- states the target date as a current annual goal

Specific Date – Specifies the date as an annual target date by which the goal will be achieved.

Window of Time – Suggests a period of time for the goal to be accomplished that may extend beyond the current timeframe.

No Date or Extends Beyond – Lacks a due date to accomplish the goal or sets a due date that is far beyond “now”.

The due date is written for the goal to be measured and accomplished within the current school year.

•… by May, 2009.

•… on the spring, 2009 assessments.

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G Gaps Addresses equity in success

G. GAPS-addresses equity in success

Equity-Oriented – Focuses on closing gaps and toward equitable success between underperforming student groups and their comparison groups.

Suggests Equity – This goal suggests closing gaps between groups – and is not explicit.

Misses Equity – This goal has little or no reference to closing gaps or meeting individual needs.

If any gaps exists, they must be addressed in the goal.

… at least 85% of all students meet targeted RIT growth, while the median RIT gap between students with disabilities and nondisabled students decreases by 10 RIT points… 99% of boys and girls with below grade level reading benchmark in grades k-4 reach grade level benchmark while boys and girls at grade level benchmark increase by 2 levels by …… 100% of boys in grades 9-12 increase their Lexile levels from fall to spring, and 90% of girls increase their lexile levels from fall to spring