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SMART Sprint Goals: Achieve It!

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JOYCE PURCELL

Tier 1
For Schools

Lesson Plan

SMART Goal Conferencing Notes

Students will write one SMART academic or behavior goal and define two evidence metrics to track over a week.

Understanding how to set SMART goals empowers students to achieve their academic and personal aspirations by providing a clear, measurable path to success. This lesson teaches them a practical skill for self-improvement and accountability.

Audience

10th Grade

Time

30 minutes

Approach

Direct instruction, guided practice, peer feedback.

Materials

Make It SMART Slides, SMART Goal Planner Worksheet, Evidence Menu Cards Activity, and Exit Ticket My Start Date Cool Down

Prep

Review and Prepare Materials

15 minutes

Review the Make It SMART Slides to familiarize yourself with the content and talking points.
Print enough copies of the SMART Goal Planner Worksheet for each student.
Print and cut out the Evidence Menu Cards Activity so that each pair or small group of students has a set.
Prepare copies of the Exit Ticket My Start Date Cool Down.

Step 1

Warm-up: Desired Change

5 minutes

Begin by asking students to think about a small change they would like to make in their academic or personal life over the next week. This could be anything from 'reading more' to 'being on time for class.'
Use Make It SMART Slides (Slide 1) to prompt discussion.
Facilitate a brief whole-class or small-group share-out, ensuring a safe and supportive environment.

Step 2

Introduce SMART Goals

10 minutes

Introduce the concept of SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound) using the Make It SMART Slides (Slides 2-7).
Go through each component, explaining what it means and why it's important.
Present clear examples of both SMART and non-SMART goals, allowing students to identify the differences and discuss why certain goals are more effective.

Step 3

Drafting Goals and Metrics

8 minutes

Distribute the SMART Goal Planner Worksheet.
Guide students to begin drafting their own SMART academic or behavior goal based on the desired change they identified in the warm-up.
Incorporate the Evidence Menu Cards Activity by having students select two types of evidence they could use to track their progress toward their goal. Encourage them to think concretely about how they will know if they are meeting their goal.

Step 4

Peer Conferencing

5 minutes

Pair students up and instruct them to share their drafted SMART goals and chosen evidence metrics.
Provide a guiding question for peer feedback: 'Is your partner's goal truly SMART? Can you suggest ways to make it more specific, measurable, achievable, relevant, or time-bound, or offer different evidence ideas?'
Circulate and provide support, listening for understanding and guiding conversations towards constructive feedback.

Step 5

Exit Ticket: Set Start Date

2 minutes

Distribute the Exit Ticket My Start Date Cool Down.
Ask students to write down their finalized SMART goal and the exact date and time they will start working on it.
Collect the exit tickets as a quick check for understanding and commitment.

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Slide Deck

SMART Sprint Goals: Achieve It!

Ready to make real progress?

Welcome students and introduce the day's topic: setting effective goals. Explain that today they will learn a powerful tool for achieving what they set out to do. Ask students to think about one small change they'd like to make in their lives.

What's One Change You Want to Make?

Think about something small you'd like to improve or change this week, academically or personally.

  • Less screen time?
  • Turn in homework on time?
  • Read more?
  • Participate in class?

Give students a minute to reflect. Then, ask for volunteers to share, emphasizing that there's no right or wrong answer, and it can be a small, manageable change. This will lead into why SMART goals are important.

Goals That Work: The SMART Way!

Goals are like maps – they guide you. But some maps are clearer than others!

SMART is an acronym to help us create goals that are effective and achievable.

Transition from their personal desired changes to the idea of setting goals. Introduce the SMART acronym and explain that each letter represents a key quality of a strong goal.

S is for Specific

Vague Goal: 'I want to do better in math.'

SMART Goal: 'I want to improve my math grade from a C to a B by the end of the quarter.'

Explain that 'Specific' means clearly defining what you want to achieve. Who, what, where, when, why? The more detail, the better. Discuss why the example is better.

M is for Measurable

Non-Measurable: 'I want to be happier.'

SMART Goal: 'I want to smile and greet at least 3 people each day this week.'

Explain 'Measurable' means you can track your progress. How will you know when you've reached your goal? What evidence will you collect? Discuss the difference in the examples.

A is for Achievable

Unachievable: 'I want to learn fluent French in one week.'

SMART Goal: 'I will practice French vocabulary for 15 minutes every day this week.'

Explain 'Achievable' means the goal is realistic and attainable given your resources and time. It should challenge you but not be impossible. Discuss the examples.

R is for Relevant

Irrelevant: 'I want to learn to juggle three balls to pass my history test.'

SMART Goal: 'I will read my history textbook for 30 minutes each night to improve my understanding for the test.'

