Staying on Track

Emy Valcin

Tier 1

Lesson Plan

Session 1 Lesson Plan

Students will learn to set one SMART goal for the school year, articulating a specific, measurable action and drafting a step-by-step plan.

Establishing clear goals boosts motivation, helps English and Spanish learners organize thoughts, and supports students with social anxiety by providing structure and confidence.

Audience

Time

30 minutes

Approach

Interactive visuals, bilingual support, and scaffolded practice.

Materials

Session 1 Slide Deck, - Session 1 Goal-Setting Worksheet, and - Session 1 Participation Rubric

Prep

Prepare Materials

10 minutes

Print copies of Session 1 Goal-Setting Worksheet
Review Session 1 Slide Deck
Familiarize yourself with Session 1 Participation Rubric
Note ELL supports (bilingual terms, visuals) and social-anxiety strategies (think time, small groups)

Step 1

Warm-Up and Framing

5 minutes

Greet students and pose the question: “What is one thing you want to improve this semester?”
Provide sentence frames: “I want to improve my ___ because ___.” (English/Spanish)
Allow 1–2 minutes of think time; students may jot responses privately to ease social anxiety.

Step 2

Introduce SMART Goals

10 minutes

Display slides defining SMART (Specific, Measurable, Achievable, Relevant, Time-Bound) with bilingual captions.
Model an example goal: “I will read one chapter of a book every day for 20 minutes.”
Check comprehension with thumbs-up/thumbs-down and quick translation checks for Spanish speakers.

Step 3

Worksheet Activity

10 minutes

Distribute Session 1 Goal-Setting Worksheet.
Guide students step-by-step through each SMART component; refer to slides.
Offer a sample goal sentence in both languages.
Pair students thoughtfully (buddies) or allow individual work for those with social anxiety. Use quiet corners if needed.

Step 4

Reflection and Closure

5 minutes

Invite volunteers to share their goal aloud or in small groups.
Use Session 1 Participation Rubric to note engagement and supportive feedback.
Reinforce the importance of revisiting goals regularly and preview next session's habit-building focus.

Slide Deck

Session 1: Setting SMART Goals Sesión 1: Establecer metas SMART

Today we’ll learn how to set goals that help us stay on track all year.
Hoy aprenderemos a establecer metas que nos ayuden a mantenernos enfocados todo el año.

Welcome students and introduce the lesson’s objective: setting SMART goals to stay consistent. Mention bilingual support and options for think time or individual work to ease social anxiety.

Hook / Enganche

What is one thing you want to improve this semester?
¿Qué es una cosa que quieres mejorar este semestre?

Ask the hook question. Give 1–2 minutes of quiet think time. Encourage jotting responses on paper if students feel anxious speaking aloud.

Sentence Frame / Modelo de Oración

I want to improve my ___ because ___.
Quiero mejorar mi ___ porque ___.

Display the sentence frame. Model one example in English and Spanish. Remind students they may write responses privately.

What Are SMART Goals? ¿Qué son las metas SMART?

Specific • Measurable • Achievable • Relevant • Time-Bound
Específico • Medible • Alcanzable • Relevante • Con fecha límite

Introduce the SMART acronym visually. Point to each first letter as you say it. Provide bilingual captions on screen.

S: Specific Específico

Define exactly what you will do.
Define exactamente lo que harás.

Explain 'Specific'. Use an example like "read more." Ask students: What makes that specific?

M: Measurable Medible

Include a way to track progress.
Incluye una forma de medir el progreso.

Explain 'Measurable'. Show how to add numbers or quantities.

A: Achievable Alcanzable

Set a goal you can realistically reach.
Establece una meta que puedas lograr de manera realista.

Explain 'Achievable'. Discuss balance between challenge and realism.

R: Relevant Relevante

Choose a goal that matters to you.
Elige una meta que sea importante para ti.

Explain 'Relevant'. Tie goals to students’ lives and motivations.

T: Time-Bound Con fecha límite

Give yourself a clear deadline.
Pónte una fecha límite clara.

Explain 'Time-Bound'. Stress deadlines to create urgency.

