Realistic, S.M.A.R.T. goal format Focuses on a Focuses on a Contains a skill that is enduring skill not which students are enduring skill expected to master or does not match enduring skill criteria Identifies an area Identifies a Does not of need pertaining specific area of identify a to current students’ need related specific abilities to the area of enduring skill need or the area of need is not related to the enduring skill Includes growth Includes a Is missing and proficiency growth target one of the targets that that targets or establish and establishes a fails to differentiate growth target expected for ALL expected performance for students and a ALL students proficiency for one or target that both establishes the targets mastery expectation for students Identifies Identifies Fails to appropriate measure(s) for identify a measure(s) collecting measure allowing for baseline, for data consistent and and collection, comparable or the mid-course, measure is and data that not data matches the to collection skill being the skill assessed being assessed Explicitly states Specifies a Fails to specify an long interval of interval of instruction interval of instruction, instruction or the interval is less than
Realistic, S.M.A.R.T. goal format Focuses on a enduring skill which students are expected to master Focuses on a enduring skill Contains a skill that is not or does not match enduring skill criteria Identifies an area of need pertaining to current students’ abilities Identifies a specific area of need related to the enduring skill Does not identify a specific area of need or the area of need is not related to the enduring skill Includes growth and proficiency targets that establish and differentiate expected performance for ALL students Includes a growth target that establishes a growth target for ALL students and a proficiency target that establishes the mastery expectation for students Is missing one of the targets or fails to expected for one or both targets Identifies appropriate measure(s) allowing for consistent and comparable mid-course, and data collection Identifies measure(s) for collecting baseline, and data that matches the skill being assessed Fails to identify a measure for data collection, or the measure is not to the skill being assessed Explicitly states interval of instruction Specifies a interval of instruction Fails to specify an interval of instruction, or the interval is less than long
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