Abbreviated SMART Goal
Setting Student Academic
Progress Form
SMART Goal Setting for Student Academic Progress Form
Teacher’s Name: Secondary World Language Teacher
Subject/Grade
High School (Modern Language level I)
School Year 2012-13
Directions: This form is a tool to assist teachers in setting a SMART goal that results in measurable
learner progress. NOTE: When applicable, learner achievement/progress should be the focus of the
goal. Enter information electronically into the cells (the boxes will expand to fit the text).
Initial Goal Submission (due by 9/30 to the evaluator)
I. Setting (Describe the population
and special learning
circumstances.)
II. Content/Subject/Field Area
(The area/topic addressed based
on learner achievement, data
analysis, or observational data)
III. Baseline Data (What does the
current data show?)
I teach two classes of Spanish level I students. I have a total of
57 students. Ten percent of my students have IEPs but receive
no additional support in my class. This goal pertains to the 23
students in my Period 2 class.
One of our three main goals in the World Languages
Department is to develop high levels of proficiency. In order to
achieve this goal, all teachers are expected to incorporate
multiple instructional activities that elicit the development of
oral skills. All level I students are expected to reach the
Novice-Mid level of proficiency by the end of level I.
I administered a Novice-Mid level task to all students in early
September to establish a baseline. I scored samples using the
APS PATs (Performance Assessment Tasks for Speaking) level I
rubric, which is out of a possible 24 points. The data show that
10 of 23 students received a score of a 5 and 13 of 23 students
received a score of 6 on this initial assessment.
Data attached
For the school year, 90% of my students will obtain a score of
16 or better on the Spring PATs exam.
IV. Goal Statement (Describe what
you want learners/program to
accomplish.)
V. Means for Attaining Goal (Strategies used to accomplish the goal)
Instructional Strategy
Use pacing guide aligned to proficiency goals
to attend to student needs.
Use frequent formative assessment with
students to provide feedback and modify
instruction according to proficiency needs.
Explicit instruction and modeling of expected
language outcomes as prescribed by the APS
curriculum framework for languages.
Evidence
Copies of pacing, use of selfassessment (can do ) checklist
Assessment log
PATs results
Checklist-progress on functions
Student work which reflects real life
tasks
Lesson Plans
Target Date
Ongoing (September –
May)
Ongoing (September –
November-April)
Ongoing (September –
May)
Student Last Name
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Allner
Asef-Sargent
Beatrice
Brown
Calderon-Nolasco
Chase
Chen
Columbia
Creedon
Delo
Edmonds
Gulyas
Khan
Kitching
Morrison
Neeb
Owens
Pivetta
Ritter
Ryan
Stafford
Stone
Stroberg
Beginning
PATs
score
PATs
converted
score (%)
6
5
5
5
6
5
6
6
6
6
6
6
6
5
5
5
5
5
6
6
6
6
5
69
54.3
54.3
54.3
57.9
54.3
57.9
57.9
57.9
57.9
57.9
57.9
57.9
54.3
54.3
54.3
54.3
54.3
57.9
57.9
57.9
57.9
54.3
PATs
Performance
Indicators
Final
PATs
score
PATs
converted
score (%)
PATs
Performance
Indicators
DNME
DNME
DNME
DNME
DNME
DNME
DNME
DNME
DNME
DNME
DNME
DNME
DNME
DNME
DNME
DNME
DNME
DNME
DNME
DNME
DNME
DNME
DNME
EE
ME
AME
DNME
Exceeds Expectations
Meets Expectations
Almost Meets Expectations
Does Not Meet Expectations