SMART Goal Example Ejemplo de Meta SMART

“I will read one chapter of a book every day for 20 minutes.”
“Leeré un capítulo de un libro cada día durante 20 minutos.”

Show a full example. Read it aloud in English and Spanish. Ask for thumbs-up/thumbs-down on clarity.

Visual Example / Ejemplo Visual

[Insert image of a student reading a book]
[Inserte imagen de un estudiante leyendo un libro]

Display a visual (e.g., student reading). Point out elements of the example that match each SMART criterion.

How to Use Your Worksheet Cómo usar tu hoja de trabajo

Write your goal.
Label each SMART part.
Add details for each.
Escribe tu meta.
Etiqueta cada parte SMART.
Agrega detalles para cada una.

Explain how to use the worksheet. Walk through each section and refer to the SMART definitions.

Worksheet Preview Vista previa de la hoja

• Goal statement / Enunciado de la meta
• Specific details / Detalles específicos
• Measures & timeline / Medidas y cronograma

Show a snippet or list of worksheet sections. Encourage students to ask clarifying questions.

Partner or Solo Work Trabajo en pareja o individual

Choose a buddy or work alone in a quiet corner.
Elige un compañero o trabaja solo en un rincón tranquilo.

Give pairing or independent-work instructions. Remind anxious students they may work alone in a quiet spot.

Reflection & Next Steps Reflexión y siguientes pasos

Share one SMART goal with the class or small group.
Comparte una meta SMART con la clase o en grupo pequeño.

Next session: Building habits.
Próxima sesión: Crear hábitos.

Wrap up by inviting reflections. Preview Session 2 on habit-building. Remind students to keep their worksheets safe.

Worksheet

Session 1 Goal-Setting Worksheet

Hoja de trabajo: Establecer metas SMART

Use this worksheet to write and plan your SMART goal for the school year.
Usa esta hoja para escribir y planificar tu meta SMART para el año escolar.

1. Goal Statement / Enunciado de la meta

Write your SMART goal in one clear sentence.
Escribe tu meta SMART en una sola oración.

2. Specific / Específico

What exactly will you do?
¿Qué harás exactamente?

3. Measurable / Medible

How will you track your progress?
¿Cómo medirás tu progreso?

4. Achievable / Alcanzable

Why is this goal realistic for you?
¿Por qué es realista esta meta para ti?

5. Relevant / Relevante

Why does this goal matter to you?
¿Por qué te importa esta meta?

6. Time-Bound / Con fecha límite

By what date will you achieve your goal?
¿Para qué fecha alcanzarás tu meta?

7. Action Steps / Pasos para alcanzar tu meta

List three steps you will take to reach your goal.
Escribe tres pasos que darás para lograr tu meta.

Step 1:
Paso 1:

Step 2:
Paso 2:

Step 3:
Paso 3:

8. Reflection & Reminder / Reflexión y recordatorio

How will you remind yourself to work on your goal each day?
¿Cómo te recordarás trabajar en tu meta cada día?

Keep this worksheet where you can see it often and revisit your progress!
¡Mantén esta hoja a la vista y revisa tu progreso con frecuencia!

Rubric

Session 1 Participation Rubric

This rubric helps you assess each student’s engagement and understanding during the SMART goal-setting activity.

Criteria	Exceeds Expectations (4)	Meets Expectations (3)	Approaching Expectations (2)	Needs Support (1)
1. Goal Clarity & Specificity	Student’s goal statement is exceptionally clear, focused, and includes precise details about what they will do.	Student’s goal statement is clear and includes most specific details, with only minor gaps.	Student’s goal statement is somewhat vague or missing key specifics (e.g., what or how).	Goal statement is unclear or incomplete; lacks specific actionable details.
2. Measurable & Time-Bound Components	Student clearly identifies both a measurable indicator (e.g., quantity, frequency) and a realistic deadline.	Student identifies either a measurable indicator or a clear deadline, but not both.	Student attempts to include measurement or timing but details are too general or unrealistic.	Student does not specify how progress will be measured or when the goal will be achieved.
3. Relevance & Achievability	Student articulates why the goal matters personally and why it is realistic, linking to their own interests or strengths.	Student explains either why the goal is important or why it is realistic, but not both.	Student’s explanation of relevance or achievability is weak or unclear.	Student does not explain why the goal matters or why it is realistic for them.
4. Participation & Use of Supports	Student actively contributes to discussion (volunteering ideas), uses bilingual sentence frames independently, and supports peers in sharing.	Student participates when prompted, uses provided sentence frames in at least one language, and listens respectfully to peers.	Student shows limited participation (rarely volunteers), uses frames with teacher prompts, and has minimal peer interaction.	Student is disengaged, does not use sentence frames even with support, and does not interact with peers.

