Pre-Approved SMART Goals

Smart Goal Options

Professional Practice Goal: Data Across the District

• Overview: By May 2024 OR May 2025, I will [ insert data collection/analysis objective determined with Digital Learning Specialist (DLS) ]. As part of this goal I will collaborate with a Digital Learning Specialist (DLS) to learn about [ data collection/analysis tools/skills/techniques ] and utilize them to make data-based decisions within my [ classroom/team/caseload ]

• Collaboration: Goal can be completed by…

  • Individuals

  • Grade-level teams

  • Interdisciplinary teams or pairs

  • Departments

• Examples of Data objectives

  • Creating formative assessments and analyzing results to inform instruction, differentiation, or intervention

  • Creating automated tools to collect data for IEP goals, behavioral/intervention plans

  • Using data to inform 

  • Using Google Sheets to automate organization and analysis of student data (e.g., assessments, IEP/504 objectives)

• Action Plan Steps

  • Technical support and professional development for data collection/analysis tools and techniques, as needed

  • At least 1 DLCS coaching cycle, which includes, but is not limited to…

    • Planning data collection/analysis task

    • Collection and/or analysis of student data

    • Follow-up meeting(s) to discuss data and/or analysis

    • Utilizing data to make decisions regarding instruction, differentiation, intervention

  • Completion of coaching log with DLS

• Evidence of Completion

  • Data collection/analysis documents (e.g., test scores, intervention results, spreadsheets, etc.)

  • Data-based academic/IEP/SEL decisions regarding instruction, differentiation, intervention

  • Student work samples or products developed by staff

  • Completed Coaching Log with DLS 

Professional Practice Goal: Google/Digital Skills Cohort

• Overview: By May 2024 (1 year goal) OR May 2025 (2 year goal), I will participate in a learning cohort focused on advancing my technology skills focused around Google Workspace for Education tools. As part of this goal I will collaborate with a Digital Learning Specialist (DLS) and the other members of my building and/or team that are participating in this goal.  I will be completing [ Level 1 or Level 2 ] of this cohort.

• Explanation of Levels

  • Level 1: tailored for educators who want to build a strong foundation in Google tools through step-by-step guidance to build your comfort and proficiency. Gain essential skills for effective creation, organization, and collaboration. This cohort focuses on practical integration and use of these tools.

  • Level 2: tailored for educators who feel comfortable with the basics and want to gain more skills and know-how related to Google Workspace for Education tools.  This cohort will look at dynamic ways these  tools can be integrated into the classroom to increase engagement and efficiency.  

• Collaboration: Goal can be completed by…

  • Individuals

  • Grade-level teams

  • Interdisciplinary teams or pairs

  • Departments

• Action Plan Steps

  • Participation with cohort (6-8 meetings, schedule TBD by participant input)

  • Completion of coaching log with DLS

• Evidence of Completion

  • Digital products produced during the cohort sessions

  • Digital products used professionally/in the classroom related to cohort trainings

  • Completed Coaching Log with DLS 

Student Learning Goal: Integration of Digital Literacy and/or Computer Science

• Overview: By May 2024 OR May 2025, I will [ insert DLCS student learning objective determined with Digital Learning Specialist (DLS) ]. As part of this goal I will collaborate with a Digital Learning Specialist (DLS) to plan and implement classroom activities that integrate digital literacy and/or computer science into my curriculum. 

• Collaboration: Goal can be completed by…

  • Individuals

  • Grade-level teams

  • Interdisciplinary teams or pairs

  • Departments

• Examples of DLCS Integration learning objectives

  • Integrating DLCS into classroom norms and routines

    • Weekly AI Snapshot warm-up activities culminating in student-created snapshots related to the Norton/MA community

    • Ensuring accessible content in all student-created artifacts

    • Evaluating the impact of digital technology in your subject area(s) and/or society (e.g., AI, automation, social media)

    • Adding student-choice to the tools they can use when completing tasks

    • Identifying and amplifying DLCS vocab/concepts already in curriculum (e.g., decomposition, algorithms, data analysis, research skills)

  • Utilizing DLCS Tools

    • Incorporating STEAM cart resources into an already-existing lesson/project

    • Creating and/or using digital simulations or models

    • Students collecting and/or analyzing data to make decisions using forms/spreadsheets

    • Students creating computer programs to express their learning

  • Research Skills

    • Generating a research questions to analyze using digital resources and tools

    • Gathering, evaluating for quality, and organizing information from digital sources 

  • Choose Your Own Adventure: Explore the DLCS Framework with a DLS and find what fits for your classroom!

