S.M.A.R.

T Goals
Christine Terrell
Instructional Planning
SPECIFIC: I will administer a Learning Styles Inventory to students at the beginning of each
quarter and use this information to create differentiated lessons based on the learning styles and
Blooms Taxonomy. Students will have a voice and choice board for each unit which provides
learning activities that they must do as well as activities that they can do in order to master
the content of the standards as measured by an increase of 30% between pre and post tests given
to 6 underperforming students in each grade level.
MEASURABLE: Students will increase their performance 30% from pretest to post test.
ATTAINABLE: Students come to me for a full 50 minute period daily
and receive individualized.
RELEVANT: Looking at student performance results at the end of each quarter, the students I
serve are either failing or at risk of failing their current math class By better customizing my
instructional techniques to suit each students needs, I hope to lower the number of failing or at
risk students.
TIME BOUND: I will track and compare each students performance from the beginning of the
quarter to the end, or if relevant, from the beginning service date to the last.
Differentiated Instruction
SPECIFIC: My second goal is to further develop my skills in identifying the unique needs of
each student in my classroom, and to differentiate instruction to better meet their individual
learning profiles. MEASURABLE: I will use a pre-test and post-test model to gauge student
ability in current content (CNR) or missing skills (ABR) in order to increase performance by .
This will enable me to help students to fill in gaps and misconceptions where present, as well as
help students expand upon their knowledge and performance in math.
ATTAINABLE: Backed by colleagues and research in the area of differentiated instruction, I
have the support and knowledge base I will need to help me provide the best learning experience
for each of my students.
RELEVANT: Looking at student performance results at the end of each quarter, the students I
serve are either failing or at risk of failing their current math class By better customizing my
instructional techniques to suit each students needs, I hope to lower the number of failing or at
risk students.
TIME BOUND: I will track and compare each students performance from the beginning of the
quarter to the end, or if relevant, from the beginning service date to the last.
Assessment Of and For Learning
SPECIFIC: I will assess middle school CNR student learning using the Star Math Assessment 4
times during the quarter, and ABR student learning 8 times during the quarter.
MEASURABLE: I will use these results drive instructional decisions to meet individual needs in
order that 80% of my students will increase their scores by 5% the end of each quarter.
ATTAINABLE: Students will use testing results to help set challenging, yet attainable goals for
themselves which they will self-monitor.

RELEVANT: I will use results to create individualized learning goals in order to help students
fill in gaps in their learning.
TIME BOUND: Every week (ABR students) and every 2 weeks (CNR students) will review
their results with me to help plan for learning the following week.
Learning Environment
SPECIFIC: This summer I will read Doug Lemoys Teach Like a Champion, review at least 3 of
the accompanying videos. I will identify 3 rituals, routines and/or responses described in the
book to use in my classroom at the start of the school year
MEASURABLE: I will describe these techniques to my administrator and ask him/her to provide
feedback on how these impact student behavior during each of my TKES evaluations (6 times
per year)
ATTAINABLE: I have the text and with the support of my administration, I will be
RELEVANT: Incorporating routines and rituals into my class instructional time will help
minimize disruptive behaviors caused by periods of time when students are unsure of what to do.
TIME BOUND: I will track my own progress throughout the year using the feedback from my
administrators.
Communication
SPECIFIC: I will establish and maintain communication with stakeholders (parents, teachers,
graduation coach, administrators and/or counselors) regarding student progress of students
enrolled in ABR classes.
MEASURABLE: I will attend meetings established by the graduation coach and provide
progress reports for each student during the quarter.
ATTAINABLE: This year I attend all meetings established by the graduation coach. I will
continue this practice and in addition I will add end of the quarter progress reports.
RELEVANT: It is important that parents, teachers, administration and students are all working
together for the success of each student.
TIME BOUND: I will attend regular progress meetings (as established by the graduation coach
and SST chair) with each students team and provide progress reports at the end of each quarter
to include current skill progress, testing reports, and progress toward goals.