Scoring Guide:
• Total possible points: 16
• 13–16: Consistently strong performance
• 9–12: Solid understanding; some areas for growth
• 5–8: Developing skills; needs targeted support
• 4 or below: Requires significant scaffolding and encouragement

Use this rubric to give students clear feedback on their goal-setting process and participation.

Lesson Plan

Session 2 Lesson Plan

Students will learn to build daily habits that support their SMART goals by identifying habit cues, routines, and rewards and creating a personalized habit plan.

Consistent habits help maintain motivation and progress toward goals; bilingual supports and structured planning aid English and Spanish learners with social anxiety.

Audience

Middle School Students

Time

30 minutes

Approach

Model habit loops, scaffold bilingual planning.

Materials

Session 2 Slide Deck, - Session 2 Habit-Building Worksheet, and - Session 2 Habit-Tracking Rubric

Prep

Prepare Materials

10 minutes

Print copies of Session 2 Habit-Building Worksheet
Review Session 2 Slide Deck
Familiarize yourself with Session 2 Habit-Tracking Rubric
Note ELL supports (bilingual vocabulary, visuals) and social-anxiety strategies (pairing, quiet space)

Step 1

Warm-Up and Recap

5 minutes

Welcome students and recap their SMART goals from Session 1.
Ask (English/Spanish): “Which habit have you tried so far? What helped or got in the way?”
Allow think–pair–share or private jotting to ease social anxiety.

Step 2

Introduce the Habit Loop

10 minutes

Display slides explaining cue, routine, and reward from Session 2 Slide Deck.
Model an example habit loop:
• Cue: After school / Después de la escuela
• Routine: Review notes for 10 minutes / Repasar apuntes 10 min
• Reward: Free time / Tiempo libre
Use bilingual captions and check understanding with thumbs-up/down.

Step 3

Worksheet Activity

10 minutes

Distribute Session 2 Habit-Building Worksheet.
Guide students to identify a cue, routine, and reward for their own goal.
Provide a bilingual example and sentence frames.
Let students work with a buddy or individually in a quiet corner as needed.

Step 4

Reflection and Closure

5 minutes

Invite volunteers to share one part of their habit plan in small groups or aloud.
Use Session 2 Habit-Tracking Rubric to note clarity and feasibility.
Preview Session 3: mid-year reflection and goal adjustment.

Slide Deck

Session 2: Building Habits Sesión 2: Crear hábitos

Today we’ll learn how to develop daily habits that help us reach our SMART goals.
Hoy aprenderemos cómo desarrollar hábitos diarios que nos ayuden a alcanzar nuestras metas SMART.

Welcome students and introduce the lesson’s objective: building habits to support SMART goals. Mention bilingual support and options for think time or small group.

Warm-Up & Recap Calentamiento y recapitulación

Which habit have you tried so far? What helped or got in the way?
¿Qué hábito has intentado hasta ahora? ¿Qué te ayudó o qué te lo impidió?

Recap their SMART goals from last session and discuss any attempts to build habits. Use think–pair–share or private jotting to ease social anxiety.

What Is a Habit Loop? ¿Qué es un bucle de hábito?

Cue (Señal) → Routine (Rutina) → Reward (Recompensa)
Señal → Rutina → Recompensa

Introduce the Habit Loop concept: cue, routine, reward. Show diagram if possible.

C: Cue / Señal

A trigger that starts the habit.
Un disparador que inicia el hábito.

Explain the Cue. Describe triggers and ask for examples.

R: Routine / Rutina

The action or behavior you want to repeat.
La acción o comportamiento que quieres repetir.

