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Child Study System Facilitators. Goals vs. Objectives In general, goals are broad; objectives are specific For the purpose of eCST, there’s no difference;

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Presentation on theme: "Child Study System Facilitators. Goals vs. Objectives In general, goals are broad; objectives are specific For the purpose of eCST, there’s no difference;"— Presentation transcript:

1 Child Study System Facilitators

2 Goals vs. Objectives In general, goals are broad; objectives are specific For the purpose of eCST, there’s no difference; the broad goal is to increase skills in a specific area—academic, behavior, or attendance A goal in eCST might be an objective in another context Don’t get bogged down in semantics

3 Why Does it Matter? In order to know if we’re on the right track, we must know where we started and where we want to go. A goal is a dream with a deadline. -Napoleon Hill

4 Guiding Questions What do we want the student to know or do? What skills are missing? Why can’t the student do this now? What CAN the student do now? How is this relevant to this student’s learning? How can we measure this knowledge, skill or behavior?

5 Intervention Plan: Analyze Data Analyze Data Create Skill-Based Goal Deliver Focused Intervention Monitor Progress

6 Analyze Data Kinds of Data TAKS/STAAR Universal Screeners (TPRI, Tejas Lee, DIBELS, etc.) Benchmarks Attendance Data Discipline Data Sources of Data Student Level Review eCST DEEDS SchoolNet Aimsweb My Reporting ACCESS Please see childstudysystem.com for more information including detailed instructions for accessing specific AISD reports.

7 Intervention Plan: Create Goal Analyze Data Create Skill-Based Goal Deliver Focused Intervention Monitor Progress

8 Writing S.M.A.R.T. Goals S pecific—clearly focused; answers who, what, where, when, etc. M easurable—establishes concrete criteria for measuring progress A ttainable—reasonable chance of being achieved R elevant—achievement will make a significant difference to the student’s ability to make progress T imely—the goal has a begin date and time frames for progress monitoring and follow-up (from the work of George T. Doran and Paul J. Meyer)

9 How Do I Determine the Goal? Using data: 1. Identify the highest skill the student CAN do and write a goal to measure the next step. 2. Determine a missing skill that would make a significant difference if achieved and write a goal to address that skill. 3. Identify a desirable behavior that would increase the student’s ability to be successful and write a goal to increase that behavior.

10 Two Ways to Create Goals in eCST 1. Use drop down boxes to identify behavior type or TEKS-based skill then edit to make it S.M.A.R.T (screen shot)

11 Two Ways to Create Goals in eCST 2. Write your own S.M.A.R.T. goal directly into the goal text box.

12 Include Measurement Method Teacher made tests DIBELS Passports Weekly curriculum assessments Grade level word lists Point sheet Level system Frequency count Phonics cards Writing rubric Examples: The student will … as measured by teacher made tests. The student will … as measured by DIBELS. The student will … as determined by a writing rubric. The student will … as evidenced by point sheet.

13 Conditions: Define the Circumstances BEFORE the goal: Given a 4 th grade level text, the student will… Given 2 or more acceptable choices, … Using a graphing calculator, … Or AFTER the goal: … within 3 minutes … using a visual cue or graphic organizer … using manipulatives.

14 Defining “Measurement Type” Measurement type indicates what you will be using to measure student progress on reaching a goal. For academics, we recommend using a specific assessment score, percentage, or frequency. For behavior, it may be most helpful to use a scale, percentage or frequency count.

15 Determining “Success Threshold” The “success threshold” in eCST means the performance level needed to show mastery or adequate progress toward the goal.

16 Success Threshold- Must Match Measurement Type Percentage 80% 3 weeks in a row 100% in 3 out of 4 attempts Frequency 4 of 5 attempts Less than 2 times per day Assessment Score DORF of 55 wpm or better 2 out of 4 on writing rubric Scale “Often” or better, 4 of 5 days “Rarely” or better, 2 weeks in a row

17 Common Goal Writing Errors Too broad to be measurable Too many to be manageable Too high to be achievable Too low to make any difference

18 Example 1: Make it SMART Adam will get better with adding and subtracting two digit numbers Adam will determine the correct operation and solve problems requiring addition and subtraction of two-digit numbers with and without regrouping, with 80% accuracy, as measured on teacher made assessments.

19 Example Goal in eCST

20 1. On your handout, review components of SMART goals. 2. Find the table at the bottom. 3. Working with a partner, transform the “weak” goals into SMART goals in the space provided.

21 Example 2: Make it SMART Danielle will improve her reading comprehension skills. After reading a 5 th grade level text, Danielle will answer at least 4 out of 5 comprehension questions correctly on the weekly reading assessment.

22 Example 3: Make it SMART Manuel will improve his study skills. After assistance creating an organization system, Manuel will complete and turn in assigned work on time, as measured by scoring a weekly average of 3 or better on a 4 point teacher feedback sheet.

