Strategy

Goal Setting

Academic Progress Chart

UDL 6.1

Goal setting is a process in which the teacher works with the student on identifying academic, social and behavioral goals. Once the student has determined the goal, the teacher mentors the student in breaking down the goal, determining the steps necessary to achieve the goal and creating a time frame for learning the goal. As the student works on the goal, the student can use a self-monitoring checklist to track progress in the goal area and identify successes or steps the student has made toward reaching the goal.

Ready-to-Use Resources

Self-Management Tool

Academic Goal Planning and Reflection Graphic Organizer

This graphic organizer helps students through the goal-setting process. Also included is a bank of common academic goals, obstacles, and strategies to support students setting and meeting their own goals.

Grade 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 · Behavior & SEL · 3 pages


Self-Management Tool

Behavior Goal Planning and Reflection Graphic Organizer

This graphic organizer helps students through the goal-setting process. Also included is a bank of common behavioral goals, obstacles, and strategies to support students setting and meeting their own goals.

Grade 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 · Behavior & SEL · 3 pages


Self-Management Tool

Organization Goal Planning and Reflection Graphic Organizer

This graphic organizer helps students through the goal-setting process. Also included is a bank of common organizational goals, obstacles, and strategies to support students setting and meeting their own goals.

Grade 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 · Behavior & SEL · 3 pages


Self-Management Tool

Time Management Goal Planning and Reflection Graphic Organizer

This graphic organizer helps students through the goal-setting process. Also included is a bank of common time management goals, obstacles, and strategies to support students setting and meeting their own goals.

Grade 3, 4, 5, 6, 7, 8, 9, 10, 11, 12 · Behavior & SEL · 3 pages


Self-Management Tool

Elementary Goal Setting Graphic Organizer

A collection of goal setting templates to encourage student reflection, self management, and self monitoring. The series contains templates that can be used to aid students in creating short and long term academic, behavior, or social goals. Included are whole-page and half-page variations.

Grade K, 1, 2, 3, 4, 5 · Behavior & SEL · 2 pages


Self-Management Tool

Secondary Goal Setting Graphic Organizers

A collection of goal setting templates to encourage student reflection, self management, and self monitoring. The series contains templates that can be used to aid students in creating short and long term academic, behavior, or social goals. Included are whole-page and half-page variations.

Grade 6, 7, 8, 9, 10, 11, 12 · Behavior & SEL · 2 pages


Implementation Tips

Self-Empowerment
Goal setting can be a great way to increase a student’s involvement in his/her learning and to support independence and time management. With goal setting, the student is actively engaged with the goal and knows the steps necessary to reach the goal.
Student-led IEPs
Think about how to incorporate goal setting into the development of an IEP. For example, having the student involved in choosing appropriate goals, presenting these IEP goals in the meeting and following through with charting goal progress can be very empowering for a student.
Self-Monitoring
Monitoring progress through tools such as a self-monitoring checklist, a visual, task schedule or a problem-solving checklist helps to make the goals more manageable and concrete for the student.

Examples

Academic
A student is learning his multiplication facts and has set a goal to memorize the facts with the numbers 1 through 6 by the end of the quarter. He has met with the teacher to set up his goal and has a chart that he fills out each time he has memorized a multiplication fact. Once he has reached his goal, he receives a predetermined positive reinforcer, meets with his teacher to set a new math goal and charts progress.
Social
A student is working on increasing her social interactions and engagement with other students in the class. She sets a goal of having at least 3-5 conversations per day and carries a social interaction card with her. After each interaction, she asks the student she has interacted with to sign or stamp her card. At the end of the day, if she has reached 3 interactions for the day, she enters the card in the classroom raffle. All students in the classroom are working on various independent goals and can also enter the classroom raffle upon meeting the individual objectives for the day. At the end of the week, the teacher has a raffle for items in the student prize box and has also conveniently collected data on the various goals of his students.
Behavioral
A student is learning how to ask for help from peers and adults in the classroom. The student has set a goal to ask for help when she isn't sure what the next step is. She has a small visual reminder on her desk for when to ask for help and how to ask for help (e.g. Raise hand or approach a peer, etc). Each time she asks for help, she makes tally mark on her daily, goal-tracking sheet.

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