Explain the Routine. Describe the action step.

R: Reward / Recompensa

A positive outcome that reinforces the habit.
Un resultado positivo que refuerza el hábito.

Explain the Reward. Describe the benefit that reinforces the habit.

Habit Loop Example Ejemplo de bucle de hábito

Cue: After school / Después de la escuela
Routine: Review notes for 10 minutes / Repasar apuntes 10 minutos
Reward: Free time / Tiempo libre

Show a full habit loop example. Read both languages and check understanding with thumbs up/down.

Visual Example Ejemplo visual

[Insert image of a student reviewing notes]
[Inserte imagen de un estudiante repasando apuntes]

Display a visual of a student doing the habit. Ask students to identify each part of the loop.

How to Use Your Worksheet Cómo usar tu hoja de trabajo

Identify your cue / Señal
Plan your routine / Rutina
Choose your reward / Recompensa

Use the worksheet to write details in both languages.

Explain how to use the worksheet. Walk through the sections: cue, routine, reward.

Worksheet Preview Vista previa de la hoja

• Cue / Señal
• Routine / Rutina
• Reward / Recompensa

[See full worksheet: Session 2 Habit-Building Worksheet]

Show a snippet of the worksheet and encourage clarifying questions.

Partner or Solo Work Trabajo en pareja o individual

Choose a buddy or work alone in a quiet corner.
Elige un compañero o trabaja solo en un rincón tranquilo.

Give pairing or independent-work instructions. Remind anxious students they may work alone in a quiet spot.

Reflection & Next Steps Reflexión y siguientes pasos

Share one part of your habit plan with a partner or the class.
Comparte una parte de tu plan de hábito con un compañero o la clase.

Next session: Mid-year reflection & goal adjustment.
Próxima sesión: Reflexión de mitad de año y ajuste de metas.

Wrap up by inviting reflections and preview Session 3 on mid-year reflection. Remind students to keep their worksheet safe.

Worksheet

Session 2 Habit-Building Worksheet

Hoja de trabajo: Crear tu bucle de hábito

Use this worksheet to design a habit loop that supports your SMART goal.
Usa esta hoja para diseñar un bucle de hábito que apoye tu meta SMART.

1. SMART Goal / Meta SMART

Write your SMART goal from Session 1.
Escribe tu meta SMART de la Sesión 1.

2. Cue / Señal

What trigger will remind you to start this habit?
¿Qué disparador te recordará iniciar este hábito?

3. Routine / Rutina

What action will you do?
¿Qué acción harás?

4. Reward / Recompensa

What reward will motivate you?
¿Qué recompensa te motivará?

5. Action Steps / Pasos para tu hábito

List three steps to set up or perform your habit.
Escribe tres pasos para establecer o realizar tu hábito.

Step 1: / Paso 1:

Step 2: / Paso 2:

Step 3: / Paso 3:

6. Tracking Plan / Plan de seguimiento

How will you track this habit each day?
¿Cómo seguirás este hábito cada día?

Keep this worksheet visible and revisit your habit loop daily to stay on track!
¡Mantén esta hoja a la vista y revisa tu bucle de hábito cada día para mantenerte en camino!

Rubric

Session 2 Habit-Tracking Rubric

This rubric helps you assess each student’s habit loop design and their plan for tracking consistency and feasibility.

