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Meaningful Measurable Goals

Steve Whitmore MASSW Region A Presentation

March 3, 2015

Welcome:

Please…

#1: If you are a member, please log-into www.masswmi.org.

Go to page: https://masswmi.site-ym.com/?GoalWriting

Welcome and Introductions: • Disclaimers

• Never work live with animals, babies or technology. There will be glitches!

• This is messy work!

• This is hard, but you are not alone!

• Let’s review:

• Handouts

• Website

Who’s here?

•School Social Workers?

•MASSW Members?

•Who else?

Objectives for today… • Develop a greater understanding of…

• How socio-emotional learning connects with the CCSS and other standards,

• Data-collection and measurement,

• Measurable present level elements, and

• Measurable goals and objectives.

Why write goals? It’s the Law!

- R 340.1721e Individualized Education Program.

(1)(a) A statement of measurable annual goals, including measurable short-term objectives

- Guides our practice with a student/ gives us a

target.

- Permits progress monitoring

- Two assumptions of this presentation: - We will be adopting the CCSS as a state. - We will be continuing to require objectives.

People struggle with goal writing because…

General discomfort with the language of measurement and statistical applications We want kids to succeed, but we are afraid that they won’t. A poor reflection on us. Goal writing treated as an activity separate from a comprehensive process.

Mixed messages???

• Some policies are specifically written in law; others are some interpretation.

• You should always follow your local district guidelines.

• Ask thoughtful questions about preferences of your directors or supervisors.

• Quick reference guide: https://www.michigan.gov/documents/mde/Section_4_Goals_321786_7.pdf

• (The canned Powerpoint).

Keep in mind… Recurring Themes

Overarching purpose is that the student is to improve engagement in general education curriculum. You are providing specialized instruction. Data should be linked to educational benefit. Baseline Data should be connected to Present Level Data. Progress Monitoring Data should be the same type of data that was used in the Baseline.

The box sheet…

•#1: Brainstorm the attributes or characteristics of…

•Oppositional Behavior

•Friendship

•Self-regulation

•Anxiety

The box sheet…

•#1: Brainstorm the attributes or characteristics of…Oppositional

Behavior

• Struggles to see others’ perspectives

• Struggles with empathy • Poor conflict resolution skills • Physical/verbal acting out • Hurtful • Disruptive • Non-compliance • Safety concerns • Challenges authority

Join me at the wall…

•#2: Teacher says Johnny is _______. You say, “How do you know?” Teacher says, “He…” O

The boxes

•#2: Teacher says Johnny is oppositional. You say, “How do you know?” Teacher says, “He…”

•Breaks items

•Hits

•Kicks

•Screams

•Argues

The boxes:

• #3: What are the behaviors/skills that Johnny needs to exhibit or learn?

• Advocate for self when feeling misunderstood (eg. Say “I need to say something”)

• Ask for a break using a break card • Complete math work with one reminder • Follow directions first time given • Implement a self-calming strategy (eg.

Ask for a break, take a deep breath, ask for help, etc.)

Vintage Video. In process of being updated. It is not perfect,

but it is helpful in understanding the big picture. Link: https://www.dropbox.com/s/rjvzxgkgc2gdrpq/artvideo10.11.13DRAFT.mp4?dl=0

Few minute reflection…

•What did you see or hear?

•What did you think?

•What do you wonder?

The 10 Step IEP Development Process…

First…

• Expected to progress along with same aged peers.

• Goal is 1) remediation or 2) engaging in curriculum as much as possible.

• May use MI Health Standards and Common Core Standards in the IEP

• May consult CASEL/Illinois Standards, Michigan Model for Health, Occupational Skills or other frameworks for appropriate developmental expectations.

Using Standards in IEP’s:

•Two Levels of Use:

• Direct/Academic and Social Skills

• Academic Behaviors-Student Engagement/Support

Direct/Academic Skills • Goal setting tied directly to state

standards

• Common Core State Standards

• Health Standards

• Physical Education

• Other GLCE’s and HSCE’s

Guidelines when using standards…

• Who do the goals belong to? The student! • Look for key verbs and nouns • Do not restate the standard as the goal. • Think about the “prerequisite skills”

needed to make the standard happen. • Find out how standard is measured in the

general education classroom. • Look at standards across grade levels • Can’t address everything, look for big ideas

that get the most “bang for your buck”

Michigan Health Standards

• K-8: GLCE for Health Education • http://www.michigan.gov/mde/0,4615,7-140-28753_64839_38684_29823-

156852--,00.html

• 9-12: MI Merit Curr. Health Education • http://www.michigan.gov/documents/mde/Health_MMC_178846_7.pdf

