Assessments of the student provide an evidence base for goal setting. The teacher uses the information from a range of assessments to inform the goal-setting process. These assessments may be formal instruments or may be based on observational notes. Consider long term goals as well as goals that may be achieved during one academic year. Long term goals may be broken down into logical sub-goals which are taught over a series of semesters.
Set the goals based on the student’s current level, as suggested by your assessments - the ausVELS level of the student’s peers is not a consideration in this process. Focus on the individual needs of the student rather than a comparison with peers.
After deciding on potential goals, apply SMART principles to refine each one.