High Yield Strategies

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• High Yield Strategies

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• SMART Goals are focused plans that schools set
  for themselves. They are more likely to be
  achieved than any goal set externally.
• The schools that are highly effective produce
  results that almost entirely overcome the effects
  of student background.
• What Works in Schools, Translating Research into
  Action. R. Marzano

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All goals should be

• Strategic and Specific
• Measurable
• Attainable
• Results-based
• Time-bound

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Overall School Target
Measurable
Strategic and specific

• 71 of boys in grade 6 at ____ school will be
  reading at the provincial standard in EQAO
  results by the end of the 2008 school year.

Results-driven
Time-bound
Attainable Growth will occur over the school
year.
Board Results Target 75 of RCCDSB grade 6
students will achieve the provincial standard of
levels 3and 4 in EQAO reading by the end of the
2008 school year.
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SMART Goals are NOT

• Each primary classroom will have literacy groups
  and guided reading evident by the end of the
  year.
• Every student will have 15 minutes to write in
  their journals every day.
• Every student will solve problems within a 60
  minute numeracy block.

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SMART Division or Classroom Goals are

•  Writing
• By the end of December there will be an increase
  from 55 to 65 of the students in the junior
  division that are able to develop a main idea
  with sufficient supporting details at a level 3
  or 4.
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• Reading
• By the end of November there will be an increase
  from 65 to 75 of students in the primary
  division that will be able to make connections
  between information and ideas in reading
  selections and the students personal knowledge
  and experience at levels 3 or 4.
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• Mathematics
• By the end of February there will be an increase
  from 59 to 65 of students that are able to
  read, describe and interpret data and explain the
  relationships between sets of data at levels 3 or
  4.
•  

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From February 2008 to the end of April 2008,
there will be a 5 increase in the percentage of
Grade One to Seven students at ____ school who
are able to write a short response piece with
clear Ideas at Level 3 and 4 as measured by the
Write Traits scoring rubric.SCHOOL BASED SMART
GOAL- WRITING
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From February 2008 to the end of April 2008,
there will be a 5 increase in the percentage of
primary students at ____ school who are able to
write a short response piece with clear
Organization at Level 3 and 4 as measured by the
Write Traits scoring rubric.From February 2008
to the end of April 2008, there will be a 7
increase in the percentage of junior and
intermediate students who are able to write a
short response piece with clear Voice at Level 3
and 4 as measured by the Write Traits scoring
rubric.DIVISION BASED SMART GOAL- WRITING
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From February 2008 to the end of April 2008,
there will be a 6 increase in the percentage of
Grade One to Seven students at ____ school who
are able to write a short response piece with
clarity according to the outlined Write Traits at
Level 3 and 4 as measured by the Write Traits
scoring rubric.GRADE BASED SMART GOAL- WRITING
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By the end of April, 2008 there will be an
increase from 62 to 80 of students in Grade One
at ___ school that will be able to read with
fluency and answer comprehension questions at
Level 15 of PM Benchmark. GRADE BASED SMART
GOAL- READING
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From February 2008 to the end of April 2008,
there will be a 8 increase in the percentage of
junior division Boys at ____ school who are able
to write a short response piece with clear
Conventions at Level 3 and 4 as measured by the
Write Traits scoring rubric.SUB-POPULATION BASED
SMART GOAL- WRITING
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From February 2008 to the end of April 2008,
there will be a 9 increase in the percentage of
junior division special education (IEP students)
at ____ school who are able to write a short
response piece with clear use of Conventions at
Level 3 and 4 as measured by the Write Traits
scoring rubric.SUB-POPULATION BASED SMART GOAL-
WRITING
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SMART goal writing worksheet
Measurable
Results-driven
Strategic and specific

• __________________________________________________
  __________________________________________________
  _____________

Time-bound
Attainable
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RCCDSB BIP 2008-2009
From September 2008 to May 2009, there will be an
increase from 59 to 66 of primary and junior
students in the RCCDSSB who are able to develop a
paragraph (primary) or multi-paragraph (junior)
piece of writing, using a variety of text forms,
that contain clearly stated, organized main ideas
with supporting details (Curriculum expectations-
1.5 Organizing ideas, 2.1 Form) at Level 3 or 4
as measured by the Primary/Junior EQAO assessment
in May 2009.