I'm currently taking an EA program (VIU through Powell River online learning), and we've watched almost every single one of your videos as part of our course. I'd like to say how much I love your video's, your message, the delivery is hilarious, engaging and packed with such amazing knowledge! Thank you and my "I can" statement is that "I can" take what I'm learning from Five Moore Minutes and apply them in my practice when supporting students.
Curious when the pilot of this different goal writing strategy will be implemented so we can compare SMART 2.0 to old SMART goals on a variety of salient measures (i.e., rate of progress, parent acceptability, implementation fidelity, access for people of color, access to complex language learners, access to general education teachers, attitudes towards inclusive practices). Regardless or the moral excellence on display, I won't do things in USA schools without evidence that will hold up in court to ensure free and appropriate public education. I'd love to be SMART 2.0, but my teams are TIED UP, Totally Impaired by EDucationally Unhelpful Policy. Thanks for another great vid!
I love this!! These are the types of goals that I have been wanting to create with students for years, but always refrained from doing so because of being told they were not S.M.A.R.T. goals (original use of acronym).
I am just in love with this. Someone shared your video with me after I made one on the topic of SCRUFFY targets (Ref Lacey, '10). I'm all with you for rewriting that SMART acronym. Thank you!
Yes! Yes! & YES! Thank you for sharing your passion. I have always been an advocate of “ presuming competence“ and believing that every child CAN! You put this into words so PERFECTLY! I CAN & will be sharing this to our site. ~Heather :-)
This is freaking awesome! I love the way you present all this its so fun and accessible! In uni we're currently looking at inclusivity in education and SEN, and my lecturer has recommended a bunch of your videos. Rock on!!
I will be sharing this video at our meeting on Tuesday! We had the awesome opportunity last fall meeting with you and I have not stopped following all of what you are about! You are an inspiration to many - Greenwood, BC
I am not a "teacher" teacher - I am a musician tricked into teaching music at a school with no music teacher (I have been the "music teacher" for 5 years now - 8 if you include my volunteer years), but now I am going to be an education assistant (after having worked with adults with disabilities). The vice principal of our school turned me on to your videos, I LOVE THEM.... In Alberta, working with adults, the guys with disabilities have to come up with ISPs the same deal as an I.E.P - I abhor them. If I can circumvent these pathways legitimately I am all in, I can not embrace bureaucracy, I WILL NOT EMBRACE BIG BROTHER.. Thanks for sharing your knowledge and perspective.
I can understand how the SMART goal model will not work for all students all the time. I also know that creating SMART goals have been highly effective for me and for some of my students. I think the problematic nature depends on the quality of the goal. The efficacy of the goal depends on the reflective practice coupled with the understanding that it is ok to feel that you haven't been successful in achieving the goal. Most importantly, I think it is good to look back and determine if that was a good/fair goal in the first place. I think if SMART goals aren't working under my understanding of them it is a failure on the part of the mentor/teacher in helping the mentee/student establish quality goals and guiding them through reflective practice.
To me, it seems like this whole video is trying to reach the attainable and realistic portion. There is also nothing inherently behavioural about SMART goals, so maybe there's a misunderstanding there. I'm of the belief that the best person to judge learning is the individual who is doing the learning, they might not realise that themselves though
when you write IEPs are the goals you are writing for the student in mind or is it a goal for yourself to achieve... kind of a teacher checklist of what you will teach the student to do. When the student follows your instruction you can check off that he and you have met that goal. If he does not follow the teaching that you provide and does not meet the goal as determined by the way you wrote the goal, then the feeling of failure on the part of the teacher. in an inclusive classroom, it is very difficult to have behavior driven goals for one student and everyone else is focused on qualitative achievement. the sped teacher spends all their time doing data. where's the fun in that?
Just seeing this now but the other problem with smart goals is that they are isolated and focus on an end result They may be “realistic” but they don’t actually break down the problem you may be trying to solve And so If you fail in this smart goal, what have you actually learned? That you failed Instead what needs to be promoted is the process of problem solving and focusing on the different ways to get to those goals (and that there isn’t always 1 path) not to mention looking at the obstacles as part of a larger overall process. Toyota kata (process improvement needs know this) does exactly this. Identify the overall goal but experiment your way to get there, identify your obstacles and look at the thinking you are using with a coach (kata coach) to solve those things. And then each step on your way to the goal that you identify is a much simpler way of solving problems.
