SMART Goal Setting for Student Progress Form
Teacher’s Name: Kaci Brown – School Psychologist
Subject/Grade: Behavior – grade 10
School Year: __12__ -___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 _____________ 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)
High school with a high percentage of minority students
and special education needs.
Lack of behavioral regulation has been an issue in one
of the classrooms serving students with emotional
disabilities. On average, once per week, a child engages
in a disciplinary infraction (fighting or threats to peers
or staff) that results in an alternative placement as the
final outcome. Of the students that are alternatively
placed, only 20% successfully maintained the grade
point average (GPA) that they had prior to the
placement, within the same quarter or following
quarter.
Issue: Alternative placements negatively impacting
academic performance.
III. Baseline Data (What is shown by
the current data?)
During the 2009-10 and 2010-11 school years, data
indicates that 5 students were alternatively placed as
the final outcome of a disciplinary infraction (fighting or
threats to peers or staff) in both the fall and spring
semesters of both school years. These students did not
maintain their pre-alternative placement GPA. Students
highlighted in yellow on data set.
Data attached
IV. SMART Goal (Describe what you
want learners/program to
accomplish)
By the end of the 2012-13 school year, given weekly
participation in a conflict resolution/anger
management group for teens with the school
psychologist, 5 student’s (alternatively placed in 200910 and 2010-11 and experienced a 2 year drop in GPA)
will utilize learned skills to appropriately respond to a
situation, thus decreasing the instances of alternative
placements by 50%.
V. Means for Attaining Goal (Strategies used to accomplish the goal)
Instructional Strategy
Evidence
Conflict Resolution/Anger
management group using the
program – The conflict is within
me.
Consultation with teacher for data
on student’s generalization of
skills learned to classroom
environment.
Target Date
Scheduled meeting with students
8/5/2012
Weekly check-in with teacher
8/10/2012
Teacher’s Signature:
Date:
Evaluator’s Signature:
Print or Type Evaluator’s Name:
Date:
Principal forwards one copy to the Professional Development Office