Goals+Tracking


 * Goals Tracking**

Update by: Marti Date updated: 9/25/2011

Give rating of RED, YELLOW or GREEN to indicate your progress toward meeting this goal. Include information on your current progress toward this goal that explains your rating. Refer to assessment tools and data in your workplan to explain how you are using data to track your progress. || **Next Steps** Outline your next steps toward meeting this goal. || //Fellows learn and implement at least 3 new classroom discipline strategies this year.// || //YELLOW: We have made progress toward meeting this goal but still face some challenges that prevent us from being able to rate this as green at this time. The PD session that we attended was very successful; the exit surveys from Fellows showed that 100% of them acquired at least 2 new classroom management skills in their classrooms. However, 2 Fellows have not seen a decrease in discipline referrals and 1 Fellow has seen an increase in referrals.// || //- A Fellow in the group who has had a decrease in referrals will observe and provide feedback to a Fellow who has had an increase in discipline referrals// //- At our next group meeting (on 10/30) we will have a discussion about the various strategies we are each using and the corresponding results// ||
 * **Goal** || **Progress**
 * //Example://
 * **Goal 1**: Teachers will research and identify a checklist of best practices that positively impact student engagement and habits of mind in order to increase our frequency in using best practices by the end of the year. || Making good progress:
 * 1) Fellows are reading 3 books each, two of the same and one that is different that be shared with others at our meetings.
 * 2) Fellows revised goals and developed BrainSMART and TeachSMART as a way of focusing on best practices for increasing student engagement and use of executive skills.
 * 3) Fellows have had many in depth discussions about what we are reading and how it applies to our project.

March 28, 2012: We feel this goal has been met. || --Fellows will finish their third book in order to share remaining information with the group. --Fellows will define each area of SMART. These will be posted on the new wiki page titled BrainSMART and TeachSMART. ||
 * **Goal 2:** Students will identify and increase their use of Brain SMART(setting goals, memory, awareness of self, regulating self, totally organized) strategies by the end of the year. || Making good progress:
 * 1) Fellows devised BrainSMART in order to put the executive skills we learned about in our research into kid-friendly terms as well as giving us a common language and discussion.
 * 2) Fellows collected initial data from students using student self-assessment for Brain SMART.
 * 3) Fellows collected data on our Teach SMART practices using teacher behavior self assessment.

March 28, 2012: We are making good progress. --Fellows will develop a student self-assessment for BrainSMART. -analyze data collected -work on Brain SMART lessons -look at new resources: Smart Moves by Carla Hannaford; MindUp Curriculum ||
 * We have created 2-3 lessons for each section of Brain SMART, along with materials and resources. Some of these lessons have been implemented this year. The goal is that next year we will have this resource to begin incorporating into our curriculum at the beginning of the year with students.
 * We have brainstormed Teach SMART strategies and are beginning to compile them. The goal is to have this available to teachers as a resource for knowing good strategies that help to engage students. || --Fellows will determine strategies for helping students become BrainSMART. These will be posted on the new wiki page titled BrainSMART and TeachSMART.
 * 12/2/11:**
 * **Goal 3:** Specific targeted students will increase their scores on the student engagement checklist by the end of the year. || Making good progress:
 * 1) Fellows researched and discussed what "engaged" students look like as well as strategies for improving engagement.
 * 2) Fellows developed and administered a students engagement checklist.

March 28, 2012: We have seen positive outcomes, but it's more through observation and reflection than through the engagement checklist. --Fellows will continue research for strategies to improve engagement. -Develop open-ended interview questions for targeted students to follow up student self-assessment for Brain SMART. ||
 * Our thinking has been impacted in a positive way in knowing the brain based research and through the development of Brain SMART and Teach SMART.
 * We have seen positive changes in our students: increased understanding of their brains and how they work; reflections and incorporation of aspects of Brain SMART lessons (setting goals, memory, awareness of self, regulating self, totally organized); breathing techniques being used in appropriate situations
 * Increase in engagement for certain students || --Fellows will develop a checklist for assessing student engagement.
 * 12/2/11:**