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S Specific The goal is focused; for example, by content area, by learners’ needs

Writing a SMART Goal. S Specific The goal is focused; for example, by content area, by learners’ needs. M Measurable An appropriate instrument/ measure is selected to assess the goal. A Attainable The goal is within the teacher’s control to effect change. R Realistic

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S Specific The goal is focused; for example, by content area, by learners’ needs

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  1. Writing a SMART Goal S Specific The goal is focused; for example, by content area, by learners’ needs M Measurable An appropriate instrument/ measure is selected to assess the goal. A Attainable The goal is within the teacher’s control to effect change. R Realistic The goal is feasible for the teacher. T Time-bound The goal is contained to a single school year.

  2. Assessing Rigor of Goals

  3. Progress (Growth) vs. Achievement Goals PROGRESS Students will score X% greater on the post-test than on the pre-test. OR Students will increase their performance by X performance level on the rubric. ACHIEVEMENT X% of students will achieve a score of X or higher.

  4. Sample SMART Goal In the current school year, all students will make measurable progress in the area of two-dimensional landscape.  Using a 24-point division-developed rubric to measure texture, form, space, color, tone, and line (in which 20 points is considered proficient) all students will improve at least 6 points throughout the course of the year.  Students scoring at a level 20 or higher will further advance their skills by learning another artistic style, such as still life, and will perform at a proficient level.

  5. Sample SMART Goal • Specific: The goal is focused on two-dimensional landscape. • Measurable: An appropriate rubric is used to assess performance. • Appropriate: The teacher teaches the content and skills contained in middle school art. • Realistic: The goal of increasing student performance by at least six points is realistic. Students who have already reached this goal are provided another goal. [All students are incorporated into goal setting.] • Time-bound: Goal attainment can be addressed by the end of the year with a performance task scored by a division-developed rubric.

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