Child Study System Facilitators

Writing SMART Goals Academics

Learning Outcomes Learners will: Create specific, measurable academic goals Understand the process for developing and monitoring intervention plans Know how to document in eCST

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 A goal in eCST might be an objective in another context Don’t get bogged down in semantics

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

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

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 or skill?

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.

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

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.

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)

Measurable Verbs According to Bloom Remembering Understanding Applying Analyzing Evaluating Creating “The student will (verb)…” is a good way to start your goal.

Consider Including Conditions 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.

Determine 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.

Determine “Target Score” The “target score” in eCST means the performance level needed to show mastery or adequate progress toward the goal. 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

Creating Academic Goals in eCST 1. Write S.M.A.R.T. goal in text box. 2. Identify how you will measure the goal. 3. Identify the target score you expect after interventions.

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.

Example Goal in eCST

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.

Example Goal in eCST

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.

Example 4: Make it SMART Lesley will read faster. Given an instructional level text Lesley will read 80 words per minute with 85% accuracy

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

Things to Keep in Mind Goals are skill based not standards or grade 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 (MOY, DRA, SCA) are not good tools for short term goals.

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.

Interventions Research- or evidence-based Directly linked to goal Not just a location (reading specialist, tutoring, etc.) What happens during that time? Includes frequency, setting, grouping, duration Multiple interventions usually support one goal Interventions can change even if goal remains the same

Documenting Interventions

I Have a Goal and Intervention Plan—Now What?

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

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

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

Multiple Interventions—Math

Multiple Interventions—Reading

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

Progress Monitoring Measure progress toward goal regularly Document progress monitoring data in eCST Include multiple data points—daily, weekly, etc. Review progress regularly (3-9 weeks) Adjust interventions as needed based on data - Frequency - Intensity - Duration Develop new intervention if needed

Documenting PM in eCST Click on Intervention tab in student’s eCST file Find the goal you’re monitoring Click on “PM” for Progress Monitoring

Documenting PM Data

Okay. I’ve created a goal, provided interventions, and collected data. What now? w

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

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

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.

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.)

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