I love this video. You are witty. Have you written about this concept or is it in print It's probably in your book One without the Other.... which I have but have not read
Thanks for your creative video Shelley. I can really see the care and love that you have for students with disabilities. I agree that creating SMART goals for IEP meetings can feel controlling, and often the goals are never met or even checked at the end of the year. However, in your introduction to your argument, I see the classic straw man fallacy. When you talk about SMART goals, your voice is laced with sarcasm, and you can't remember the complete acronym, why I should I trust that you are fairly debunking it? You said you did research on where SMART goals came from, but you presented absolutely no sources to back this up. Basically, it seems you are assuming that people already agree with you when you don't give the opposing side a fair representation. I can tell don't like SMART goals, but to advocate for their removal without showing why they were implemented in the first place, is not how education policy should happen.
You know that she posts resources and research for each video on her website, right? You might be interested in listening to Moore giving a list of citations that could easily be read after the video, but I'd rather hear her perspective on SMART goal alternatives. It seems a much better use of a 5 minute video to do that than for Shelley to give you a history lesson first. She's not advocating for their removal either, as you seem to believe, it's more of a rethinking of how the acronym SMART is applied (as noted at the end of her video). She even keeps the SMART acronym while suggesting different ways to approach each of the components of a SMART goal. I'm not sure you really grasped the purpose of the video here.
This person wants to create a world where progress can only be measured by how you feel about it. The students under her approach would have a terrible time trying to hold a job or starting a company where expectations from customers were not aligned with "how they feel" about their performance. Just absurd. Particularly coming from a person who admittedly can't arrive anywhere on time or even do their laundry with enough regularity to keep their spouse satisfied.
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Make an "I can" statement today! What's your statement?
I'm currently taking an EA program (VIU through Powell River online learning), and we've watched almost every single one of your videos as part of our course. I'd like to say how much I love your video's, your message, the delivery is hilarious, engaging and packed with such amazing knowledge! Thank you and my "I can" statement is that "I can" take what I'm learning from Five Moore Minutes and apply them in my practice when supporting students.
I can give a thumbs up! Shelly Rocks!
Could you provide me with some written examples that you have seen in your work? And also Maybe 2 or 3 more examples of triangulation measurements?
I love your videos, I am going to share your knowledge
I love this video. Thank you. I will be using this to support new teachers and my own work. I appreciate you.
Thank you! I love your re-take on SMART goals and can't wait to share this video with my colleagues.
Curious when the pilot of this different goal writing strategy will be implemented so we can compare SMART 2.0 to old SMART goals on a variety of salient measures (i.e., rate of progress, parent acceptability, implementation fidelity, access for people of color, access to complex language learners, access to general education teachers, attitudes towards inclusive practices).
Regardless or the moral excellence on display, I won't do things in USA schools without evidence that will hold up in court to ensure free and appropriate public education. I'd love to be SMART 2.0, but my teams are TIED UP, Totally Impaired by EDucationally Unhelpful Policy. Thanks for another great vid!
I love this!! These are the types of goals that I have been wanting to create with students for years, but always refrained from doing so because of being told they were not S.M.A.R.T. goals (original use of acronym).
SMART goals always gave me a feeling similar to acid reflex, but I couldn't articulate why... You're awesome Shelley, thanks for doing this!
I am just in love with this. Someone shared your video with me after I made one on the topic of SCRUFFY targets (Ref Lacey, '10). I'm all with you for rewriting that SMART acronym. Thank you!
Problem #3: EXACTLY! Thank you for saying this out loud and publicly. I am sharing with all my spec ed peeps here in Manitoba.
Thanks Shelley :) Watching this made me joyful!
Love the way she shares her ideas and explains ! She and her team deserves a subscribe!
Brilliant! Just ... brilliant!!!
This is one of the most brilliant videos! I. AM. HERE. FOR. THIS.
OMG... I LOVE YOU SHELLEYMOORE~~~ YOU ARE SO S.M.A.R.T!!
This is mind-blowing! Thank you Shelly, let's start the IEP revolution! I wish I can see you again in later this year.
Loved YOUR version of SMART goals
Yes! Yes! & YES! Thank you for sharing your passion. I have always been an advocate of “ presuming competence“ and believing that every child CAN! You put this into words so PERFECTLY! I CAN & will be sharing this to our site. ~Heather :-)
This is freaking awesome! I love the way you present all this its so fun and accessible! In uni we're currently looking at inclusivity in education and SEN, and my lecturer has recommended a bunch of your videos. Rock on!!
I will be sharing this video at our meeting on Tuesday! We had the awesome opportunity last fall meeting with you and I have not stopped following all of what you are about! You are an inspiration to many - Greenwood, BC
I am not a "teacher" teacher - I am a musician tricked into teaching music at a school with no music teacher (I have been the "music teacher" for 5 years now - 8 if you include my volunteer years), but now I am going to be an education assistant (after having worked with adults with disabilities). The vice principal of our school turned me on to your videos, I LOVE THEM.... In Alberta, working with adults, the guys with disabilities have to come up with ISPs the same deal as an I.E.P - I abhor them. If I can circumvent these pathways legitimately I am all in, I can not embrace bureaucracy, I WILL NOT EMBRACE BIG BROTHER.. Thanks for sharing your knowledge and perspective.
