writing measurable goals using ecst child study system austin isd
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Writing Measurable GoalsUsing eCST
Child Study SystemAustin 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
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?
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)
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.
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)
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)
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.
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.
Putting It All Together
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.
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.
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.
Determining “Success Threshold” The “success threshold” in eCST means the
performance level needed to show mastery or adequate progress toward the goal.
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
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
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.
Example 1 in eCST
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.
Example 2 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 teacher records.
Example 3 in eCST
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.
Example 4 in eCST
Okay. I’ve created an
intervention plan and collected
data. Now what?
w
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.
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.
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.
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