Navigating Life: Social Academic Intervention Group (SAIG)
High School Level PBIS TIER 2
Topic: Goal Setting
Learning Intentions:
 We are learning how to develop a SMART goal
 We are learning to determine the information needed to reach our goal like: talking with others, read
and research, observe others, and think and reflect
 We are learning to determine the steps we will need to take to reach our goal like: review our skills
and abilities, consider materials we will need, and determine the help we will need from others, and
finally take the first step towards our goal
Success Criteria:
 We know we are successful when we can determine a goal, seek appropriate support and take the first
step
Materials for Activity:
 Large post it paper/easel/chalkboard/whiteboard
 Markers/Chalk
 Check-In Check-Out Rubric
 2 personal goals that you have or have had that you feel comfortable sharing with the group
 A written example of ideas that came out of you brainstorming what you needed to reach your goal
 Copies of the SMART goal description for each student (page 4)
 Additional Resource web links:
o http://busyteacher.org/11399-teach-goal-setting-activities-get-results.html
o http://www.mentoring.org/downloads/mentoring_429.pdf
Standard Circle Set-Up:
 Chairs in a circle (preferable without desk attached)
 Center Piece in center of circle
 3-4 talking pieces laying around the center piece
 2-4 Copies of the Group’s Shared Agreements
Group Procedure
Welcome
Greet students, get in circle. If needed, seat students strategically. Notice how the group is doing today (e.g.
high or low energy, high or low motivation). Once everyone is seated, remind students of the shared
agreements. Feel free to ask a student to volunteer to read them or read them yourself.
Ice Breaker
Then explain: Let’s begin circle with our icebreaker. Please say your name and how you are doing on a scale
of 1 (terrible) to 5 (great) and why. Explain that we all have our good and bad days and it’s important that
we support one another. *Try to choose the first person that volunteered. *If he/she begins speaking without
a talking piece, remind him/her to choose one. *If he/she does not pass it to the left when done, remind
him/her to do so. *Remember who started so you know who will be the last person to speak.
Prior Week Reflection
Pass out the prior week CICO rubric. Have students reflect on their performance by stating: Let’s take some
time to review our goal from last week. Take some time to determine if you achieved your goal, what
worked, and what didn’t work so well. Then we will send the talking piece around for everyone to share.
After a minute has passed, assess group to determine if everyone is ready to start. Then ask: who would like to
start? *Try to choose the first person that volunteered. *If he/she begins speaking without a talking piece,
remind him/her to choose one. *If he/she does not pass it to the left when done, remind him/her to do so.
*Remember who started so you know who will be the last person to speak.
Topic of the Week
Praise students for their input and explain: We have a lot to cover today. We are going to talk about goals,
develop some personal goals, and choose topics for future circles.
Inspiring Word
Explain: Let’s start with the inspiring word for today. Would anyone like to volunteer to read it aloud?
When it is obvious that the goals cannot be reached, don't adjust the goals, adjust the action steps.
-Confucius.
Lesson
Be prepared to write student responses on large post-it paper/chalkboard/whiteboard then began a
brainstorming session by sharing a story about one of your personal goals.
 Then ask:
o Why is goal-setting important? Write students’ response.
o Why do we need to be very specific about goals in our life? Write students’ responses.
o What are some examples of goals? Write students’ responses.
*It’s okay to allow students to share without the talking piece (popcorn style). Feel free to bring the
talking piece in at any time that you feel it is needed.

Discuss the difference between short-term and long-term goals.

