RSA2: Writing SMART Objectives and Strategies That Fit the ROUTINE
Link to online resource: http://www.d.umn.edu/~gniereng/documents/WritingSmartObjectives.pdf
DuFour, DuFour, Eaker, and Many (2010) reiterate that a results orientation is one of the characteristics of a Professional Learning Community. They state that its focus should be the results of actions. Yet many organizations do not focus on results. One reason for this could be that schools and districts might not be in agreement about the meaning of the word goal. Chapter 6, Learning By Doing, emphasizes that schools need to create goals that are specifically linked to district goals. Goals should be written simply enough for any reader to understand, regardless of background knowledge. In addition, they should include specific information about what will be accomplished, who will be involved and how the goal will be achieved. Using the SMART acronym to clarify the meaning of a goal is suggested by the authors. Following the acronym, five characteristics of effective goals are:
- Specific
- Measurable
- Attainable
- Results oriented
- Time bound (specifying when the goal will be achieved)
Because the SMART acronym is universal in nature, it can be applied to other circumstances; for example, students with exceptional needs. The RSA2 article I found highlights the importance of using the SMART acronym when constructing goals and objectives specifically for IEPs. Jung (2007) uses a modified version of the acronym to guide IEP goals and instructional plan objectives:
- Specific
- Measurable
- Attainable
- Routines-based
- Tied to functional priority
As you can see, Jung’s (2007) modification includes “Routines-based” vs “Results oriented” and “Tied to functional priority” vs “Time bound.” Routines-based goals identify critical skills that should be learned within the context of daily activities. A goal that is tied to functional priority helps to build the rationale portion of the statement and uses phrases such as “so that” and “in order to.” Jung goes on to use the ROUTINE acronym to select well-developed instructional strategies.
This formula for goal setting helps ensure that all parties share the same understanding and clarity on goals set. It can be used across the board: District Strategic Plan, School-Improvement Plan, Grade Level or Departmental Goals, and/or Classroom Goals for Individual Students. SMART goals allow its members to focus on data more closely which, in turn, should lead to improved achievement and success.
References
DuFour, D., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A handbook for professional learning communities at work. (2nd ed.). Bloomington: Solution Tree Press.
Jung, L. A. (2007). Writing smart objectives and strategies that fit the routine. Teaching Exceptional Children, 39(4), 54-58. Retrieved from http://www.d.umn.edu/~gniereng/documents/WritingSmartObjectives.pdf
I was part of a PLC that did not communicate day to day, short term goals very well. It was frustrating and there was a huge problem with teachers getting apathetic as the year went on. Tying a goal to a specific function as stated in Jung, instead of just being given an overall goal makes the process of achieving a goal more meaningful for everybody.
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