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Shelley Moore discusses redesigning S.M.A.R.T goals to meet the needs of inclusivity.
-SMART goals are used to create IEP goals.
-She believes that individuals learn & communicate in different ways. There are other ways to show learning & assessment. Not only determined by the person who makes the assessment.

She identifies there are problems with the traditional SMART goals.
Problem #1: They do not presume competence.
Problem #2: They rely on data collection.
Problem #3: They are conflicting to the learning goals of their peers.
Problem #4: Competency goals are not behavioural.

Shelley emphasizes that in order to create a more inclusive environment we need to focus on making learning meaningful, other characteristics and qualitative data.
-For example 'being creative or being joyful'
-One solution is by making data collection more personal by adding photos or videos to make it more meaningful to kids.
-Rewriting the SMART goals acronym by:
-creating goals based on strengths and possibilities.
-using "I can" statements on the IEP.
-removing numbers and focusing on qualitative data.

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Key Learning #1: Assessments need more qualitative data and not focused solely on quantitative data 

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Key Learning #1: Assessments need more qualitative data and not focused solely on quantitative data 

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Track the strengths and possibilities of students in multiple means like videos, photos, stories, and movements instead of tracking the failed attempts in numerical ways.

Assess based off of quality complexity, and number of ways or perspectives that it can be displayed.

eg. Sally can express her want for water through pointing at the picture, signing the word water, and nodding when her EA holds up her water bottle.

As an EA: We need be creative to provide multiple means of expression and comprehension.

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Key Learning #2: Turn current SMART goals into "I can" statements

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Key Learning #2: Turn current SMART goals into "I can" statements

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Current SMART goals are not conducive to promote inclusive learning

Moore's S.M.A.R.T Goals:
- Emphasizes that all kids can learn
- Presumes competency
- Collect evidence from the student, family, and team through multiple means that capture learning

eg. Instead of setting a goal for Sally and Jimmy to write three full sentences to track their comprehension of a book by the end of the month, Jimmy could be given the goal to express his understanding of a book through his choice of comic book drawings because he enjoys drawing and looking at comic books. Sally's parents could record her performance at home of the play she made about the book because she felt more comfortable showing her parents in the safety of her own home.

As an EA: We need to celebrate the effort made not just the achievement

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Key Learning #3: Learning (IEPs) should be competency based and student centred

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Key Learning #3: Learning (IEPs) should be competency based and student centred

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Shelley Moore explains what is wrong with the traditional approach & presents a new child focused & strength based SMART goals:
When creating SMART goals we should:
-Make learning meaningful & joyful
-Presume competency
-Create goals that are attainable for the student
-Understand how a child learns best
-Use many ways to show assessment
-Using qualitative Lens to data collection rather than quantitative.

eg. Bob comes to school happy everyday, we see this improvement through smiling when he sees his teacher and he no longer cries when he leaves his parents.

Personal insight -  My son is in a grade 1 & 2 mix class & this really creates opportunities for peer to peer support & group work. He loves to help the younger kids & is a role model for them. Especially when reading the morning message or sitting down for circle time. The teacher will give him positive reinforcement which in turn will encourage him to model good listening & behaviour.

As an EA : We should always presume competency & step back and allow the student to try to complete the task or activity. We need to observe them and help, but allow the student to ask for our help so they can become independent. We want to reduce reliance on us, and encourage peer relationships and group work.

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Group Members: Pearlena, Natalie, Ferlin 

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Group Members: Pearlena, Natalie, Ferlin 

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Video: See Ya Later S.M.A.R.T. Goals

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Shelly Moore's said to look at IEPs as a way of capturing what students CAN do, what strengths they DO have, and how we can MOVE forward!