Explain 'Relevant' means the goal aligns with your broader objectives and values. Does it matter to you? Is it worthwhile? Discuss the examples.

T is for Time-Bound

No Deadline: 'I want to start exercising more.'

SMART Goal: 'I will jog for 20 minutes, 3 times a week, for the next month.'

Explain 'Time-bound' means your goal has a clear deadline. When will you achieve this goal? Without a deadline, there's no urgency. Discuss the examples.

Draft Your SMART Goal

Now, use your SMART Goal Planner Worksheet to draft your SMART academic or behavior goal. Remember the S-M-A-T-T steps!

Instruct students to take out their worksheets. Emphasize using the guiding questions on the worksheet and referring back to the SMART criteria. Give them time to work independently.

Choosing Your Evidence

How will you measure your progress? What evidence will show you're on track?

Work with your Evidence Menu Cards Activity to pick two ways to track your goal.

Explain the importance of metrics/evidence. Distribute the Evidence Menu Cards and instruct students to pick two that best fit their goal. Circulate to help students connect specific evidence to their goals.

Peer Conference: Tighten It Up!

Share your draft SMART goal with a partner.

Ask each other:

  • Is it truly SMART?
  • Can you make it even more specific or measurable?
  • Are the chosen evidence metrics clear?

Explain the purpose of peer conferencing – getting fresh eyes on their goals to make them even stronger. Encourage constructive and specific feedback.

Set Your Start Date!

On your Exit Ticket My Start Date Cool Down, write down your finalized SMART goal and the exact date and time you will begin your 'SMART Sprint'!

Conclude by emphasizing commitment. Have students complete the exit ticket. Collect the exit tickets.

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Worksheet

SMART Goal Planner

Name: _________________________ Date: _______________

My Desired Change:

What is one thing you want to improve or change in your academic or behavior life?



My SMART Goal Draft

Use the questions below to help you craft your SMART goal.

S - Specific

What exactly do I want to achieve? Who is involved? What actions will I take?



M - Measurable

How will I know when I have achieved it? What evidence can I collect? How much? How many?



A - Achievable

Is this goal realistic for me to accomplish? Do I have the resources and time?



R - Relevant

Does this goal truly matter to me? Does it align with my values or other important objectives?



T - Time-Bound

When exactly will I achieve this goal? What is my deadline?



My Final SMART Goal:

Write your complete, polished SMART goal here.











My Evidence Metrics (Choose two from the Evidence Menu Cards Activity):

How will you track your progress? Be specific!







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Activity

Evidence Menu Cards

Instructions: Cut out these cards. With your partner, discuss which two types of evidence would best help you track your SMART goal progress.

Card 1: Daily Check-in Log

  • Description: A simple log where you mark "yes" or "no" each day if you completed a specific action related to your goal.
  • Example: For a goal to "practice math for 15 minutes daily," you'd check a box each day you practiced.

Card 2: Teacher/Parent Signature

  • Description: A sheet where a teacher or parent signs off when they observe you completing a specific task or behavior related to your goal.
  • Example: For a goal to "participate once per class," your teacher signs after you contribute.

Card 3: Points Earned/Score Tracker

  • Description: A record of scores, grades, or points received that directly relate to your goal.
  • Example: For a goal to "improve science test scores," you'd track your quiz and test scores.

Card 4: Journal Entry/Reflection

  • Description: A short written reflection at the end of each day or week about your progress, challenges, and successes related to your goal.
  • Example: For a goal to "manage stress better," you'd write a few sentences about your emotional state and coping strategies.

Card 5: Time Spent Log

  • Description: A log to record the actual amount of time you spend on a specific activity related to your goal.
  • Example: For a goal to "study for 2 hours for history," you'd write down when you started and stopped studying.

Card 6: Visual Progress Chart

  • Description: A graph or chart (e.g., a bar graph, a tally chart) that visually displays your progress towards your goal.
  • Example: For a goal to "read 3 books," you could color in a section of a book outline for each book completed.

Card 7: Peer Feedback Form

  • Description: A brief form where a classmate or peer provides specific feedback on your actions or behaviors related to your goal.
  • Example: For a goal to "speak up more in group work," a peer could note your contributions.

Card 8: Self-Assessment Checklist

  • Description: A checklist where you rate yourself on specific criteria related to your goal (e.g., "Always," "Often," "Sometimes," "Never").
  • Example: For a goal to "keep my workspace tidy," you could rate yourself daily on tidiness.
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Cool Down

Exit Ticket: My Start Date!

Name: _________________________ Date: _______________

My Finalized SMART Goal:

Write your complete SMART goal here.






My Start Date & Time:

When will you officially begin working on your SMART goal?



One thing I learned about setting SMART goals today:




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