I can understand how the SMART goal model will not work for all students all the time. I also know that creating SMART goals have been highly effective for me and for some of my students. I think the problematic nature depends on the quality of the goal. The efficacy of the goal depends on the reflective practice coupled with the understanding that it is ok to feel that you haven't been successful in achieving the goal. Most importantly, I think it is good to look back and determine if that was a good/fair goal in the first place.
I think if SMART goals aren't working under my understanding of them it is a failure on the part of the mentor/teacher in helping the mentee/student establish quality goals and guiding them through reflective practice.
To me, it seems like this whole video is trying to reach the attainable and realistic portion. There is also nothing inherently behavioural about SMART goals, so maybe there's a misunderstanding there.
I'm of the belief that the best person to judge learning is the individual who is doing the learning, they might not realise that themselves though
when you write IEPs are the goals you are writing for the student in mind or is it a goal for yourself to achieve... kind of a teacher checklist of what you will teach the student to do. When the student follows your instruction you can check off that he and you have met that goal. If he does not follow the teaching that you provide and does not meet the goal as determined by the way you wrote the goal, then the feeling of failure on the part of the teacher.
in an inclusive classroom, it is very difficult to have behavior driven goals for one student and everyone else is focused on qualitative achievement. the sped teacher spends all their time doing data. where's the fun in that?
If I’m not joyful, it’s probably not my fault. 🤣
Just seeing this now but the other problem with smart goals is that they are isolated and focus on an end result
They may be “realistic” but they don’t actually break down the problem you may be trying to solve
And so If you fail in this smart goal, what have you actually learned?
That you failed
Instead what needs to be promoted is the process of problem solving and focusing on the different ways to get to those goals (and that there isn’t always 1 path) not to mention looking at the obstacles as part of a larger overall process.
Toyota kata (process improvement needs know this) does exactly this.
Identify the overall goal but experiment your way to get there, identify your obstacles and look at the thinking you are using with a coach (kata coach) to solve those things.
And then each step on your way to the goal that you identify is a much simpler way of solving problems.
We from England UK.
Thank you!!!
Love your videos!
Please, can you share an example of a smart goal turned into a qualitative goal?
I love this video. You are witty. Have you written about this concept or is it in print It's probably in your book One without the Other.... which I have but have not read
Everyday I can have fun in my life!
Great video- huge impact for me. Thank you. Might want to spell "Laundry" correctly at the 5:36 mark... or not! lol
Mind blown
Thanks for your creative video Shelley. I can really see the care and love that you have for students with disabilities. I agree that creating SMART goals for IEP meetings can feel controlling, and often the goals are never met or even checked at the end of the year. However, in your introduction to your argument, I see the classic straw man fallacy. When you talk about SMART goals, your voice is laced with sarcasm, and you can't remember the complete acronym, why I should I trust that you are fairly debunking it? You said you did research on where SMART goals came from, but you presented absolutely no sources to back this up. Basically, it seems you are assuming that people already agree with you when you don't give the opposing side a fair representation. I can tell don't like SMART goals, but to advocate for their removal without showing why they were implemented in the first place, is not how education policy should happen.
OMG... a voice of sanity in this mad channel! Two thumbs waaay up for your comment Michael!
You know that she posts resources and research for each video on her website, right? You might be interested in listening to Moore giving a list of citations that could easily be read after the video, but I'd rather hear her perspective on SMART goal alternatives. It seems a much better use of a 5 minute video to do that than for Shelley to give you a history lesson first. She's not advocating for their removal either, as you seem to believe, it's more of a rethinking of how the acronym SMART is applied (as noted at the end of her video). She even keeps the SMART acronym while suggesting different ways to approach each of the components of a SMART goal. I'm not sure you really grasped the purpose of the video here.
Why does joy have to be in the IEP? Can't that be a school level issue? And I think that should be a school level goal.
Where is learning? Now that's something I'm always thinking about :)
subscribed in 30 secs
what do hell
This person wants to create a world where progress can only be measured by how you feel about it. The students under her approach would have a terrible time trying to hold a job or starting a company where expectations from customers were not aligned with "how they feel" about their performance.
Just absurd. Particularly coming from a person who admittedly can't arrive anywhere on time or even do their laundry with enough regularity to keep their spouse satisfied.