Writing Measurable Goals Using eCST

Report
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

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
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Teacher made tests
DIBELS
Passports
Weekly curriculum
assessments
Grade level word lists
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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”
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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”

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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”
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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
Frequency
Assessment
Score
Scale
80% 3
weeks in a
row
4 of 5
attempts
DORF of
55 wpm
or better
“Often”
or better,
4 of 5
days
100% in 3
out of 4
attempts
Less than
2 times
per day
2 out of 4
on writing
rubric
“Rarely”
or better,
2 weeks
in a row
Percentage
Common Goal Writing Errors

Too broad to be measurable
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Too many to be manageable
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Too high to be achievable
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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 SMART
Lesley 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
w
Okay. I’ve
created an
intervention
plan and
collected data.
Now what?
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.
Things to keep in mind
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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.
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For Additional Help and Information:
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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

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