About this resource
Goals work best when students choose them and can see their own progress. This tracker helps a student write a goal in their own words, plan steps, check in each day of the week and reflect on what helped, with a short conference section for the teacher.
Purpose
To help students own a small goal, notice their progress and reflect with a teacher.
Who it is for
Primary profession: Educators and school support staff.
Client or participant group: Upper primary and secondary students working on a learning, organisation or behaviour goal with a teacher.
Practice setting: Classroom, learning support and pastoral care.
Suggested uses
- Individual learning or organisation goals
- Self-monitoring for classroom routines
- Pastoral care or homeroom check-ins
- Supporting students returning after a break or transition
Instructions for practitioners
- Help the student choose one specific, positive goal.
- Agree what success looks like each day.
- Keep check-ins quick and encouraging.
- Meet briefly at the end of the week to reflect and plan.
Instructions for clients or participants
- Write your goal in your own words.
- Check in each day.
- Think about what helped, and what you will try next.
Accessibility considerations
Symbols or faces can replace ticks. Reflection can be spoken rather than written.
Scope and limitations
A general classroom self-monitoring tool. Students with complex needs may need individual plans developed with their support team.
Research basis
Specific goals, if-then plans and regular progress monitoring all improve the chances of reaching goals. Executive functions such as planning, working memory and self-control develop over time and can be supported with external structure and practice.
- Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 64(1), 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
- Gollwitzer, P. M., & Sheeran, P. (2006). Implementation Intentions and Goal Achievement: A Meta‐analysis of Effects and Processes. Advances in Experimental Social Psychology, 69–119. https://doi.org/10.1016/s0065-2601(06)38002-1
- Harkin, B., Webb, T. L., Chang, B. P. I., Prestwich, A., Conner, M., Kellar, I., Benn, Y., & Sheeran, P. (2016). Does monitoring goal progress promote goal attainment? A meta-analysis of the experimental evidence. Psychological Bulletin, 142(2), 198–229. https://doi.org/10.1037/bul0000025
- Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705–717. https://doi.org/10.1037/0003-066x.57.9.705
What is included
A 2-page printable A4 PDF, including a practitioner notes page with the research basis (version 1.0).
Originality
Original Practitioner Plus content: wording, activity structure, layout and icons were created for this resource. No third-party worksheets, illustrations or text were reproduced.
