Writing a goal Response to Intervention: Tiers 2 & 3
Establishing a Goal A goal… • is the expected level of performance at the end of a specified period of time • needs to be measurable, observable, and able to be monitored for progress (sensitive to change) • takes into account the student’s baseline performance, the performance standard and the amount of time needed to reach the goal • is established prior to the development of an intervention
Components of a goal • The student • The conditions in which the behavior occurs • The behavior or task to be performed • The criterion or standard of acceptable performance level • The time frame in which behavior will occur
Setting Ambitious LITERACY Goals • Determine current level of performance • Determine length of intervention • Identify expected level of performance • Subtract current performance level from expected performance level and determine if this is a realistic target (Refer Weekly Growth Rates for ORF chart) • Write a goal • Monitor progress over time
Example goal: Middle School After 30 sessions of small group intervention, students will increase their fluency by at least 4 words correctper minute(.65 ROI per week x 6 wks). These students' fluency scores will increase to 102 - 116 wcpm with 95% accuracy.
Example goal: Primary After 18 sessions of small group literacy intervention, the students will increase their fluency by at least 12 correct words per minute. The students fluency scores will increase to 44 – 52 wcpm with 95% accuracy.