Determining School Goals

1
Step 3
Determining School Goals Objectives
2
Let us Identify Initial Potential Strategies
3
Objectives Analysis
It is a tool that provides the school with an
initial listing of possible strategies that may
address existing problems.
4
Objectives Analysis
Negative situations in the Streams Analysis are
converted into solutions, expressed as positive
achievements.
5
EFFECT
ENDS
CAUSE
MEANS
6
Steps in Objectives Analysis
Reformulate negative statements into positive
statements.
1
Refrain from making a mechanical reformulation of
statements.
7
Increased Farmers Income
Low Farmers Income
Post-Harvest Facility Provided
Heavy Rainfall
8
Steps in Streams Analysis
2
Determine means-ends relationship.
Ends are positive equivalents of the effect
statements in the Problem Tree.
Means are the interventions necessary to achieve
the desired end.
9
Steps in Streams Analysis
2
Determine means-ends relationship.
Place on top of the problem cards the
reformulated (objectives) card.
10
Steps in Streams Analysis
3
Identify other Strategies
Other strategies may be identified to ensure that
interventions are complete to achieve the ends.
Place identified strategies in the appropriate
streams.
11
Activity Point 1

1. Using the validated Streams Diagnostic Chart,
   reformulate negative conditions into positive
   statements.
2. If necessary, identify other strategies to ensure
   the completeness of the interventions.

12
Let's Review
STREAMS OBJECTIVES CHART CHECKLIST STREAMS OBJECTIVES CHART CHECKLIST STREAMS OBJECTIVES CHART CHECKLIST STREAMS OBJECTIVES CHART CHECKLIST
Questions YES NO Comments
Are statements positively stated? ? ?
Are interventions indicated sufficient to address the identified strategies? ? ?
? Yes ? No
13
EXISTING SCHOOL IMPROVEMENT PLAN
14
Strengths Weaknesses Opportunities Threats
PROBLEM TREE
15
Major activities Sub-activities
5-year Implementation Plan
Goals Objectives
OBJECTIVES TREE
16
Let us now Determine your School Goals
Objectives
17
School Goals Objectives
18

• Review the various Streams
• Are all streams equal?
• Or are there streams which contribute to other
  streams?

19

• Therefore
• If some streams contribute to other streams, they
  should not be treated equally.
• Some streams take primacy over other streams.
• There is a hierarchy of objectives.

20
School Goal Chart
HORIZONTAL LOGIC
Narrative Summary Objectively Verifiable Indicators (OVIs) Means of Verification (MOVs) Assumptions/ Risks
Goal
Purpose
Contributory Objective
Activities
VERTICAL LOGIC
21
Identify the School Purpose
The purpose refers to the effect of the
improvement plan after three years.
It defines a benefit or a change in situation
that will be gained after interventions, as
indicated in the plan, are undertaken.
22
Identify the School Purpose
With the Streams Objectives Chart as reference,
identify the school purpose from the Learner
Performance Stream.
23
Identify the School Purpose
The card with the most number of arrows pointing
to it may be the school purpose.
24
Identify the School Purpose
If in case the card with the most number of
arrows pointing to it is causing another card,
then that card is the purpose or goal.
Increased Student Achievement
Students/Pupils reading at their standard reading
levels
25
Purpose Increased student achievement of XYZ
School
26
Activity Point School Purpose

• Using your Streams Objectives Chart as reference,
  identify the school purpose under the Learner
  Performance Stream.

27
Identify the School Goal
A GOAL is a desired situation that the school
wants to contribute to the improvement plan
within the three years.
It is suggested that this be derived from the
Division Plan.
28
Goal Improved learner performance in the
Division of ABC
29
Activity Point School Goal

• In your Divisions Plan, identify the School Goal

30
School Goal Chart
Narrative Summary Objectively Verifiable Indicators (OVIs) Means of Verification (MOVs) Assumptions/Risks
Goal
Purpose
Contributory Objective
Activities
31
Identify Indicators
Indicators provide information on the schools
progress in achieving each level of objective.
They are measures used to specify the achievement
of plan objectives.
32
Identify Indicators
A maximum of 2 indicators could be identified.
Forecasting should be conducted considered.
33
Identify Indicators

• In formulating indicators the team may specify
  the following
  
• Target group For whom?
• Quantity How much?
• Quality How well?
• Time When?
• Location/Area Where?

