[PDF] [PDF] SMART Goals

[PDF] EXAMPLES OF READING MEASURABLE GOALSMUST BE

EXAMPLES OF READING MEASURABLE GOALS MUST BE CORRELATED WITH Comprehension After hearing a Grade __ story read aloud/ using a text 

[PDF] SMART Goal Examples - Corvallis School District

M Category 2: Oral Reading Fluency Passages – (Words Per Minute Accuracy Grade Goal Statement Example How is this goal SMART? Special Ed LRC

[PDF] SMART Goals

Goals should be SMART - specific, measurable, agreed upon, realistic and time-based S - specific, significant, stretching M - measurable, meaningful, motivational Specific • Well defined Measurable Attainable Results Oriented Time Bound School Improvement Plan

[PDF] SMART Goals and Objectives - Intermediate School District Ε

[Student] will increase his reading skills FROM the current levels of 65 of sight words through a third- grade reading level, 54 words per minute for reading fluency on third-grade reading level materials, 44 for decoding skills on first- grade reading materials, and 72 for reading comprehension of first-grade

[PDF] SMART IEP Reading Goals Presentation - School of Education

Scored in the 14th ile on passage comprehension and low average on reading recall • Read 18 cwpm on DIBELS end-of-year 2nd grade ORF passage (goal 

[PDF] SMART Goal Results That Have Positively Impacted Student

explore The Reading Strategies book by Jennifer Serravallo for lessons that would focus on accuracy Goal 3 in the book was about increasing reading accuracy 

[PDF] SMART Goals - of filesesd189org

SMART Goals Increase XX Elementary School's 2009-10 sixth grade reading comprehension through the use of Continuous Improvement (CIT) strategies

[PDF] Goals and Objectives Bank - USD320

When given a list of 10 vocabulary words, STUDENT will correctly spell them 4/5 times with 90 accuracy Reading Comprehension (Back) K-3 4-6 7-8 9-12 K 

[PDF] Measurable reading goals - State of Oregon

Grades 6 through high school teachers are increasingly expected to explicitly teach students the reading strategies and skills they need to read textbooks and 

[PDF] SMART Reading: Making effective comprehension instruction

Moore, on the SMART Reading strategy of supporting reading comprehension, and one that has the goal is for students to be able to use the strategies 

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The acronym SMART has a number of slightly different variations, which can be used to provide a more comprehensive definition for goal setting: - specific, significant, stretching - measurable, meaningful, motivational - agreed upon, attainable, achievable, acceptable, action-oriented - realistic, relevant, reasonable, rewarding, results-oriented - time-based, timely, tangible, trackable

Well defined

Clear to anyone that has a basic knowledge of the project Know if the goal is obtainable and how far away completion is

Know when it has been achieved

Agreement with all the stakeholders what the goals should be Within the availability of resources, knowledge and time

Enough time to achieve the goal

Not too much time, which can affect project performance

School Improvement Plan

SMART GOAL EXAMPLES

S MA R T

SMART Goal

SMART Goal

SMART Goal

SMART Goal

SMART Goal

Performance Targets Rubric Target score at/above 3-4

2005-06 % at/above

(baseline %) 2006-07 % at/above

Kindergarten

First grade

Second grade

Third grade

Fourth grade

Fifth grade

SMART Goal

Performance Targets (based on trend data)

2005-06 2006-07

Kindergarten 87% of students at/above Level C 93% of students at/above level C First grade 90% of students at/above Level H 95% of students at/above Level H Second grade 100% of students at/above Level L 100% of students at/above Level L Third grade 90% of students at/above Level P 95% of students at/above Level P Fourth grade 70% of students at/above Level T 75% of students at/above Level T Fifth grade 60% of students at/above Level W 65% of students at/above Level W

SMART Goal

PRACTICE WRITING SMART GOALS

S MA R T

1. Students will show one year's gr

owth in Language Total as measured by ITBS.

2. 95% of all 11

th graders receiving f/r lunch will score above the 40 th

NPR on

ITEDs. (increase from 80%)

3. 92% of 11

th graders tested on ITED will score above the 40 th NPR.

4. In mathematics, the percentage of proficient eighth graders will increase (in

subgroups and total 8th grade)

5. Students will demonstrate responsible behavior and effective citizenship.

Goal Setting with Students

Individual Conferences are held with each student. Discuss the classroom mission and the students personal mission statement. Review classroom SMART goals and talk about how the students' personal goals should align to them. Students have identified two or three challenge areas. Students are ready to initiate the goal writing process. Students select one challenge area to develop for an academic goal and another challenge area for the development of a socialization goal (e.g. developing a students ethic, home work completion, or may be more specific behavioral goals).

Collaboratively:

The student and teacher develop an action plan.

Decisions regarding how data will be gathered and recorded are determined at this point (tally, bar graph, run chart). Weekly evaluation of the data being gathered is reviewed and shared. Goals and action plans are revised based on data collected. It is important to note that students must have a clear understanding of expectations. Students must be able to understand and define appropriate expectations. Examples of these are IEP Goals in simplified terms for students, State Standards in understandable language, and specific classroom standards. Student friendly expectations need to be posted in the classroom. A copy is kept in the student data folder for student reference.

Remember:

Student goals should align to classroom SMART goals!

Student's

Name 1. What is the ultimate long-range goal I have set for myself? 2.

What must be learned to achieve my goal?

3. How will this learning be used toward achieving my goal? 4. What do I see as the best way to accomplish the learning necessary so I may reach my goal? 5. How may I integrate, demonstrate, and share my new learning into all aspects of my life-long goals? 6. What tools will my teacher and I use to ongoingly assess and document my progress? 7. What is the time frame for reaching both my short-range and long-range goals? Goals

What: ______________________________________

How: _______________________________________

Goals (How will I measure what and/or how?)

Measure 1: _______________________________

Measure 2: _______________________________

Measure 3: _______________________________

Measure 4: _______________________________

F

Student Goal and Action Plan

Action Plan: (

What things will you do to reach your goal?)

Who will help? Evaluation:

______________________

I reached my goal.

______________________

I did not reach my goal.

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