Goal Setting for Instruction
Using student data, the teacher meets with each student and sets individual goals based on strengths and weaknesses as identified in the Universal Screener, classroom assessments, and anecdotal records of classroom performance.
Here are some questions to help you guide the goal setting discussion:
- What do you think would be a good goal for you?
- What strategies will you use to meet this goal?
- Tell me something you learned.
- What worked for you and what did not?
- Is there additional information you require?
- Where’s the best place for you to find what you need?
- Tell me about your thought process on this.
- What are you most proud of about your work?
Creating SMART Goals
| S | Specific Clearly state your goal This is the expected outcome of your instruction i.e., Jane will read 78 wpm |
|---|---|
| M | Measurable Ensure you can measure success This is how you will measure progress towards the goal i.e., Progress will be measured by the DIBELS Oral Reading Fluency probe (ORF) |
| A | Attainable Set goals you know you can achieve The goal should be within the grade level expectations i.e, The 2nd grade midyear ORF benchmark is 78 WPM |
| R | Relevant Set goals relevant to the student’s needs If a student has a basic reading issue, the goal is to demonstrate grade level fluency. |
| T | Time-Based Set a deadline for completion. Basic skill gaps should be identified early in order to provide targeted instruction before a gap becomes too large to remediate. |