Abbreviated SMART Goal
Setting Student Academic
Progress Form
SMART Goal Setting for Student Academic Progress Form
Teacher’s Name Teacher S
Subject/Grade Secondary Choral (Melody)
School Year ____ - ____
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.)
I teach one class of 6th grade choral students. The total number is
fifteen. Each class meets for 42 minutes per day for six weeks. Of
the 6th graders I teach, one student is currently taking private music
lessons and one has taken private music lessons for two years. Six of
the students are English Language Learners. 12 are female and 3 are
male unchanged voices.
Based on student achievement, I will focus on building skills to sing
II. Content/Subject/Field Area (The
an assigned vocal part in unison. VA Sol CB.5
area/topic addressed based on
learner achievement, data
analysis, or observational data.)
I administered a pre-assessment that asked students to sing an
III. Baseline Data (What does the
assigned vocal part in unison. (Sing at First Sight Lesson 3
current data show?)
Challenge Exercise) Students were assessed using the Analyzing Pitch
Accuracy Rubric, found on p. 48 of Experiencing Choral Music
Teacher Resource Binder. Only two students were proficient on the
September administration of the assessment. Proficiency was
determined as 80% or greater accuracy in Smart Music
Data attached
During this school year, 100% of my students will demonstrate
measurable progress in music. At least 80% of my students will meet
or exceed the benchmark for the art assessment.
IV. SMART Goal Statement
(Describe what you want
learners/program to
accomplish.)
V. Means for Attaining Goal (Strategies used to accomplish the goal)
Instructional Strategy
Teacher and peer modeling, whole
class instruction and work with
individual students in smaller groups
or alone.
Group Lessons and Individual
Assessments from Sing at First Sight
(units 1-3)
Selected lessons from Experiencing
Choral Music textbook (Teacher
Resource Binder: Lesson 5 (Good
Evidence
Students will become more accurate
matching pitch, hearing and repeating
melodies accurately and singing simple
melodies from notation in a limited
range of a 5th using sol-fege
Formative assessments through Smart
Music and teacher feedback using the
established rubric will show increased
skill acquisition.
Lesson plans and student work
Target Date
Implementation by
September 30
Implementation by
October 30
Implementation by
October 15
Cheer) p. 34, Vocal Development pp
87-90, What’s My Vocal Range p. 45,
Choral & Vocal Warm Ups p. 182, My
Voice, My View p. 192, Pitch Tone
Ladder p. 193 )
Teacher S Baseline, Mid-Year, and End of Year Data
Music Assessment
Pitch Accuracy
September
40%
October
42%
November
83%
Benchmark for Music Assessment: 80% of students will be proficient as indicated by a score of
75% or greater in SmartMusic or at 3 or higher on the rubric.
Teacher
Pitch
Accuracy
Date, Rating
& Comments
4/88-100%
Very Accurate:
Pitch was
precise and in
tune during the
performance.
Pitch was well
defined,
centered and
very consistent
throughout.
3/75-87%
Mostly
Accurate:
Most pitches
were precise
and in tune.
Pitch was
generally
defined,
centered and
consistent
throughout.
2/50-74%
Somewhat
Accurate:
Pitches were
occasionally
precise and in
tune. Pitch
was
occasionally
defined and
consistent
throughout.
1/>50%
Not Accurate:
Pitches were
not precise and
in tune. Pitch
was not defined
and centered &
was inconsistent
throughout.
0
Novice:
Did not
attempt or
finish