• Action Plan Steps

  • Initial classroom visit from DLS

  • Technical support and modeling of DLCS tools/content, as needed

  • At least 1 DLCS coaching cycle, which includes, but is not limited to…

    • Planning/Scaffolding classroom activities to meet DLCS objective 

    • Implementation of classroom activities with at least one class

    • Follow-up meeting(s) to discuss student engagement/work and iterate activities

  • Completion of coaching log with DLS

• Evidence of Completion

  • Teacher and Student Look-Fors

  • DLCS activity documents (e.g., teaching materials, rubrics, pacing, etc.)

  • Student work samples or products developed by staff

  • Completed Coaching Log with DLS 

Student Learning Goal: Instructional Technology and UDL

• Overview: By May 2024 (1 year goal) OR May 2025 (2 year goal), I will effectively use instructional technology to promote both equity and engagement by adhering to the UDL framework for teaching and learning. As part of this goal, I will work with a Digital Learning Specialist (DLS) to plan, implement, and reflect on lessons/activities/assessments that incorporate both UDL and instructional technology.

• Collaboration: Goal can be completed by…

  • Individuals

  • Grade-level teams

  • Interdisciplinary teams or pairs

  • Departments

• Examples of instructional technology/UDL integration in the classroom:

  • Designing lessons/activities with multiple means of representation, for example…

    • Displaying math expressions algebraically, in tables, and as animations

    • Providing information in text, video, and as graphic organizer

  • Designing assignments/projects that allow for multiple means of expressions, for example…

    • An end of unit project can be submitted as an essay, website, video, or infographic

    • Student choice for how they  demonstrate their understanding (e.g., voice recording, video, animation, diagram) as an alternative to an essay or quiz

  • Designing classroom activities that provide multiple means of engagement, for example…

    • Differentiated instructions and tasks

    • Providing multiple opportunities and formats for students to actively engage with topic/concept (e.g., Pear Deck, small group work/instruction, multimedia creation)

• Action Plan Steps

  • Initial classroom visit from DLS

  • At least 1 UDL coaching cycle, which includes, but is not limited to…

    • Planning/Scaffolding classroom activities to address UDL framework

    • Implementation of classroom activities with at least one class

    • Follow-up meeting(s) to discuss student engagement/work and iterate activities

  • Completion of coaching log with DLS

• Evidence of Completion

  • Lesson/activity materials

  • Assessment descriptions/rubrics 

  • Student work samples or products developed by staff

  • Completed Coaching Log with DLS

Coaching Cycle

• A coaching cycle comes in many forms, but always involves some form of...

Professional Practice Goal: Participating in a Coaching Cycle with a Digital Learning Specialist (available as a year 2 goal only for those who signed up during the 2022-2023 school year)

• Overview: By May 2024, I will participate in a coaching cycle to improve my use of instructional technology in my role. This coaching cycle will include co-planning, implementation, and reflection.

• Goal Options

  • Coaching cycles can be completed by…

    • Individuals

    • Interdisciplinary teams or pairs

    • Departments

  • Examples of instructional technology integration

    • Revamping an already established project or unit

    • Identifying classroom management solutions

    • Learning about technology tools to assist your planning, teaching`, and/or communication

• Action Plan Steps

  • Brainstorming session with DLS to identify a challenge or area of focus (e.g., improving/streamlining family communication, increasing student participation)

  • Develop a calendar of 6-8 meetings, which includes…

    • Co-planning

    • Activities/Strategies

    • Debriefing 

  • Completion of planning activities and meetings with DLS

• Evidence of Completion

  • Completed Meeting Log with DLS

  • Student work samples or products developed by staff

Student Learning Goal: Instructional Technology & Assessment

• Overview: By May 2024 or May 2025, I will work to integrate instructional technology into student assessment.  This includes, but is not limited to, instructional practices, feedback, differentiation, scaffolding, and grading. As part of this goal I will complete a coaching cycle with a Digital Learning Specialist (DLS).

• Goal Options: 

  • Coaching cycles can be completed by…

    • Individuals

    • Interdisciplinary teams or pairs

    • Departments

  • Examples of instructional technology integration

    • Utilizing Google Classroom rubrics

    • Providing formative teacher and peer feedback during lessons/projects

    • Creating Google Forms with automated and differentiated feedback

    • Formative assessments (e.g., entrance/exit tickets, understanding checks, etc.)

  • The coaching cycle can span project(s) of any size and duration.

• Action Plan Step

  • Brainstorming session with DLS to identify areas of focus 

  • Develop a calendar of 6-8 meetings, which includes…

    • Co-planning

    • Activities, strategies, and/or assessments

    • Debriefing

  • Completion of student assessments and meetings with DLS

• Evidence of Completion

  • Completed Meeting Log with DLS

  • Student work samples and/or products developed by staff

Rationale: 

The Integrated Multi-Tiered System of Supports (IMTSS) is a framework that will help educators identify students’ academic, behavioral, and social-emotional strengths and challenges. Educators can then provide differentiated support and just right interventions for students based on their needs. Given the impact of the COVID-19 pandemic, there is a growing need to bring the whole child lens to our classrooms and provide both academic and social-emotional support to all students. This goal is tied directly to the district’s IMTSS initiative. 