Criteria	Exceeds Expectations (4)	Meets Expectations (3)	Approaching Expectations (2)	Needs Support (1)
1. Habit Loop Completeness	Student provides a clear Cue, Routine, and Reward that directly support their SMART goal, with full details in both languages.	Student identifies Cue, Routine, and Reward with most details, with only minor gaps or one element needing more clarity.	Student includes two of the three elements clearly, or all three with limited or partial detail.	Student omits more than one habit loop element or provides unclear/incomplete information.
2. Clarity & Specificity	Descriptions of cue, routine, and reward are exceptionally specific, including concrete examples, contexts, or bilingual sentence frames.	Descriptions are clear and mostly specific, though some details remain general or need slight elaboration.	Descriptions are vague or lack concrete context, making the habit loop harder to visualize or follow.	Descriptions are unclear or overly generic, making it difficult to understand what to do.
3. Feasibility & Motivation	Habit plan is highly realistic, sustainable, and motivating to the student, with a strong rationale (why it matters) in English and Spanish.	Habit plan is realistic and motivating overall, with some rationale provided; minor adjustments would strengthen feasibility.	Habit plan shows limited feasibility or motivational pull; rationale is weak, vague, or missing in one language.	Habit plan seems unrealistic or unmotivating, lacking clear rationale or student buy-in.
4. Tracking Plan & Consistency	Tracking plan is detailed, practical, and includes specific daily strategies (e.g., checklist, reminder app, calendar) to ensure consistent habit practice.	Tracking plan is adequate and likely to support daily tracking, with a clear method outlined; may need slight refinement to maintain consistency.	Tracking plan is minimal or inconsistent, with few or unclear strategies for daily monitoring; student may struggle to track regularly.	Tracking plan is missing or unworkable, with no clear method for monitoring the habit each day.

Scoring Guide:
• Total possible points: 16
• 13–16: Consistently strong habit design and tracking
• 9–12: Solid effort; some areas for clearer detail or feasibility
• 5–8: Developing skills; needs targeted support on completeness and planning
• 4 or below: Requires significant scaffolding to build a workable habit loop and tracking plan

Use this rubric to give students precise feedback on how to refine their habit loops and maintain consistency over time.

Lesson Plan

Session 3 Lesson Plan

Students will reflect on their mid-year progress toward their SMART goals and habit loops, identify barriers, and adjust their goals and action steps to stay motivated for the rest of the year.

Mid-year reflection builds self-awareness, renews motivation, and teaches flexible goal adjustment; bilingual prompts and private think-time support English and Spanish learners with social anxiety.

Audience

Middle School Students

Time

30 minutes

Approach

Guided reflection and scaffolded goal adjustment.

Materials

Session 3 Slide Deck, - Session 3 Reflection Worksheet, and - Session 3 Goal Adjustment Rubric

Prep

Prepare Materials

10 minutes

Print copies of Session 3 Reflection Worksheet
Review Session 3 Slide Deck
Familiarize yourself with Session 3 Goal Adjustment Rubric
Prepare bilingual sentence frames and plan quiet think-time or buddy options for students with social anxiety

Step 1

Warm-Up & Revisiting Goals

5 minutes

Welcome students and display slide reviewing SMART goals and habit loops from Sessions 1–2.
Ask students to quietly reread their worksheets and think: “What progress have I made?” (¿Qué progreso he hecho?).
Offer 1–2 minutes of private reflection to reduce anxiety.

Step 2

Reflect on Progress

10 minutes

Distribute Session 3 Reflection Worksheet.
Guide students through rating their progress on each SMART criterion and habit consistency using scales and bilingual sentence frames.
Allow partner share in pairs or individual jotting in a quiet corner.

Step 3

Identify Barriers & Solutions

10 minutes

On slide, present common barriers (e.g., time management, distractions) and possible solutions with bilingual captions.
Ask students to list 1–2 personal barriers and brainstorm a strategy to overcome each using frames: “I struggled with ___ because ___. I will ___.”
Encourage jotting privately or sharing with a trusted buddy.

Step 4

Adjust Goals & Action Steps

5 minutes

Students update one part of their SMART goal or habit plan on the worksheet: refine specificity, timeline, or habit cue/routine/reward.
Invite volunteers to share adjustments with small groups or aloud.
Use Session 3 Goal Adjustment Rubric to note clarity and feasibility, and preview how they will revisit their goals regularly.

Slide Deck

Session 3: Mid-Year Reflection & Goal Adjustment Sesión 3: Reflexión de mitad de año y ajuste de metas

Today we’ll look back on our goals and habits, identify barriers, and adjust our plans to stay on track.
Hoy revisaremos nuestras metas y hábitos, identificaremos obstáculos y ajustaremos nuestros planes para mantenernos enfocados.

Welcome students and introduce the lesson’s objective: mid-year reflection and goal adjustment. Emphasize bilingual supports and quiet think-time options.

