Lesson Plan
SMART Goal Launch Plan
Students will craft one SMART self-regulation goal for their high-school transition and complete a baseline readiness pre-assessment.
This lesson helps students clarify their motivations, set achievable self-regulation goals, and provides baseline data to tailor future support for a successful high school start.
Audience
8th Grade
Time
45 minutes
Approach
Video prompt, think-aloud model, peer practice, survey, action planning.
Prep
Review Materials
10 minutes
- Preview Aim True Slides and cue the video prompt slide
- Familiarize yourself with the SMART Goal Builder worksheet
- Skim the Transition Readiness Pre Survey to anticipate student needs
- Review the Likert Scale Self-Regulation Rubric for assessing goal quality
Step 1
Anticipatory Set
5 minutes
- Display the high school day-in-the-life video prompt on the first slide of Aim True Slides
- Ask students to note challenges they observe and how they might prepare themselves
- Brief whole-class discussion: "What self-regulation skills would help you in this scenario?"
Step 2
Modeling
10 minutes
- Introduce the SMART criteria on a slide
- Think aloud as you craft a SMART self-regulation goal (e.g., "I will organize my backpack each evening by 8 pm to reduce morning stress by 50%")
- Highlight how each part meets Specific, Measurable, Achievable, Relevant, Time-bound
Step 3
Guided Practice
15 minutes
- Distribute the SMART Goal Builder worksheet
- Students draft their own SMART self-regulation goal
- Pair students for peer-check: use the Likert Scale Self-Regulation Rubric to give feedback
- Circulate and support as needed
Step 4
Assessment
10 minutes
- Have students individually complete the Transition Readiness Pre Survey
- Collect surveys to establish baseline data on beliefs, motivation, and prioritization skills
Step 5
Closure
5 minutes
- Ask each student to identify one small first action step toward their goal and a support person (peer, teacher, family)
- Quick share-out: "My action step is… and my support person is…"
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Slide Deck
Watch the video. Note challenges and think about self-regulation skills that could help.
Cue the 'Day in the Life' video. Ask students to jot down observed challenges and possible self-regulation strategies. Prompt discussion with: "What self-regulation skills would help you in this scenario?"
SMART Goal Criteria
• Specific: Define exactly what you will do
• Measurable: Quantify how you'll track progress
• Achievable: Set a realistic goal
• Relevant: Align goal with your transition needs
• Time-bound: Set a clear deadline
Introduce each SMART component. Provide brief definitions and examples. Emphasize why each element matters for setting effective goals.
Example SMART Self-Regulation Goal
I will organize my backpack each evening by 8 pm to reduce morning stress by 50%.
• Specific: Organize backpack each evening
• Measurable: 50% reduction in stress
• Achievable: Easy routine after dinner
• Relevant: Helps with morning preparedness
• Time-bound: Every evening by 8 pm
Think aloud as you walk through creating this goal. Highlight how it meets each SMART criterion. Model transparency in your reasoning.
Your Turn: Draft and Peer-Check
- Use the SMART Goal Builder worksheet to draft your own goal.
- Pair up and exchange goals.
- Use the Likert Scale Self-Regulation Rubric to give feedback.
Distribute the SMART Goal Builder worksheet. Circulate and support students as they draft. Encourage clear, specific language. Monitor peer feedback for constructive comments.
Transition Readiness Pre-Survey
Individually complete the Transition Readiness Pre-Survey.
Answer honestly to help us understand your beliefs, motivation, and prioritization skills.
Distribute the survey. Ensure students understand each question. Collect surveys at the end to establish baseline data.
Closure: Action Steps & Support
- Identify one small first action step toward your goal.
- Name one support person (peer, teacher, or family).
- Share out: “My action step is… and my support person is…”
Invite quick volunteer responses. Reinforce the importance of small steps and support networks. Praise students for concrete planning.
Worksheet
SMART Goal Builder
Use this worksheet to draft your SMART self-regulation goal for your transition to high school. Answer each prompt below with clear, specific language.
1. Specific
What exactly do you want to accomplish? Why is this important for your high school success?
2. Measurable
How will you track your progress? What metric or evidence will show you’re moving toward your goal?
3. Achievable
What steps will you take or what resources/support will you use to reach this goal? Are these realistic for you?
4. Relevant
How does this goal relate to your needs and challenges in high school? Why does it matter to you?
5. Time-bound
By when will you accomplish this goal? What is your target deadline or schedule?
My Complete SMART Goal Statement
Combine your answers above into one clear SMART goal.
First Small Action Step
What’s one immediate action you can take to begin working on this goal?
Support Person
Who will help support or remind you as you work toward this goal? (Peer, teacher, family member, etc.)
Quiz
Transition Readiness Pre Survey
Rubric
Likert Scale Self-Regulation Rubric
Use this rubric to give peer feedback on each SMART element of the goal. Circle a score from 1–5, then add a quick comment.
Scoring Guide:
1 Minimal | 2 Emerging | 3 Developing | 4 Proficient | 5 Exemplary
1. Specific
• 1 Minimal: Goal is vague or unclear.
• 2 Emerging: Some detail but lacks a clear focus.
• 3 Developing: Action stated but “why” is missing or unclear.
• 4 Proficient: Clearly states what to do and why it matters.
• 5 Exemplary: Exceptionally detailed—what, why, and context are all clear.
2. Measurable
• 1 Minimal: No way to track progress.
• 2 Emerging: Metric mentioned but vague or unrealistic.
• 3 Developing: Has a basic way to measure but lacks a specific target.
• 4 Proficient: Clear metric and target are provided.
• 5 Exemplary: Precise measurement plan with evidence and checkpoints.
3. Achievable
• 1 Minimal: No steps or supports identified.
• 2 Emerging: Steps listed but may not be realistic.
• 3 Developing: Realistic steps but lacks resource/support detail.
• 4 Proficient: Realistic steps with identified resources or supports.
• 5 Exemplary: Detailed, realistic plan with timeline and specific supports.
4. Relevant
• 1 Minimal: Goal unrelated to high-school needs.
• 2 Emerging: Weak connection to personal challenges.
• 3 Developing: Some relevance but not explicitly tied to transition.
• 4 Proficient: Clearly addresses a real need for high-school success.
• 5 Exemplary: Strongly aligned with personal goals and long-term success.
5. Time-bound
• 1 Minimal: No timeline or deadline.
• 2 Emerging: Timeline mentioned but very vague.
• 3 Developing: Deadline included but schedule is not detailed.
• 4 Proficient: Specific deadline and schedule are set.
• 5 Exemplary: Detailed timeline with milestones, dates, and check-ins.
Next Steps:
• Circle a score for each element.
• Write one quick strength and one suggestion below:
Strength:
Suggestion: