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Writing Effective Goals and Interventions in eCST

Writing Effective Goals and Interventions in eCST. Child Study System Facilitators. Goals vs. Objectives. In general, goals are broad; objectives are specific

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Writing Effective Goals and Interventions in eCST

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  1. Writing Effective Goals and Interventions in eCST Child Study System Facilitators

  2. Goals vs. Objectives • In general, goals are broad; objectives are specific • For the purpose of eCST, there’s no difference; the broad goal is to increase skills in a specific area—academic, behavior, or attendance • A goal in eCST might be an objective in another context • Don’t get bogged down in semantics

  3. 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

  4. 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?

  5. Intervention Plan: Analyze Data

  6. Analyze Data Kinds of Data • TAKS/STAAR • Universal Screeners (TPRI, Tejas Lee, DIBELS, etc.) • Benchmarks • Attendance Data • Discipline Data Sources of Data • Student Level Review • eCST • DEEDS • SchoolNet • Aimsweb • My Reporting • ACCESS Please see childstudysystem.com for more information including detailed instructions for accessing specific AISD reports.

  7. Intervention Plan: Create Goal

  8. 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 • Timely—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)

  9. How Do I Determine the Goal? Using data: • Identifythe highest skill the student CAN do and write a goal to measure the next step. • Determinea missing skill that would make a significant difference if achieved and write a goal to address that skill. • Identify a desirable behavior that would increase the student’s ability to be successful and write a goal to increase that behavior.

  10. Two Ways to Create Goals in eCST • Use drop down boxes to identify behavior type or TEKS-based skill then edit to make it S.M.A.R.T (screen shot)

  11. Two Ways to Create Goals in eCST • Write your own S.M.A.R.T. goal directly into the goal text box.

  12. 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.

  13. 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.

  14. Determining “Success Threshold” The “success threshold” in eCST means the performance level needed to show mastery or adequate progress toward the goal.

  15. Success Threshold- Must Match Measurement Type

  16. 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

  17. 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, with 80% accuracy, as measured on teacher made assessments.

  18. Example Goal in eCST

  19. On your handout, review components of SMART goals. • Find the table at the bottom. • Working with a partner, transform the “weak” goals into SMART goals in the space provided.

  20. Example 2: Make it SMART Danielle will improve her reading comprehension skills. After reading a 5th grade level text, Danielle will answer at least 4 out of 5 comprehension questions correctly on the weekly reading assessment.

  21. 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 scoring a weekly average of 3 or better on a 4 point teacher feedback sheet.

  22. Example 4: Make it SMART Lesley will behave in class. Lesley will stay in her seat during academic work periods 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.

  23. Things to keep in mind • Goals are skill based not grade level based. • Good goals are reasonable but ambitious. • Measure progress for 3-9 weeks, review fidelity and results, and adjust as needed. • Be judicious—each goal must be measured regularly. Don’t overwhelm yourself with too many goals. • To measure progress, plan for multiple data points, gathered at least every other week. Measurements taken less frequently (MOYs or DRAs, for example) are not good tools for short term goals.

  24. 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.

  25. I Have a Goal—Now What?

  26. Intervention Plan: Instruction

  27. Providing Interventions • Research- or evidence-based • Directly linked to goal • Not simply a location (reading specialist, after school tutoring, etc.) • Includes frequency, duration, grouping ratio • Multiple interventions can support one goal • Interventions can change even if goal remains the same

  28. Literacy Interventions • TPRI Interventions • SRA Corrective Reading • Great Leaps • REWARDS • Read Naturally • Achieve 3000 • Learning A-Z • Portals • SIPPS • Ebbers Strategies • 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

  29. 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

  30. Behavior Interventions • Success Chart • Behavior Contract/Point Sheet • Level System • Social Skill Group • 2:10 Intervention • Back and Forth Journal • Self-Control Strategies • Visual Schedule • Self-Management Group • Cool Down/Recovery Space • Check in/Check out • Pre-Correction • Degree of Choice • Partner with CIS • Problem Solving Instruction

  31. Intervention Plan: Monitor Progress

  32. 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.

  33. 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.

  34. Document Progress • Progress monitoring in eCST • Include multiple data points • Review progress regularly (3-9 weeks) • Adjust intervention as needed based on data • Frequency • Intensity • Duration • Develop new intervention if needed

  35. Okay. I’ve created an intervention plan and collected data. Now what? w

  36. Intervention Plan: Review Data

  37. Data-Based Decision Making in RtIAdapted from Beyond the RtI Pyramid by William Bender

  38. 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 intervention and return to Tier 1

  39. If Insufficient Response Continues • Refer to Child Study Team (CST) • Make request through eCST (Service Tracking) • CST will meet to: • Review current interventions • Review progress monitoring • May consider additional interventions • May consider referral to social service specialist • May consider request for additional assessment (dyslexia, 504, special education, etc.)

  40. For Additional Help and Information Child Study System website—childstudysystem.com • eCST Resource Links • Child Study System Facilitators • Professional Development (CSS or RtI) • 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

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