Warm-Up & Revisiting Goals Calentamiento y revisión de metas

Quietly reread your worksheets and think: “What progress have I made?”
Relee tus hojas de trabajo y piensa: “¿Qué progreso he hecho?”

Display previous SMART goal and habit loop summaries. Ask students to think quietly: “What progress have I made?” Offer 1–2 minutes of private reflection.

Reflect on Your SMART Goal Progress Reflexiona sobre tu progreso SMART

Rate your progress for each SMART component:
Specific • Measurable • Achievable • Relevant • Time-Bound
Califica tu progreso en cada componente SMART:
Específico • Medible • Alcanzable • Relevante • Con fecha límite

Guide students to rate each SMART component. Use scales 1–5 and bilingual frames. Check understanding with thumbs-up/down.

Progress Scale Escala de progreso

1 – Not yet started / Aún no comenzado
2 – Made little progress / Poco progreso
3 – Moderate progress / Progreso moderado
4 – Good progress / Buen progreso
5 – Excellent progress / Excelente progreso

Read each level aloud in both languages. Ensure students understand the meaning of each point on the scale.

Habit Consistency Reflection Reflexión sobre consistencia de hábitos

How many days out of the last week did you practice your habit?
¿Cuántos días de la última semana practicaste tu hábito?
• 0–1 days / días
• 2–3 days
• 4–5 days
• 6–7 days

Allow students to self-assess habit consistency privately or in pairs. Use the count to inform barrier discussion.

Identify Barriers & Solutions Identificar obstáculos y soluciones

Think about what got in the way of your progress.
¿ Qué te impidió avanzar?
Then brainstorm a strategy to overcome it.
Después, idea una estrategia para superarlo.

Introduce the idea of barriers. Encourage students to think of personal challenges quietly or with a partner.

Common Barriers & Ideas Obstáculos comunes e ideas

• Time management / Gestión del tiempo
• Distractions / Distracciones
• Lack of resources / Falta de recursos
• Motivation dips / Falta de motivación

Present common barriers and possible strategies. Invite students to add their own examples.

Barrier & Solution Frame Marco de obstáculo y solución

“I struggled with ___ because ___. I will ___.”
“Tuve dificultades con ___ porque ___. Voy a ___.”

Model a complete sentence using the frame. Encourage students to write their own barrier and solution.

Adjust Your Goal or Habit Plan Ajusta tu meta o plan de hábito

Choose one part to update:
• SMART detail (specificity, timeline)
• Habit cue, routine, or reward
Write your adjustment now.
Elige una parte para actualizar:
• Detalle de meta SMART (especificidad, cronograma)
• Señal, rutina o recompensa de tu hábito
Escribe tu ajuste ahora.

Explain that students can update either their SMART goal or habit plan. Provide 2 minutes for updates.

How to Use Your Reflection Worksheet Cómo usar tu hoja de reflexión

Rate your SMART progress / Califica tu progreso SMART
Reflect on habit consistency / Reflexiona sobre consistencia de hábitos
List barriers & solutions / Lista obstáculos y soluciones
Update your plan / Actualiza tu plan

Walk through each section of the reflection worksheet. Emphasize bilingual instructions.

Worksheet Preview Vista previa de la hoja

• Progress ratings / Calificaciones de progreso
• Habit consistency / Consistencia de hábitos
• Barriers & solutions / Obstáculos y soluciones
• Adjusted goals & steps / Metas y pasos ajustados

[See full worksheet: Session 3 Reflection Worksheet]

Show the worksheet sections visually and ensure students know where to write.

Reflection & Next Steps Reflexión y siguientes pasos

Share one change you made to improve your plan.
Comparte un cambio que hiciste para mejorar tu plan.

Next: Continue checking your worksheet monthly.
Próximo: Sigue revisando tu hoja cada mes.

Invite a few volunteers to share their updates. Encourage regular monthly check-ins.

Worksheet

Session 3 Reflection Worksheet

Hoja de trabajo: Reflexión de mitad de año y ajuste de metas

Use this worksheet to review your progress, identify barriers, and update your SMART goal or habit plan.
Usa esta hoja para revisar tu progreso, identificar obstáculos y actualizar tu meta SMART o plan de hábito.

1. SMART Goal Progress / Progreso de la Meta SMART

Rate your progress on each SMART component (1–5).
Califica tu progreso en cada componente SMART (1–5).

Specific / Específico (1–5): ________

Measurable / Medible (1–5): ________

Achievable / Alcanzable (1–5): ________

Relevant / Relevante (1–5): ________

Time-Bound / Con fecha límite (1–5): ________

2. Habit Consistency / Consistencia de hábitos

How many days out of the last week did you practice your habit?
¿Cuántos días de la última semana practicaste tu hábito?
Days: ________/7

What did you notice about your consistency?
¿Qué notaste sobre tu consistencia?

3. Barriers & Solutions / Obstáculos y soluciones

Identify up to two barriers and plan strategies to overcome them. Use the sentence frames below.
Identifica hasta dos obstáculos y planifica estrategias para superarlos. Usa los marcos de oración.

Barrier & Solution 1 / Obstáculo y Solución 1
“I struggled with ___ because ___. I will ___.”
“Tuve dificultades con ___ porque ___. Voy a ___.”

Barrier & Solution 2 / Obstáculo y Solución 2
“I struggled with ___ because ___. I will ___.”
“Tuve dificultades con ___ porque ___. Voy a ___.”

4. Adjust Your Plan / Ajusta tu Plan

Choose one part to update: a SMART detail (specificity, deadline) or one element of your habit loop (cue, routine, reward).
Elige una parte para actualizar: un detalle SMART (especificidad, fecha límite) o un elemento de tu bucle de hábito (señal, rutina, recompensa).

My adjustment / Mi ajuste:

Keep this worksheet where you can see it often and revisit your progress monthly!
¡Mantén esta hoja a la vista y revisa tu progreso cada mes!

Rubric

Session 3 Goal Adjustment Rubric

This rubric helps you assess each student’s ability to reflect on progress, identify barriers, and make effective adjustments to their SMART goals and habit plans.

Criteria	Exceeds Expectations (4)	Meets Expectations (3)	Approaching Expectations (2)	Needs Support (1)
1. Depth of Reflection	Provides insightful, specific reflections on all SMART components and habit consistency, citing concrete examples and using bilingual frames independently.	Reflects clearly on most SMART components and habit consistency with some examples; minor details or bilingual support may be missing.	Offers basic reflection with limited examples; some SMART components or habit consistency aspects lack clarity.	Reflection is superficial or incomplete; key components are misunderstood or missing.
2. Barrier Identification & Solutions	Identifies meaningful, personal barriers and proposes well-developed, realistic solutions using the provided bilingual sentence frames effectively.	Identifies at least one relevant barrier with a plausible solution; may lack full development or bilingual framing in one part.	Lists barriers or solutions but they are vague, generalized, or not fully connected; limited use of sentence frames.	Fails to identify relevant barriers or solutions; lacks a clear problem-solving strategy.
3. Adjustment Clarity & Feasibility	Adjusts their SMART goal or habit plan with precise, specific updates that are realistic, actionable, and aligned with their overall objectives.	Provides clear adjustments that improve the plan, though some details need slight refinement for full feasibility.	Adjustment is general or only partially addresses identified issues; feasibility or alignment with SMART criteria is unclear.	Adjustment is unclear, unrealistic, or does not address the identified issues.
4. Use of Supports & Presentation	Demonstrates strong engagement: uses bilingual sentence frames effectively, organizes responses neatly, and follows the revision process fully.	Uses some sentence frames and presents work clearly; minor organizational or formatting issues.	Limited use of supports; presentation is somewhat disorganized or incomplete, though the main ideas are discernible.	Does not use available supports; work is disorganized, lacks coherence, and shows minimal engagement in the revision process.

Scoring Guide:
• Total possible points: 16
• 13–16: Outstanding reflection and goal adjustment
• 9–12: Solid effort with areas for deeper reflection or clarity
• 5–8: Developing skills; needs targeted support in reflection and adjustment
• 4 or below: Significant scaffolding needed for meaningful progress

Use this rubric to provide targeted feedback on students’ mid-year reflections and goal adjustments.