Professional Practice Goal: IMTSS School Leader Goal 

During the 2022/2023 School Year, I will participate in team based IMTSS meetings and serve on the school Integrated Multi-Tiered System of Support team. As a school leader and member of the school level IMTSS team, I will contribute to establishing a coherent, coordinated school/district-wide framework for improving the outcomes of all students, through intentionally integrated academic and behavioral support.

Anticipated Outcomes 

The shared commitment to ensure fidelity and sustainability of the Integrated Multi-Tiered System of Support in my school will:

• streamline and bring cohesion to the good work and best practices that are already happening in school, so that those efforts are no longer happening in isolation. 

• move us from inconsistent services and student performance outcomes to consistent, high performing student outcomes that eliminate the opportunity gap.

• help me and fellow educators to be thoughtful about using resources appropriately and impactfully, and to use data to continually monitor and improve the effectiveness of their actions. 

Action Plan:

School Level IMTSS Meetings 

Meetings will be conducted three times a year following the administration of universal screening assessments or marking periods. The goal of this meeting is to understand the health of school-level IMTSS practices by looking at the percent of students who are adequately being served by the core (tier 1), the review of SWIS behavior data, the equity of instruction across demographics, grades, and classrooms, and improvement in student outcome measures since the last meeting. These metrics are used to evaluate the quality of practice across tier 1, 2, and 3 levels of support and guide school-level improvement plans.

Facilitate Monthly IMTSS grade level/team/department meetings

The goal of this meeting is to ensure students at a greater level of risk are receiving support and making progress, that patterns/trends in student growth are identified, and that plans are adjusted or support is provided to teachers based on observed trends in student need. 

The Individual Problem-Solving IMTSS Meeting

This meeting provides the time and space for individualized deep dive problem-solving for students not making sufficient progress when supported by the Grade/Content Team, e.g. students not making progress after receiving tier 2 and tier 3 level support

Evidence of Completion will be demonstrated by:

• Meeting attendance 

• Artifacts 

  • Contributions to shared documents and notes related IMTSS interventions 

  • Completion of any IMTSS instruments for strategy use and/or data collection

  • Notes added to Panorama Tier 2 and 3 Intervention Plans

  • Emails directly related to effective student interventions and support

  • Evidence of data driven decision making in instructional practice. 

Professional Practice Goal: Participating in a Coaching Cycle with the K-5 Literacy or Math Coach

• Overview: By May 2024 OR May 2025, I will participate in a coaching cycle to enhance my teaching practices to improve student learning in the classroom. This coaching cycle will include co-planning, implementation, and reflection.

• Goal Options

  • Coaching cycles can be completed by…

    • Individuals

    • Interdisciplinary teams or pairs

  • Examples of 

    • Guided Reading or Guided Math: (small group instruction, centers, organization, management)

    • Using High-Yield Math or Reading Strategies/Routines to meet the needs of all students

• Action Plan Steps

  • Brainstorming session with coaches to identify a challenge or area of focus (e.g., improving instruction, increasing student participation)

  • Develop a calendar of 6-8 meetings, which includes…

    • Co-planning

    • Activities/Strategies

    • Debriefing

  • Completion of planning activities and meetings with Academic Coaches

• Evidence of Completion

  • Completed Meeting Log with Academic Coaches

  • Student work samples or products developed by staff

Student Learning Goal: Utilizing summative and formative assessments to improve student learning

• Overview: By May 2023 OR May 2024, I will work to integrate student assessments into planning for student learning. This includes, but is not limited to, instructional practices, feedback, differentiation, scaffolding, and grading. As part of this goal I will complete a coaching cycle with an ELA/Math Coach.

• Goal Options:

  • Coaching cycles can be completed by…

    • Individuals

    • Interdisciplinary teams or pairs

  • Examples of 

    • Uses data to create groups for differentiation and small group instruction

    • Providing formative teacher and peer feedback during lessons/projects

    • Formative assessments

• Action Plan Step

  • Brainstorming session with ELA/Math Coach to identify areas of focus

  • Develop a calendar of 6-8 meetings, which includes…

    • Co-planning

    • Activities, strategies, and/or assessments

    • Debriefing

  • Completion of student assessments and meetings with ELA/Math Coach

• Evidence of Completion

  • Completed Meeting Log with Academic Coaches

  • Student work samples and/or products developed by staff