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Using the Digital Learning Guidance to Write a CIP Technology SMART Goal

Posted on 03/31/2026

Each year, adult education agencies in California submit a Continuous Improvement Plan to the California Department of Education. The CIP is a structured planning process that asks programs to review data, reflect on the previous year, and set measurable goals for the year ahead. At least one of those goals must be technology-related.

That requirement introduces a practical consideration: where to start when developing a technology goal. The California Adult Education Digital Learning Guidance (DLG) is one resource that may be useful in this process. Developed by OTAN, the DLG supports adult educators in designing and implementing effective digital learning experiences, covering equity and access, instructional models, digital tools, data-driven practice, artificial intelligence, and digital citizenship.

Programs collect data that can inform this process. The annual Teacher Self-Assessment captures instructor confidence with digital tools. The Student Technology Intake Survey reflects how learners are accessing and experiencing technology. NRS and CASAS outcomes add further context. This data can connect a technology goal to what students and staff are already experiencing.

The four sections below offer tools for using the DLG and local data in the goal-setting process. They are meant as starting points, and as with any planning resource, what is most useful will depend on local context, student needs, and staff capacity.

1. Self-Evaluation Checklist

Before writing a technology goal for the CIP, it can help to review current technology practices across the program. The checklist below covers several areas addressed in the DLG and is intended as a self-evaluation tool to consider current gaps and opportunities. Use it individually or with a small team to identify areas that might inform a goal for the upcoming year.

2. A Planning Template for Any Technology Goal

Once a priority area is identified, this four-step sequence can help clarify what a reasonable goal looks like before writing it in SMART (Specific, Measurable, Attainable, Relevant, and Time-Bound) format.

1. Identify a problem or gap

Start with something specific. What does data or observation suggest is not working as well as it could? A problem worth naming is one that affects student experience or outcomes.

Example: The Student Technology Intake Survey shows that many learners have inconsistent access to reliable devices or internet connectivity, which can make it difficult to participate fully in online or hybrid instruction.

2. Define a strategy

Based on that problem, what is one approach worth testing? The DLG offers options across its eight chapters.

Example: Chapter 5 of the DLG addresses hybrid and distance learning models, including how programs structure onboarding for digital participation. One strategy might be developing a short, reusable orientation resource that addresses the specific points of confusion learners are reporting.

3. Build a small pilot

Rather than committing to a full program change, identify a small, bounded version of the strategy. One class. One tool. One process. A pilot keeps the scope manageable and makes iteration possible.

Example: Create a short video playlist covering the three most common orientation questions, and pilot it with one incoming cohort during the next enrollment cycle.

4. Measure and iterate

Define in advance what your team will look at to know whether the pilot is working. Learner feedback, teacher reflection, completion rates, and assessment results are all reasonable measures depending on the goal. Plan a checkpoint to review what you find and adjust.

Example: Compare student confidence as reported through learner surveys alongside student retention data. Review results at midpoint to adjust content or format before scaling.

3. SMART Goal Examples

The planning template above walks through one scenario, but the same sequence applies across a range of goal areas. The examples below show what a finished SMART goal might look like after working through that process in different contexts. The DLG chapter links in parenthesis can be used to explore these topics in more detail.

• Accessibility: Instructional materials that work well for some learners are not always accessible to all of them. Learners with visual impairments, hearing differences, or learning disabilities may encounter barriers in slide decks, handouts, or videos that were not designed with accessibility in mind. Small, targeted improvements to existing materials can broaden who can engage with the content without requiring a full curriculum overhaul.
• In order to accommodate learners with visual, hearing, and other disabilities, three instructional materials (name them) will be updated by December 31, 2027 to ensure all are accessible showing a score of AA or higher using a WCAG color contrast checker. (Chapter 2)
• Digital Skills: Instructors often feel pressure to teach digital tools step by step, but many adult learners already use technology in their daily lives. Creating space for learners to share their existing knowledge can shift the dynamic, build confidence, and surface practical applications the whole group can learn from.
• By June 30, 2027, at least 70% of learners who take part in learner-led digital skills sessions will show an improvement in their digital skills as measured by a pre and post assessment (Chapter 2).
• Student Orientation: New and returning learners frequently get stuck on the same procedural questions, such as how to submit assignments or join a Zoom session, and staff spend significant time answering those questions individually. A focused orientation resource targeted at the most common points of confusion can be shared on demand as needed, reducing back-and-forth and helping learners get started more independently.
• By March 31, 2027, develop and implement an on-demand orientation resource to support learners in navigating program procedures, measured by a follow-up survey showing at least a 25% improvement in learner-reported confidence and retention data comparing the current cohort to the prior year. (Chapter 5)
• Digital Outreach and Intake: Prospective learners often encounter barriers before they ever enroll. A simple digital intake option that is available outside of office hours and accessible in multiple languages can reduce some of those barriers.
• By December 31, 2026, increase enrollment by implementing a multilingual online intake form located on the school’s website… and have at least 50 learners complete it during the first enrollment cycle.(Chapter 2)
• Staff Capacity and Digital Tools: Instructors who want to incorporate digital tools into their teaching often face a practical challenge: limited time and few low-stakes opportunities to experiment. A structured peer-learning series gives staff space to explore tools together, share what is working, and build confidence incrementally rather than in isolation.
• By June 30, 2027, improve the quality of online and hybrid instruction by increasing instructor confidence using digital tools, as measured by pre- and post-survey results showing growth among instructors who participate in a peer learning series. (Chapter 3)
• Internal Program Resources: In busy programs, staff often spend time searching for materials that should be easy to find, such as forms, calendars, and reporting guidance, because they are stored across multiple locations. A central hub reduces that friction and makes day-to-day work more manageable.
• By October 31, 2026, improve staff access to program resources so instructors can spend more time on lesson preparation and professional learning, as measured by at least 75% of staff accessing a central digital resource hub within 30 days of launch. (Chapter 2)

4. A 30-Minute Staff Meeting Activity

The CIP encourages collaboration in the goal-setting process. Planning a technology goal with colleagues and students can help ground the goal in actual program needs, build shared understanding of the direction, and encourage buy-in from the people who will carry it out. The activity below offers a simple structure for a 30-minute team conversation to identify a technology need and draft a SMART goal, using the DLG and locally collected data as starting points.

Before the meeting (5 minutes of preparation)

• Pull the most recent Teacher Self-Assessment summary and Student Technology Intake Survey results and/or other agency data such as locally collected surveys, WASC, CAEP Annual Plan, WIOA, ELL Healthcare Pathways, etc.
• Share the DLG chapter list with participants in advance, or have it open during the meeting.

During the meeting (30 minutes)

• Open with data (5 min). Share two or three observations from the Teacher Self-Assessment or Student Technology Survey. What stands out? What questions do the numbers raise?
• Browse the DLG by theme (10 min). As a group, scan the chapter titles and identify one or two areas that feel relevant to current program context.
• Name a problem worth solving (10 min). Based on data and DLG themes, what is one specific problem or gap the group agrees is worth addressing? Write it out in plain language.
• Sketch a goal direction (5 min). Draft a rough version of a SMART goal based on that problem. It does not need to be final. Focus on being specific about what the program would do, for whom, and by when.

After the meeting

• Use the planning template in Section 3 to refine the goal before entering it in the CIP reporting tool.
• Share the draft goal with broader staff for feedback before finalizing.

Concluding Thoughts

The CIP is an opportunity to reflect on what is working, identify where there is room to grow, and set a clear direction for the year ahead. The DLG is one resource that may support that process, particularly for technology-related goals. As always, programs are encouraged to align any goal with local context, student needs, and staff capacity.