Abbreviated SMART Goal
Setting Student Academic
Progress Form
SMART Goal Setting for Student Academic Progress Form
Teacher’s Name: FLES Teacher
Subject/Grade:
Spanish/K-5
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 10/15 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 Spanish as a Foreign Language to students from
Kindergarten to 5th grade. I see 8 groups of students for 90
minutes weekly. I am focusing on a group of 23 3rd grade
students. Of those, 20 began learning Spanish in Kindergarten
and 6 joined the program in 1st or 2nd grade. Twenty-nine
percent of my students qualify for services and have IEPs. Four
students are heritage speakers of Spanish.
The focus of the FLES program is to develop Spanish at the
beginning stage of language acquisition in all skills: listening,
speaking, reading and writing, while also integrating subject
matter (science and mathematics) into the Spanish curriculum.
We follow the APS FLES Curriculum Framework. There are
language functions targeted for each grade level.
To establish a baseline, in September I administered 5 tasks to
my students, which I selected from the FLES Functions Checklist
for 3rd Grade. Each task is scored using a 1-4 scale:
1-Does not meet expectations
2-Almost meets expectations
3-Meets expectations
4-Exceeds expectations
The baseline data show that 11/23 students scored below a 3
and 12/23 scored a 3 or above.
Data attached
For the current school year, 90% of my students will obtain a
score of 3 or better in the Spring assessment.
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 and testing results to tailor
instruction to the needs of students.
Use frequent formative assessment with
students to provide feedback and modify
instruction.
Incorporate focused instruction with specific
tasks that address targeted functions for
grade level.
Evidence
Copies of pacing guides for FLES
Assessment log
Copies of teacher-made formative
assessments
Lesson Plans
Posted language outcomes
Lesson Plans
Target Date
Ongoing (September –
May)
Ongoing (September –
May)
Ongoing (September –
May)
FLES Baseline Data
Score
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Student
Alexander
Alexis
Ellen
Essi
Ewan
James
Lucas
Maggie
Mariyah
Miguel
Mohamed
Nicholas
Samira
Veerawan
Vinny
Carlos
Jenny
Violeta
Sameer
Aaron
Joshua
Travis
Elmer
Group Average Score Per Task
Task 1
2
1
3
2
3
4
3
2
1
4
2
3
3
2
1
4
1
2
2
3
3
4
4
2.57
Task 2
2
3
3
4
2
3
4
2
4
3
4
4
4
1
1
2
1
2
1
3
2
3
3
2.65
Task 3
4
2
2
3
3
4
4
4
2
3
4
4
4
1
2
3
2
2
4
3
2
3
3
2.96
Task 4
2
1
4
4
2
4
4
4
3
4
4
4
4
1
3
4
4
3
4
4
3
4
3
3.35
Task 5
2
3
4
4
3
4
4
4
4
4
4
3
4
1
2
2
3
2
1
3
2
1
3
2.91
Average
2.40
2.00
3.20
3.40
2.60
3.80
3.80
3.20
2.80
3.60
3.60
3.60
3.80
1.20
1.80
3.00
2.20
2.20
2.40
3.20
2.40
3.00
3.20
2.89