writing measurable goals using ecst child study system austin isd

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Writing Measurable Goals Using eCST Child Study System Austin ISD

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Page 1: Writing Measurable Goals Using eCST Child Study System Austin ISD

Writing Measurable GoalsUsing eCST

Child Study SystemAustin ISD

Page 2: Writing Measurable Goals Using eCST Child Study System Austin ISD

Goals and Objectives - What’s the Difference?

In general, goals are broad; objectives are specific

For the purpose of eCST, there’s no difference

In eCST, the broad goal is to increase skills in a specific area—academic, behavior, attendance, or speech/language

What the Child Study System calls a goal might be called an objective in another context

Don’t get bogged down in semantics

Page 3: Writing Measurable Goals Using eCST Child Study System Austin ISD

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?

Page 4: Writing Measurable Goals Using eCST Child Study System Austin ISD

Writing S.M.A.R.T. Goals

Specific—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

Time Frames—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)

Page 5: Writing Measurable Goals Using eCST Child Study System Austin ISD

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.

Page 6: Writing Measurable Goals Using eCST Child Study System Austin ISD

Two Ways to Create Goals in eCST

1. Use drop down boxes to identify TEKS-based or behavior type skill then edit to make it S.M.A.R.T

(screen shot)

Page 7: Writing Measurable Goals Using eCST Child Study System Austin ISD

Two Ways to Create Goals in eCST

2. Write your own S.M.A.R.T. goal directly into the goal text box.

(screen shot)

Page 8: Writing Measurable Goals Using eCST Child Study System Austin ISD

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.

Page 9: Writing Measurable Goals Using eCST Child Study System Austin ISD

Conditions: Define the Circumstances

BEFORE 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.

Page 10: Writing Measurable Goals Using eCST Child Study System Austin ISD

Putting It All Together

Page 11: Writing Measurable Goals Using eCST Child Study System Austin ISD

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.

Page 12: Writing Measurable Goals Using eCST Child Study System Austin ISD

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.

Page 13: Writing Measurable Goals Using eCST Child Study System Austin ISD

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.

Page 14: Writing Measurable Goals Using eCST Child Study System Austin ISD

Determining “Success Threshold” The “success threshold” in eCST means the

performance level needed to show mastery or adequate progress toward the goal.

Page 15: Writing Measurable Goals Using eCST Child Study System Austin ISD

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

Page 16: Writing Measurable Goals Using eCST Child Study System Austin ISD

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

Page 17: Writing Measurable Goals Using eCST Child Study System Austin ISD

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, as measured on teacher made assessments.

Page 18: Writing Measurable Goals Using eCST Child Study System Austin ISD

Example 1 in eCST

Page 19: Writing Measurable Goals Using eCST Child Study System Austin ISD

Example 2: Make it SMART

Danielle will improve her reading comprehension skills.

After reading a 5th grade level expository or fiction text, Danielle will correctly answer comprehension questions on the weekly reading assessment.

Page 20: Writing Measurable Goals Using eCST Child Study System Austin ISD

Example 2 in eCST

Page 21: Writing Measurable Goals Using eCST Child Study System Austin ISD

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 teacher records.

Page 22: Writing Measurable Goals Using eCST Child Study System Austin ISD

Example 3 in eCST

Page 23: Writing Measurable Goals Using eCST Child Study System Austin ISD

Example 4: Make it SMARTLesley will behave in class.

Lesley will use non-argumentative language when asked to comply with adult requests 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.

Page 24: Writing Measurable Goals Using eCST Child Study System Austin ISD

Example 4 in eCST

Page 25: Writing Measurable Goals Using eCST Child Study System Austin ISD

Okay. I’ve created an

intervention plan and collected

data. Now what?

w

Page 26: Writing Measurable Goals Using eCST Child Study System Austin ISD

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.

Page 27: Writing Measurable Goals Using eCST Child Study System Austin ISD

Things to keep in mind

Goals should be skill based not grade level based.

Goal should be reasonable but ambitious. Progress should be measured for 3-9 weeks. Be judicious—each goal must be measured and

monitored with data. Don’t overwhelm yourself. Plan to have multiple data points to measure

progress, gathered at least every other week, more often if possible. Measurements done once or twice (MOYs or DRAs, for example) are not good tools for short term goals.

Page 28: Writing Measurable Goals Using eCST Child Study System Austin ISD

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.

Page 29: Writing Measurable Goals Using eCST Child Study System Austin ISD

For Additional Help and Information:

Talk with your curriculum specialists and coaches for intervention support

Check out AISD’s Child Study System website at: www.childstudysystem.com

Talk with members of your Child Study Team or your CST chair

Attend CSS trainings on your campus or offered through ecampus

Contact your Child Study System Facilitator