What is the GOAL SETTING process?L. Hoffman – March, 2009

S-M-A-R-T

• Goals should specifically describe what you want to happen.

• Specifics help to focus our efforts and clearly define what we are going to do.

• SMART Goals are ...S = Specific M = Measurable A = Attainable R = Realistic T = Timely

The Four Key QuestionsEstablish your goals by answering these questions:

1. Challenge Why do I want it? Define the challenge facing you.

2. Goal What do I want? Write down the goal you want to achieve.

3. Action Steps How will I get it? Your specific action plan to reach your goal.

4. Target Date When do I want it? The completion date to reach your goal.

STEPS to SUCCESS• Write your goal using SMART features. • Make sure the goal is specific, measurable,

attainable, realistic • Have a timeline for achieving the goal (make the

goal timely): •  a) short term (1- 4 weeks) - monthly • b) intermediate term (5 -12 weeks)- quarterly • c) longer term (longer than 12 weeks) - yearly

Goal Setting is like shooting an arrow.

You may want to hit the target, but

if you don’t take action (shooting the arrow), you only have a dream.

The difference between a

dream and a goal is ACTION.

Action Plan Format “Without goals, and plans to reach them, you are like

a ship that has set sail with no destination.” Fitzhugh Dodson

• Here is a simple action plan to keep track of what you plan to do to accomplish your goals:

• WHAT - what you plan to do, a specific action stepWHO - who is responsible to achieve that "what"WHEN- when the task or step will be completedHELP FROM - who will provide help

Think about possible “barriers” that may impede success in reaching your goal – See the slide “Ten Roadblocks to Student Success”

STATUS - progress against the action move or task

Ten Roadblocks to Student Success

• 1. no clear vision of need• 2. no clear statement of goal• 2. no action steps – no plan • 3. negative thinking:fear of failure or changelack of enthusiasm or determination • 4. procrastination – wasting time• 5. not being there – absence, daydreaming • 6. lack of honesty – pretending mastery• 7. making excuses for not taking action steps• 8. not reflecting and learning from mistakes

GOAL SETTINGA journey starts with a single step. Chinese proverb

• Challenge:

What’s my need? Why do I need this goal?• Goal

What do I want to be able to do better?• Action Steps to Success

How will I get there?

1.

2.

3.

4.

5.

Start Date

When will I start?

Target Date

When do I want to achieve it?

Index Card

• Conference with student about specific monthly need.• Help student articulate and define a specific skill-based

goal.• Index cards that can be displayed and changed monthly.• Record a goal start date and a target date.• Use same index cards to record positive student actions• Use same index cards to record flexible grouping efforts

to meet goals• Use same index cards to record completed student tasks

that show progress

STEPS• Pre-assessment to determine skill-based need• Conference with student, small groups, whole class• Communicate and define specific skill-based need• Define SMART goal• Set monthly start date, set monthly target date• Provide some flexible, small-group instruction to address

need• Provide some differentiated activities to provide practice• Give specific feedback to communicate short-term

progress• Give formative assessment to determine mastery or non-

mastery• Give specific feedback to communicate final monthly

progress

Have your students illustrate this quote…

You don’t have to be a fantastic hero to do certain things – to compete. You can be just an ordinary chap, sufficiently motivated to reach challenging goals.

Edmund Hillary

Student Name _________________________ Class ___ Start Date _______ Target Date _______

A goal without a plan is just a wish.

• MY GOAL • MY ACTION PLAN

Ways to track student progress…

• Have student graph their progress

• Have students track progress by reflecting in writing

• Have students record completed tasks

• Have students keep a portfolio of work

• Have students compare themselves before and after

• What other ways can you think of ?

Teacher Feedback

• Teacher evaluation of the process

• Teacher revision or add-ons to the process

• Teacher concerns and questions