creating academic goals in ecst child study system learning support services
TRANSCRIPT
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: RtI Process
Analyze Data
Create Skill-Based Goal
Deliver Focused
Intervention
Monitor Progress
Analyzing Data: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? Analyze Data
Create Skill-Based Goal
Deliver Focused
Intervention
Monitor Progress
Writing S.M.A.R.T. Goals
• Specific—clearly focused on a particular skill• Measurable—has clear criteria for measuring
progress• Attainable—reasonable chance of being achieved• Relevant—will make a significant difference to the
student’s ability to make progress• Timely—includes timelines for measuring progress
(from the work of George T. Doran and Paul J. Meyer)
Analyze Data
Create Skill-Based Goal
Deliver Focused
Intervention
Monitor Progress
Determine 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 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• Language Live• Learning A-Z• Portals• SIPPS• Ebbers Strategies• MacMillan McGraw Hill Tier 2
Interventions
• 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• ReallyGreatReading.com• Reciprocal Teaching
Math Interventions
• Envisions• Read it, Draw it, Solve it• Van de Walle Strategies• Moving with Math• Kathy Richardson
Strategies• Region XIII 2nd, 5th, 8th
Sense Strategies• Hands on Standards
• Holt Additional Resources• Meadows Center
Modules• America’s Choice
Mathematics Navigator• TEMI Intervention
Resources• Region IV Strategies• Motivation Math
Behavior Interventions
• Success Chart• Behavior Contract/Point
Sheet• Social Skill Group• 2:10 Intervention• Back and Forth Journal• Self-Control Strategies• Visual Schedule• Individual Counseling
• Self-Management Group• Cool Down/Recovery
Space• Check in/Check out• Pre-Correction• Degree of Choice• Partner with CIS• Problem Solving
Instruction
• Used to assess performance and evaluate instruction
• Implemented with individual students or whole class
• Measures specific skills across short periods of time
• Taken regularly resulting in multiple data points
• Results in data that can be summarized
• Review and adjust as needed
Progress Monitoring
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 and return to Tier 1
Analyze Data
Create Skill-Based Goal
Deliver Focused
Intervention
Monitor Progress
Click “Add an academic goal.”
Complete information about your concern, student strengths, and what has already been done.
Create Goal• Choose skill statement, click “transcribe”• Edit to create SMART goal• Identify measurement method and target score
Measurement Method• Teacher assessment/
observations • DIBELS• Passports• Weekly assessments
• Grade level word lists• Point sheet• Frequency count• Phonics cards• Writing rubric
Target ScorePercentage
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
55 wpm or better
2 out of 4 on writing rubric
Scale
Weekly average of 3 or better on 4
point scale
Weekly average of 3.5 or better on 5
point scale
Document as Meeting Record
• At the bottom of the Intervention page, clicking the gray box will take you to a free form meeting record
• Use when you are developing a support plan with a partner (fellow teacher, counselor, etc.)or as a problem solving team
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
For Additional Help and Information
• eCST Resource Links• Child Study System
Facilitators• Professional
Development (CSS or RtI) • Intervention Specialists
• 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