Which characteristics should be included when setting MTSS-related professional growth goals?

• A. Broad, unmeasurable intentions.
• B. Specific, Measurable, Achievable, Relevant, Time-bound goals tied to observed data.
• C. Goals independent of data.
• D. Goals that do not align with practice.

Answer: (B)

MTSS-related professional growth goals should be SMART and tied to observed data. That means goals are Specific (clearly define what practice will change), Measurable (use data to track progress, such as progress-monitoring results or fidelity checks), Achievable (realistic given supports and context), Relevant (aligned with MTSS practices and student needs), and Time-bound (with a clear deadline for review). When goals are grounded in observed data, you can monitor whether the changes in practice are actually improving outcomes and adjust instruction accordingly, which keeps the growth focused and actionable.

Broad, unmeasurable intentions lack a target to strive for or a way to know if you’ve succeeded. Goals independent of data ignore evidence about student progress and whether the interventions are effective. Goals that don’t align with practice aren’t realistically implementable or transferable to classroom work, so they won’t drive meaningful changes in MTSS delivery.