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Revised (Nov 20 2008)
Performance targets/expected results
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Questions to consider:
In reviewing the past district achievement contract—
- What was accomplished?
- How satisfied are we with the results?
- What unanticipated consequences came up?
- What worked well? What did not work well? Why?
- What have we learned and how can we apply it when planning around other goals?
In setting the new district achievement contract—
- Are the goals within the district achievement contract specific, measurable, achievable, relevant and timely?
- Are they consistent with the district’s vision, mission and values?
- Are they aligned with the budget?
- How are school plans reflected in our district achievement contract?
- What measures are we using to evaluate progress? Are they practical and valid? How do we know?
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Clearly articulated expectations for short- and long-term results help to determine success in achieving goals and objectives. Performance targets are linked to established goals and objectives and express the desired level of student performance and the time frame for achievement. Targets specify how change will be measured and judged.
Effective targets are realistic and take into account the actual number of students involved, particularly when there are fewer than 50 students in a grade or group. In these cases, percentages can be deceiving. For example, a target such as “increase the per cent of students who meet expectations from 67 per cent to 70 per cent” is not meaningful unless there are at least 33 students to consider. Even then, it means that one student will improve, assuming that measurements were precise and without error. For a two-per cent increase to be meaningful there must be 50 students; otherwise schools are implicitly trying to improve a fraction of a student (i.e., two per cent of 30 would be 0.6 of a student).
For more information about school district assessment, see Section 5, Reference materials, Achievement and assessment.
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Satisfaction surveys
