Writing SMART GoalsAcademic

Child Study System Facilitators

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 DataAnalyze

Data

Create Skill-Based Goal

Deliver Focused

Intervention

Monitor Progress

Guiding QuestionsWhat 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 DataKinds 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• ACCESSPlease 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. GoalsSpecific—clearly focused; answers who,

what, where, when, etc.

Measurable—establishes concrete criteria for measuring progress

Attainable—reasonable chance of being achieved

Relevant—achievement will make a significant difference to the student’s ability to make progress

Timely—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 ConditionsBEFORE the goal:Given a 4th 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 MethodTeacher made tests

DIBELSPassportsWeekly curriculum

assessmentsGrade level word lists

Point sheetLevel systemFrequency countPhonics cardsWriting 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 eCST1. 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 SMARTAdam 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 SMARTDanielle will improve her readingcomprehension skills.

After reading a 5th 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 SMARTManuel 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 SMARTLesley will read faster.

Given an instructional level text Lesley will read 80 words per minute with 85% accuracy

Common Goal Writing ErrorsToo 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.

InterventionsResearch- or evidence-based Directly linked to goalNot 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 InterventionsTPRI InterventionsSRA Corrective

ReadingGreat LeapsREWARDSRead NaturallyAchieve 3000Learning A-ZPortalsSIPPSEbbers Strategies

Wilson ReadingRead 180PassportsTicket to ReadDuet/Choral ReadingSix Minute SolutionKey 3 Routine

StrategiesTesoros de lecturaProject ReadMy Reading Coach

Math InterventionsEnvisionsRead it, Draw it, Solve

itVan de Walle StrategiesMoving with MathKathy Richardson

StrategiesRegion XIII 2nd, 5th, 8th

Sense StrategiesHands 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 regularlyDocument progress monitoring data in eCSTInclude 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 eCSTClick on Intervention tab in student’s eCST

fileFind the goal you’re monitoringClick 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 dataReview fidelity of implementationMay increase/decrease frequency,

durationMay add additional interventionMay change current interventionMay discontinue intervention and

return to Tier 1

Data-Based Decision Making in RtIAdapted 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.orModify intensity of the current intervention without otherwise changing it.orMove 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.orConsider moving the child forward toward a child study team meeting for more intensive staffing or possible eligibility for special education services.

If Insufficient Response ContinuesRefer 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 InformationeCST Resource LinksChild Study System

FacilitatorsProfessional

Development (CSS or RtI)

CST chair or team

Pre-Referral Intervention Manual, Stephen McCarney

Campus SpecialistsAcademic CoachesOther colleagues

AISD Response to Intervention website—austinschools.org/curriculum/RtI/

index.html

Child Study System website—childstudysystem.com