smart objectives healthy kids learn better institute

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SMART OBJECTIVES Healthy Kids Learn Better Institute Slide 2 Writing SMART objectives An objective is derived from a goal, has the same intention as a goal, but it is more specific, quantifiable and verifiable than the goal. Slide 3 Writing SMART objectives SMART stands for: Specific, Measurable, Achievable/Agreeable, Realistic/Relevant, Timely. Slide 4 Writing SMART objectives Don't try to use that order M-A/R-S-T is often the best way to write objectives. Slide 5 Writing SMART objectives Measurable is the most important consideration. You will know that you've achieved your objective, because here is the evidence. Slide 6 Measurable Does your object of interest measure up to your standard of acceptability. Answer the phone quickly vs. Phone calls will be answered in three rings Slide 7 Measurable Summary: Is there something measurable to assess progress towards the objective? Summary: Is there something measurable to assess progress towards the objective? Slide 8 Measurable By June 1, 2007 the HKLB Institute participants will have established a local school health advisory council that meets at least every other month during the school year. Slide 9 Achievable Some people feel that Agreed should stand for the definition of A in SMART. objectives should indeed be agreed upon between involved participants rather than enforced. Some people feel that Agreed should stand for the definition of A in SMART. objectives should indeed be agreed upon between involved participants rather than enforced. Slide 10 Achievable Achievable is linked to measurable. Usually, there's no point in starting a job you know you can't finish, or one where you can't tell if/when you've finished it. How can I decide if it's achievable? - you know it's measurable - others have done it successfully (before you, or somewhere else) - it's theoretically possible (ie clearly not 'not achievable') - you have the necessary resources, or at least a realistic chance of getting them - you've assessed the limitations. Slide 11 Achievability Summary: With a reasonable amount of effort and application can the objective be achieved? Slide 12 Achievable/Agreeable? By June 1, 2007 the HKLB Institute participants will have established a local school health advisory council that meets at least every other month during the school year. Slide 13 Realistic/Relevant? Slide 14 Relevance This means two things; that the goal or target being set is something they can actually impact upon or change and secondly it is also important to the success of the project. Example: Telling teachers that they 'have to increase the school tax levy before the next school year' is not actually something they can do anything about - it's not relevant to them. However, asking them to reduce their expenditure on classroom materials by $20 over the next three months is entirely relevant to them. As to whether it's relevant to what the school is trying to achieve, the budget manager has to decide this by considering the wider picture. As to whether it's relevant to what the school is trying to achieve, the budget manager has to decide this by considering the wider picture. Slide 15 Realistic Summary: Can the people with whom the objective is set make an impact on the situation? Do they have the necessary knowledge, authority and skills? Summary: Can the people with whom the objective is set make an impact on the situation? Do they have the necessary knowledge, authority and skills? Slide 16 Specific You will know your objective is specific enough if: - an observable action is linked to a number, rate, percentage or frequency - everyone who's involved knows that it includes them specifically - everyone involved can understand it - your objective is free from jargon - you've defined all your terms - you've used only appropriate language. Slide 17 Specific Who is going to do how much of what by when? By June 1, 2007 the HKLB Institute participants will have established a local school health advisory council that meets at least every other month during the school year. Slide 18 Specific Who is going to do how much of what by when? By September 2007, all health educators in our district will have participated in a district-wide mapping and alignment workshop. By January 2008, all health educators in our district will have completed an update to our k-12 health curriculum scope and sequence. Slide 19 Specific Who is going to do how much of what by when? By September 2007, all health educators in our district will have participated in a district-wide mapping and alignment workshop. By January, 2008 all health educators in our district will have completed an update to our k-12 health curriculum scope and sequence. Slide 20 Specificity Summary: Is there a description of a precise or specific behavior/outcome which is linked to a rate, number, percentage or frequency? Summary: Is there a description of a precise or specific behavior/outcome which is linked to a rate, number, percentage or frequency? Slide 21 Time based In the objective somewhere there has to be a date (Day/Month/Year) for when the task has to be started (if it's ongoing) and/or completed (if it's short term or project related). Simply: No date = No good. Slide 22 Time bound By June 1, 2007 the HKLB Institute participants will have established a local school health advisory council that meets at least every other month during the school year. Slide 23 SkillsIncentivesResources Action Plan VisionIncentivesResources VisionSkillsResources VisionSkillsIncentives VisionSkillsIncentivesResources=Confusion=Anxiety = Slow Change = False Starts =Frustration VisionSkillsResourcesIncentives Action Plan =Change Whats Needed for Change to Occur? What Happens when Pieces are Missing?