Transcript Considerations for instructional program

CREATING MEANINGFUL
PERFORMANCE OBJECTIVES
PRESENTERS
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Allen Mueller
Director of Charter Schools
Atlanta Public School System
[email protected]

Kelly Cadman
Director of Education & Training
Georgia Charter Schools Association
[email protected]
SESSION OBJECTIVES:
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How expectations in performance objective
development have changed over the years…and
new expectations
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Types of objectives
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Qualities of Good/Poor Objectives
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Examples of Good/Poor Objectives
WRITING SMART OBJECTIVES
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Specific and Tied to Standards
Measureable
Ambitious and Attainable
Reflective of Your Mission
Time-Specific with Target Dates
ACADEMIC ACCOUNTABILITY (1)
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Specific to SUBJECT and GRADE
Growth targets are founded on something
specific – not pulled out of the air
Covers full term of the charter
Meets NCLB requirements for 100% meets
and exceeds
Consider Comparisons (cohort groups,
district, schools, state, etc.)
Includes a baseline
Consider leading and lagging measures
ACADEMIC ACCOUNTABILITY (2)
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Measures to consider:
Standardized Tests
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Normed (ITBS, Standford 9, etc.)
Criterion Reference Tests (CRCT, EOCT)
Non-Standardized Tests
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Benchmark tests
Graduation Rates
 Attendance Rates
 Unique
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Usually qualitative
OPERATIONAL ACCOUNTABILITY
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Fiscal
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Governance
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Audit Results
Positive Cash flow
Student and Staff Retention Rates
Training
Qualifications
Compliance (timing, posting, accessibility, etc.)
Safety
Teacher and Student Retention
Parent, Student, Staff Satisfaction
Parental or Community Involvement
Unique
THE FORMULA
General
Verb
Measure
Goal
Time
Comparative
Comparativ
e
Verb
Object
Compared
Measure
Time
Goal
EXAMPLES:
Increase the percentage of Special Needs Students scoring 80% or
better on the 8th grade CRCT from:
59%
64%
69%
74%
80%
08-09 (baseline)
09-10
10-11
11-12
12-13
Baseline can be district data, projected
target audience, comparable charters.
Outperform the district’s performance of Special Needs Students by
3% on the 8th grade CRCT from:
62%
65%
68%
71%
74%
08-09 (baseline)
09-10
10-11
11-12
12-13
Baseline can be district data
ESTABLISHED FORMAT
Avoid narrative-only formats/goals
 Include in the format:
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Goal
Format should be
Baseline
easy to cut/paste
Measure
into charter
Measurement Tool
Timeframe (full length of charter)
Context/Rationale (i.e., comparison to self or
others, location, mission, etc.) should be
considered in crafting goals (and should be able
to be articulated)
EXAMPLES OF WELL WRITTEN GOALS
Sample Charter School
CRCT Reading Performance
70
Does Not Meet
60
50
Meets
40
Exceeds
30
20
Linear (Does Not
Meet)
10
0
Linear (Meets)
2005
2006
2007
2008
2009
Analysis of 2005-2009 1st Grade Reading Performance of Sample Charter School
Sample Charter School has increased performance over the course of its first charter
term. There has been a decline on average of 12.4% in students in the Does Not Meet
category of the CRCT. The number of students meeting requirements has increased
overall at an average of 5.4%. The number of students exceeding requirements has
also increased on an average of 4.2% yearly. Using these baseline numbers to ensure
our goal is reasonable and achievable, as well as the NCLB mandates of 100% by
2014, Sample charter school has established the following targets for the renewal term:
1st Grade
Reading Target
Decline number of
students in the Does
Not Meet Category to
0% by 2014
Strategies and Action Steps
Timeline
Train all teachers on research
based strategies for RTI
Increase number of yearly staff
development hours by 3 hours.
Institute a BAT (Building
Achievement Together) time
for the last 15 minutes of each
day Mon.-Thurs.
Pilot new intervention reading
program.
Provide student buddies to all
at-risk students.
2010 – Baseline 7%
2011 – Decrease to 5%
2012 – Decrease to 3%
2013 – Decrease to 1%
2014 - Decrease to 0%
CHARACTERISTICS OF INEFFECTIVE GOALS
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Lack of correspondence/baseline from district,
state, etc. comparisons
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Too aggressive
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100% of anything is always troubling
Too conservative
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Random in nature
Ex. “Meets” district requirements
Measures can’t be quantified
Measures can’t be verified
Too narrow
Scope of measures
 Type of measures
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Too broad
POOR EXAMPLES
ABC Charter School will meet the district’s rate for
“meet and exceed”s on the EOCT Biology Test.
 ABC Charter School will have 100% parent approval
rating on the yearly satisfaction survey.
 ABC Charter School will beat the district’s
Accelerated Reader points by 3% every year.
 ABC Charter School will outperform state CRCT 7th
grade math averages by 3% each year.
 ABC Charter School’s red headed 5th grade Gifted
girls will outperform similar populations by 5% on the
ITBS NPR.
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