Explain: When developing a goal you must:
o Determine what information you need to know about how to reach your goal.
 Talk with others
 Read and research
 Observe others
 Think and reflect
o Determine the steps you will need to take to reach your goal
 Review your skills and abilities
 Consider materials you will need
 Determine the help you will need from others
o Take the first step toward your goal
Activity to Practice Skill:
(Here is where we are putting in the activity with the rubric)
Explain: We are going to practice making a SMART goal. SMART is an acronym that stands for Specific,
Measureable, Achievable, Realistic, and Timely. Refer students to the SMART Goal handout (page 3). Have
students voluntarily take turns reading the description of each word aloud.
 Have students take 5 minutes to complete a goal for the school year by completing the bottom half of
the SMART goal handout. Walk around the circle to determine if anyone needs help or has any
questions.
 Then have students pair up and share their goal with their partner and give each other feedback (6
minutes).
Check-In Check-Out Rubric
 Have students remain with their partners and give them a CICO rubric. Explain: Now we are going to
set a goal for the next week. Consider your long-term goal for the school year when setting this
week’s goal.
a. Where will you try the skill?
b. With whom will you try the skill?
c. When will you try the skill?
d. If you’re successful, how will you reward yourself?
e. Discuss rewards for incremental steps
Below are additional activities to complete, if time allows.
 Have students brainstorm three goals: one personal, one professional, and one academic.
o Facilitator brainstorms goals as well. Have students ask the facilitator questions about his or
her goals. Timeframe? Why this goal? Cost?
o Have students share out about their goals. Remember goals can be very personal. Do not
force students to share their goals if they are not comfortable doing so.

Write down fears and roadblocks. Have students brainstorm possible problem areas that may come
up as they are trying to complete their goal. Additionally, students may ask critical questions of each
other about one another’s goals.
o Students can write out things that may hinder the completion of the goal.
o Think about possible solutions to these roadblocks. What kind of support system might be
necessary to help address these roadblocks?
Closing Circle Question
Share one thing you learned about goal setting today.
Student Agenda
Topic: Goal Setting
Welcome
Ice Breaker
Share your name and how you are doing on a scale of 1 (terrible) to 5 (great) and why.
Prior Week Reflection
Review your CICO rubric from last week and reflect on your performance. Did you meet your goal? What
worked? What didn’t work?
Topic of the Week
Talk about goals and develop some personal goals.
Inspiring Word
When it is obvious that the goals cannot be reached, don't adjust the goals, adjust the action steps.
-Confucius.
Lesson
 Why is goal-setting important?
 Why do we need to be very specific about goals in our life?
 What are some examples of goals?

Difference between short-term and long-term goals.

When developing a goal you must:
o Determine what information you need to know about how to reach your goal.
o Take the first step toward your goal
Activity to Practice Skill:
Making a SMART goal. SMART is an acronym that stands for Specific, Measureable, Achievable, Realistic, and
Timely.
 Take 5 minutes to complete a goal for the school year by completing the bottom half of the SMART
goal handout.
 Then have students pair up and share their goal with their partner and give each other feedback (6
minutes)
Check-In Check-Out Rubric
Set a goal for the next week. (Idea: Consider your long-term goal for the school year when setting this week’s
goal)
o Where will you try the skill?
o With whom will you try the skill?
o When will you try the skill?
o If you’re successful, how will you reward yourself
o Discuss rewards for incremental steps
Closing Circle Question
Share one thing you learned about goal setting today.
SMART Goal
Specific: Goals should be straightforward and emphasize what you want to happen. Specifics help us to focus our
efforts and clearly define what we are going to do. If the goal is too general it is hard to pin down.
 Specific is the What, Why, and How of the SMART model.
 WHAT are you going to do? Use action words such as go, find, graduate, make, etc…
 WHY is this important to do at this time? What do you want to ultimately accomplish?
 HOW are you going to do it? (By ...)
Measurable: how much/many? How often?
 If you can't measure it, you can't manage it.
 Choose a goal with measurable progress, so you can see the change occur. What will you see
when you reach your goal?
Achievable: Is the goal achievable for you and how long will it take?
 A goal needs to stretch you slightly so you feel you can do it and needs your real commitment.
 The feeling of success which this brings helps you to remain motivated.
Realistic: Be sure to set goals that you can attain with some effort! Too difficult and you set the stage for failure,
but too low sends the message that you aren't very capable.
 Realistic means "do-able.” Will you be able to follow-through?
 Devise a plan or a way of getting there which makes the goal realistic. The goal needs to be
realistic for you and where you are at the moment.
 Do you need help to accomplish the goal?
Timely: If you don't set a time, the commitment is too vague. It tends not to happen because you feel you can
start at any time. Without a time limit, there's no urgency to start taking action.
 Set a time frame for the goal: Putting an end point on your goal gives you a clear target to work
towards.
Think of a goal that you want to accomplish this school year and fill in the blanks below:
Specific
Measureable
Attainable
Realistic
Timely