34
Purpose Increased student achievement of XYZ
School
Objectively Verifiable Indicator By the end of
20__ increased student achievement of XYZ
National School to 50 MPS from the baseline of 40
MPS
Y1 Y2 Y3
2 3 5
35
School Goal Chart
Narrative Summary Objectively Verifiable Indicators (OVIs) Means of Verification (MOVs) Assumptions/Risks
Goal
Purpose
Contributory Objective
Activities
36
Identify Means of Verification
These are tangible proofs or evidence to
substantiate the achievement of the indicators.
The only rule is If the team cannot identify an
MOV, change the Indicator.
37
Purpose Increased student achievement of XYZ
School
Objectively Verifiable Indicator By the end of
20__ increased student achievement of XYZ
National School to 50 MPS baseline of 40 MPS
Means of Verification National Achievement Test
(NAT) Results
Y1 Y2 Y3
2 3 5
38
School Goal Chart
Narrative Summary Objectively Verifiable Indicators (OVIs) Means of Verification (MOVs) Assumptions/Risks
Goal
Purpose
Contributory Objective
Activities
39
Identify Important Assumptions
Important assumptions are external conditions or
factors that are beyond the control of the school
but would impact greatly on the implementation of
the plan.
Assumptions should be positively stated.
40
Purpose Increased student achievement of XYZ
School
Objectively Verifiable Indicator By the end of
20__ increased student achievement of XYZ
National School to 50 MPS from the baseline of 40
MPS
Assumptions/Risks NETRC will administer the
National Achievement Test (NAT).
Means of Verification National Achievement Test
(NAT) Results
41
Activity Point

• Determine the following for the your purpose
  level objective
• Objectively Verifiable Indicators
• Means of Verification
• Important Assumptions

42
School Goal Chart
Narrative Summary Objectively Verifiable Indicators (OVIs) Means of Verification (MOVs) Assumptions/Risks
Goal
Purpose
Contributory Objective
Activities
43
Identify the School Contributory Objectives
Contributory Objectives are deliverables ---
goods or services to ensure that the purpose is
achieved.
44
Identify the School Contributory Objectives
Since the other streams support the Learner
Performance stream, they become part of the
contributory objective level.
45
Goal Improved learner performance in the
Division of ABC
Contributory Objectives ? Curriculum Provision
and Instructional Delivery ? Learning
Environment ? Physical Facilities and
Resources ? Management Administration ? Other
streams
Purpose Increased student achievement of XYZ
School
46
(No Transcript)
47
Activity Point Identifying Contributory
Objectives

• Using your Streams Objectives Chart as reference,
  identify the Contributory Objectives, OVIs, MOVs,
  and Important Assumptions .

48
Let's Review
SCHOOL GOALS AND OBJECTIVES CHECKLIST SCHOOL GOALS AND OBJECTIVES CHECKLIST SCHOOL GOALS AND OBJECTIVES CHECKLIST SCHOOL GOALS AND OBJECTIVES CHECKLIST
Questions YES NO Comments
Is the goal written as an end and not as a process? ? ?
Are the purpose and contributory objectives written as ends and not as processes? ? ?
Does the purpose define a change in situation or a benefit to a specific target group? ? ?
Did contributory objectives address the identified school priority improvement areas? ? ?
? Yes ? No
49
Let's Review
SCHOOL GOALS AND OBJECTIVES CHECKLIST SCHOOL GOALS AND OBJECTIVES CHECKLIST SCHOOL GOALS AND OBJECTIVES CHECKLIST SCHOOL GOALS AND OBJECTIVES CHECKLIST
Questions YES NO Comments
Do the goals and objectives support the vision and mission of the school? ? ?
Are Indicators identified at the Goal and Purpose levels objective and verifiable? ? ?
Are there means to verify (MOVs) if the Indicators have been achieved? ? ?
If any, are important assumptions stated positively? Are these assumptions external conditions which are beyond the control of the school? ? ?
? Yes ? No
50
You dont have to take life the way it comes to
you. By converting your dreams into goals, and
your goals into plans, you can design your life
to come to you the way you want it. You can live
your life on purpose, instead of by chance.