4Overview Data Analyze Major Trends Activity 1: Data Statement/Wondering ChartIEP SMART GoalsSMART - Define the CharacteristicsWriting IEP Goal - Present Level PerformanceActivity 2: Writing IEP Annual SMART GoalsActivity 3: Improving IEP Annual GoalsAcademic Intervention -Question: What can we do as teachers?Teaching StrategiesActivity 4: Identify and Define Strategies
5Data Types of Data Analyze Major Trends Activity 1: Data Statement/Wondering Chart
6DataQualitative (Describes a situation soft data – audio/video/transcripts)Classroom-based assessments (Direct Observation, Interviews, case study)Assessments – EClass, Written Documents (logs / check sheets)Quantitative (Numerical data defines a situation)Measurable and verifiable data that is amenable to statistical manipulationNYS Standardized TestsGPA/ rankingSurveysLogs / check sheets
7NYS Math: Levels 1 and 2 Performance Indicators – G4 The Indicators are: Number Sense and Operations, Statistics and Probability, Algebra, Geometry, Measurement
8Activity 1: Data Analysis Questions Analysis - Focus on performanceData Statement: Indicate the TrendsQuestions: Using the graph – Analyze and discuss the possible reasons for the high rate of incorrect answers
10What Are SMART GOALS? S pecific M easurable A ttainable R ealistic T imelySmart Goals stand for
11S pecific Goals should be … Who - is involved? Specific - > Say what you want to achieveTarget areas of academic achievement, functional performance (behavior) to be taughtClear to anyone that has a basic knowledge of the student’s academic needsAnswer the six "W" questions:Who - is involved?What - do I want to accomplish?Where - Identify a location.When - Establish a time frame.Which - Identify requirements and constraints.Why - purpose or benefits of accomplishing the goal.
12M easurable Goals should … Be reasonable and objective Describe what a student can accomplish within a 12 month periodEnable a teacher to assess the child’s progress
13A ttainable Goal should be .. Reasonable, and Realistic Feasible in terms of available resourcesAction-oriented – written with action verbs
14R ealistic Goals should … Results-oriented, relevant, reasonable Focus on the end results you desire rather than the activities necessary to get thereP.S. Progress and Performance must be monitored – Quantitative or Qualitative Assessments
15T imelyGoals should beTime-based, tangible - grounded within a time frameEnable you to monitor progress at regular intervalsT can also stand for Tangible - When your goal is tangible you have a better chance of making it specific and measurable and thus attainable.
16Why use them?SMART goals help educators become more accountable and responsible for the child's learningEnables teachers to write measurable and objective IEP Present Level Performance (IEP pages 3,4,5) and Annual Goals
17Academic Annual GoalStatements that emanate from the present levels of performance whichAre measurable terms describing skill, knowledge or behavior that the student is going to work on during the next twelve monthsIncludes steps that provide directions for the teacher/related service and help the students work toward goalHow goals will be measured
19How To Write SMART Goals Identify specifically (e.g. Math, Behavior) what needs improvementConsult the data!What are the greatest areas in need of improvement?Dig deep and get specific (disaggregate!)What is the Skill (math, behavior, etc) needs improvement
20Example 1: PLP GoalWilliam has difficulty decoding multi-syllabic words which interferes with his reading comprehension and fluency.
21Example: PLP -> Annual SMART Goal In one year, William will decode multi-syllabic words containing prefixes, suffixes and root words. He will correctly decode 20 words in 5 weekly consecutive tests, with no more than 2 errors per test (80%). Progress will be assess by the classroom teacher using quizzes weekly for five weeks.SPECIFIC - MEASUREABLE - ATTAINABLE - REALISTIC - TIME-BOUND
22Writing the Goals … Questions What do you want the student to know or be able to do in 12 months, and why can't he /she do it now?What can he / she do now? Identify the starting point for each area of need and the current skills / knowledge?What is the current progress? Describe the current progress in the area of needIs each objective measurable?Will they advance the student from the "Present Level to the "Measurable annual goals"?
23Measurable Academic Goals You can make it measurable by…Indicating a rate (e.g. 3 out of 4 times, 80% of the time, 5 minutes out of every 10, 75% success)When using a rate, be sure you can specify and measure the whole part (e.g. 80% of any 15-minute observation)
24Measurable Behavior Goals You can make student behavior measurable by …Defining the factors surrounding the behaviorprecipitating events, such as, "when asked to work independently," or environmental factors, such as, "when dealing with female authority figures," or other patterns, such as "always after lunch," "in math class," "on the playground.“Identifying the results of the behaviorremoval from the classroom has increased [this behavior]." If this looks like a Functional Behavioral Assessment, it is.
26Improve This Goal…Thomas will show evidence of one year of growth in mathematics each year in attendance.SPECIFIC - MEASUREABLE - ATTAINABLE - REALISTIC - TIME-BOUND
27Original: William will show evidence of one year of growth in mathematics each year in attendance. SMART GOAL:During the school year, given math strategies (paired association techniques) with frequent repetition and practice to facilitate automatic memory and recall of facts, Thomas will apply strategies to solve multi-step multiplication and division equations. He will demonstrate mastery by achieving 85% accuracy on 5 consecutive quizzes over a period of five weeks.
28Improve This Goal…Stacy will meet or exceed the State’s writing expectations as measured by the yearly ELA scoring.SPECIFIC - MEASUREABLE - ATTAINABLE - REALISTIC - TIME-BOUND
29Original:Stacy will improve reading skills as measured by the yearly ELA scoring.SMART GOAL:During the school year, given multi-sensory reading instruction, Stacey will demonstrate mastery of the six syllable types by fluently decoding selected passages incorporating all six syllable types. In 5 consecutive weekly quizzes she will decode timed passages with no more than one error per page.
30Academic Intervention Question: What can we do as teachers?Teaching StrategiesActivity 4: Identify and Define Strategies
31Teaching Strategies Common planning Tutoring One-to-one direct instructionSmall groupGames – Everyday Math, Impact MathTechnology – Math WebsitesEvaluation indicators: Assessments
32General Information All Students on Levels 1 and 2 must receive AIS Teachers must complete and submit a monthly calendar (hand-out)
33ConclusionDATA - Using DATA we are able to indicate objectively the student’s Present Level of Performance.SMART Goals -Annual SMART Goals are generated based on PLP focused on what will be worked on over a 12 month periodTeaching Strategies -The SMART Goal will be attained through a variety of TEACHING STRATEGIES best suited for the student to achieve the goal.