23 Example 4: Make it SMART Lesley will behave in class. Lesley will stay in her seat during academic work periods as measured by the student’s point sheet. Lesley will refrain from making disruptive noises and sounds during classroom activities as measured by the student’s point sheet.

24 Things to keep in mind Goals are skill based not grade level based. Good goals are reasonable but ambitious. Measure progress for 3-9 weeks, review fidelity and results, and adjust as needed. Be judicious—each goal must be measured regularly. Don’t overwhelm yourself with too many goals. To measure progress, plan for multiple data points, gathered at least every other week. Measurements taken less frequently (MOYs or DRAs, for example) are not good tools for short term goals.

25 And the Biggest Thing to Remember The Intervention Plan is all about the INTERVENTIONS, not the goal. The purpose of the goal is to measure the student’s response to your interventions. Without good, quality interventions, implemented with fidelity, the goal is meaningless.

26 I Have a Goal—Now What?

27 Intervention Plan: Instruction Analyze Data Create Skill-Based Goal Deliver Focused Intervention Monitor Progress

28 Providing Interventions Research- or evidence-based Directly linked to goal Not simply a location (reading specialist, after school tutoring, etc.) Includes frequency, duration, grouping ratio Multiple interventions can support one goal Interventions can change even if goal remains the same

29 Literacy Interventions TPRI Interventions SRA Corrective Reading Great Leaps REWARDS Read Naturally Achieve 3000 Learning A-Z Portals SIPPS Ebbers Strategies Wilson Reading Read 180 Passports Ticket to Read Duet/Choral Reading Six Minute Solution Key 3 Routine Strategies Tesoros de lectura Project Read My Reading Coach

30 Math Interventions Envisions Read it, Draw it, Solve it Van de Walle Strategies Moving with Math Kathy Richardson Strategies Region XIII 2 nd, 5 th, 8 th Sense Strategies Hands on Standards Holt Additional Resources Meadows Center Modules America’s Choice Mathematics Navigator TEMI Intervention Resources Region IV Strategies

31 Behavior Interventions Success Chart Behavior Contract/Point Sheet Level System Social Skill Group 2:10 Intervention Back and Forth Journal Self-Control Strategies Visual Schedule Self-Management Group Cool Down/Recovery Space Check in/Check out Pre-Correction Degree of Choice Partner with CIS Problem Solving Instruction

32 Intervention Plan: Monitor Progress Analyze Data Create Skill-Based Goal Deliver Focused Intervention Monitor Progress

33 Determining “When Observed” The when observed field indicates when progress monitoring will occur. Is progress monitoring taking place during a particular class, during an after-school intervention or pull out group, or during a specified assessment? For behavioral goals, it may be helpful to observe progress throughout the day.

34 Determining “Summary Period” The summary period indicates how often you plan to progress monitor- daily, weekly, other period Multiple data points are necessary in order to measure progress- gathered at least every other week. Behavior progress monitoring may be needed more frequently than academic monitor- we recommend daily.

35 Document Progress Progress monitoring in eCST Include multiple data points Review progress regularly (3-9 weeks) Adjust intervention as needed based on data - Frequency - Intensity - Duration Develop new intervention if needed

36 Okay. I’ve created an intervention plan and collected data. Now what? w

37 Intervention Plan: Review Data Analyze Data Create Skill-Based Goal Deliver Focused Intervention Monitor Progress

38 Data-Based Decision Making in RtI Adapted from Beyond the RtI Pyramid by William Bender Possible Data Outcomes Possible Decisions on Future Interventions Data chart shows great success, and child is now on grade level or meeting benchmarks. Discontinue the intervention; child continues participation in general education. Data chart shows some success, but child is not yet on grade level or meeting benchmarks. Continue the intervention for an additional grading period; child continues participation in general education. or Modify intensity of the current intervention without otherwise changing it. or Move child to a more intensive intervention and continue participation in general education. Data chart shows little positive growth on targeted skills. Move child to a more intensive intervention, and continue participation in general education. or Consider moving the child forward toward a child study team meeting for more intensive staffing or possible eligibility for special education services.

39 Review Data (3-9 weeks) Review progress monitoring data Review fidelity of implementation May increase/decrease frequency, duration May add additional intervention May change current intervention May discontinue intervention and return to Tier 1

40 If Insufficient Response Continues Refer to Child Study Team (CST) Make request through eCST (Service Tracking) CST will meet to: - Review current interventions - Review progress monitoring - May consider additional interventions - May consider referral to social service specialist - May consider request for additional assessment (dyslexia, 504, special education, etc.)

41 For Additional Help and Information eCST Resource Links Child Study System Facilitators Professional Development (CSS or RtI) CST chair or team Pre-Referral Intervention Manual, Stephen McCarney Campus Specialists Academic Coaches Other colleagues AISD Response to Intervention website— austinschools.org/curriculum/RtI/index.html Child Study System website—childstudysystem.com


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