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By May of 2021, 100% of our teachers will have completed Units 1-8 of the Benchmark Advance program.

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We will meet as grade levels to use data from common assessments to target our students who need support.

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Oak Chan’s goal is to use the following guidelines to strengthen our site’s PLCs1.	Our  PLCs will promote distributed expertise and teacher recognition that their individual and collective goals are best met by working together;2.	This process of trying out an instructional approach, evaluating its effectiveness, and determining next steps to further promote student learning is the core of our PLC process; 3.	PLC time will be used for knowledge-building cycles. At each meeting teachers review what they have learned, evaluate the impact of strategies they have implemented, and determine what new learning is necessary to promote valued student outcomes.4.	Monthly PLC meetings will include the following activities: 1) Reviewing student data, 2) setting learning goals, 3) reflecting on teaching practice, 4) exploring resources to learn about new practices, and 5) planning how to apply new learning.

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Oak Chan’s goal is to use the following guidelines to strengthen our site’s PLCs1.	Our  PLCs will promote distributed expertise and teacher recognition that their individual and collective goals are best met by working together;2.	This process of trying out an instructional approach, evaluating its effectiveness, and determining next steps to further promote student learning is the core of our PLC process; 3.	PLC time will be used for knowledge-building cycles. At each meeting teachers review what they have learned, evaluate the impact of strategies they have implemented, and determine what new learning is necessary to promote valued student outcomes.4.	Monthly PLC meetings will include the following activities: 1) Reviewing student data, 2) setting learning goals, 3) reflecting on teaching practice, 4) exploring resources to learn about new practices, and 5) planning how to apply new learning.

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By the end of Spring Break, 2021, >75% of students will demonstrate consideration for others by contributing to the well-being of their school, family, and community by participating in "Contribution Cards" which will be collected at material pick ups/in class and counted for participation and engagement.

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Our focus is to identify essential standards in ELA and Math.  Have reliable assessments to use for instruction.  Collaborations across all grade levels.

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Rancho Cordova  Elementary                           To increase students logged into Lexia Core 5 by 50% school wide from February 2021 to May 2021.

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Rancho Cordova  Elementary                           To increase students logged into Lexia Core 5 by 50% school wide from February 2021 to May 2021.

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Having a reading and math goal that involves a grade level essential standard for each cycle.

Sub Goal:  Student names will be included in pre and post test data and students in developing will be highlighted green, and focused on.

100% of teachers will have both a reading and math goal for each cycle this year.  100% of teachers will enter student names into the PLC notes and highlight developing students green.

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Folsom Hills will focus on the Math Essential Standards.  We will focus on writing in math with the goal of teaching students to make sense of the problems and to persevere in solving them.  Students will be exposed to the grade level standard from a teacher and class produced visual of their choice.

We also have the goal of moving forward on the PLC at Work Continuum from Pre-Initiating to Initiating.  We will do this through the consistent scheduling of PLC
meetings which will be focused on actual data taken from iReady diagnostics.

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Grade 2-5 level teams will use iReady standards mastery as a CFA to measure progress towards language standard 4. Teachers will deliver intentional, targeted tier 1 instruction for this standard in a 20 day challenge. At the end of the challenge, we will use iReady standards mastery as a post test and analyze the data as a team.

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Reading: .2 Improve Identification of key ideas and details in informational text
1. Trying to find a goal that would address primary and intermediate reading goals.
2. Collaborate and research a goal that could be met by both levels.
3. Using Lexia, SEL books to support this skill.
4. Meeting twice a month to discuss what is working and provide support/strategies.

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Develop Common Formative Assessments for ELA and Math essential standards for third trimester.

Administer CFA’s at all grades

Collaborate on results of CFA’s

Identify students in need of intervention based on standards

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Create team norms within each team.  (How do we disagree professionally, how do we celebrate successes, how do we share resources and ideas, how do we support each other, how do we set limits, establish structures to problem solve when norms are being followed, etc)

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By September 2021 100% of our teachers and 75% of our staff will be able to articulate our mission/vision and identify areas of of need/strength for PD to accomplish our mission/vision

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WILLIAMSON ELEMENTARY SCHOOL

SMART GOAL 2021

Smart Goal Outline

| Action Steps | Who is Responsible?
Specific:  | 15 Day Challenges* | Grade Level Teams
Measureable: | 3 more prior to May 2021 | Teams
Attainable:  | Yes | Teams
Realistic: | Yes | Teams
Time: | Minimum 45 days  | Teams

*The 15 Day Challenge:  This model includes identification of essential standards, planning learning targets and common formative assessments as a grade level team. Using this model we will...

1. As a team, identify the essential standard for the 15 day challenge;

2. Create the learning targets (“I can” statements) and CFAs;

3. Plan intentional student engagement around the learning targets;

4. Agree, as a team, on the delivery date of the CFAs;

5. Deliver intentional Tier 1 instruction;

6. Analyze and discuss CFA data as a team;

7. Plan intentional MTSS groups for students who have mastered the material and for those who need extra time and practice.

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Complete three 15 day challenges prior to May 2021 in each grade level.

The 15 Day Challenge:  This model includes identification of essential standards, planning learning targets and common formative assessments as a grade level team. Using this model we will...

1. As a team, identify the essential standard for the 15 day challenge;

2. Create the learning targets (“I can” statements) and CFAs;

3. Plan intentional student engagement around the learning targets;

4. Agree, as a team, on the delivery date of the CFAs;

5. Deliver intentional Tier 1 instruction;

6. Analyze and discuss CFA data as a team;

7. Plan intentional MTSS groups for students who have mastered the material and for those who need extra time and practice.

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By the end of the 2020-2021 school year, MHE grade level teachers will identify essential standards in ELA and Math, determine CFA, do a pre and post assessment. Lastly, establish a cycle of assessments that will become part of the MHE culture.

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Teachers in each grade level will develop 1 common formative assessment for each essential standard in Reading and Math by August 2021.

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All students will be reading at grade level.
There were no hurdles, we looked at data. The goal allows a lot of freedom across the grade levels to use various tools to create a plan of action for formative assessments for all our students.

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Teachers at Cordova Gardens will meet 2 times a month in their grade level PLCs to review student data, plan for future instruction and collaborate on ways to address student needs (academic, behavior and social emotional for the 2020-2021 and 2021-2022 school year.

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By the end of the 2020 school year Staff members will be able to to explain the school’s mission and vision.

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Please share your site's SMART goal on this padlet

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Please share your site's SMART goal on this padlet

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1. What were your hurdles in writing your goal?

2. How did you overcome them?

3. What went well?

4. How do you envision supporting this process within your grade level teams?