7 Strands: 1. Nutrition & Physical Activity 2. Alcohol, Tobacco, & Other Drugs 3. Safety 4. Social & Emotional Health 5. Person Health & Wellness 6. HIV Prevention (Optional) 7. Sexuality Education (Optional)

8 Content Standards: 1. Core Concepts 2. Access Information 3. Health Behaviors 4. Influences 5. Goal Setting 6. Decision Making 7. Social Skills 8. Advocacy

Michigan Health Standards

Grade 2

Michigan Health High School

Physical Education GLCE’s

• http://www.michigan.gov/documents/mde/PersonalSocial2_213958_7.pdf

Common Core State Standards

• What is it and Why? • http://www.commoncoreworks.org/Page/378

• Common Core is only ELA and Math

• All other expectations are still Michigan GLCE’s or HSCE

• Sometimes you need to look a grade below to understand how you might be involved.

http://www.corestandards.org/ELA-Literacy/SL/introduction

CCSS are loaded with standards • Communication skills

• Team work/collaboration

• Problem-solving

• Reasoning skills

• Generalization skills (applying one concept to another situation)

• Time management

Academic Behaviors- Student Engagement/Support

• Behaviors associated with successful completion of the academic skills

• The pre-requisite skills needed to complete the standard

• Example:

• CCSS.ELA-Literacy.W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

• Skills: On-task, listening, following-directions, completing assignments, asking a question, ignoring distractions, self-monitoring, goal setting, feelings expression, making a decision, etc.

Academic Behaviors- Student Engagement/Support • Study skills

• Motivation

• Adaptability skills

• Enjoyment of learning

• Recognizing strengths and weakness

• “I can” mindset

• Perseverance – anxiety management

• Self-regulation: • Executive functioning (controlling one’s impulses, attention and

behavior)

• Effortful control (ability to suppress)

Academic Behaviors- Student Engagement/Support • Math processes:

• 1. Make sense of problems and persevere in solving them.

• 2. Reason abstractly and quantitatively

• 3. Construct viable arguments and critique the reasoning of others

• 4. Model with mathematics (Use math to solve real world problems)

• 5. Use appropriate tools strategically

• 6. Attend to precision

• 7. Look for and use of structure (patterns)

• 8. Look for and express regularity in repeated reasoning (transfer)

http://www.scholastic.com/teachers/top-teaching/2013/03/guide-8-mathematical-practice-standards

First…

The third grade students should be expected to…

1. complete their assignments;

2. ask for help when they don’t understand the

directions; and

3. accept constructive comments when they

might be making a mistake.

Second…

Why are you considering evaluation for services? What criteria is used for certification (eg. EI, ASD, OHI, etc.)? (Criteria could be addressed on Present Level statement) What data do you have on the referral behaviors? What data do you have on his/her functional skills and setting events?

Second…

Wayne …

1. looks sad,

2. will “shut down” and not complete his work (frequently), and

3. is very sensitive to feedback about his work.

Detour #1- • Let’s talk about Measurement…

Why do we measure?

• For assessment of functioning:

• Diagnosis or certification

• Guidance for intervention

• Goal Writing

• Progress Monitoring

What does it mean to be measurable?

Is a cup of flour measurable?

Is a bucket of water measureable?

Measurability Basics

• A student’s behavior has to be defined so that it can be

recognized reliably.

• There is a consistent unit of measurement that can be

compared (reported in the same way each time).

Oakland Schools 41

Measurement is at best- snapshots over

time…

Measurability Basics

Consistent Units (or criteria): • Duration (How long can Fred maintain attention to task X in

math?)

• Intensity (Using the XYZ scale of self-regulation, how intense does Renee’ become when she is upset?)

• Frequency (What is the percentage of times in a day does Johnny say “Hello” when someone says “Hi” to him first? How many incidents (e.g. hiding under desk) did Johnny have in math class in this 5 day week?)

• Latency/Speed (When the teacher hands her a worksheet, how fast can Betty get out her paper and put her name on it when the teacher has asked?)

• Accuracy (How many times out of 5 can Luann identify at least 2 strategies to calm herself down in a small group when asked?)

Oakland Schools 43

Adding numbers don’t make something

measurable… • Given 4 trials a week, the student will attempt ¾ of them

with 80% accuracy rate 9 out of 10 times.

• The student will bring his assignment notebook to class

daily.

Oakland Schools 44

If it can be made into a graph, then it is

measurable…

Oakland Schools 45

Data Collection Sources/Methods:

Most fall into one of these categories:

• Permanent Products

• Behavior Rating Scales/ Checklists

• Systematic Direct Observation

• Daily Report Cards or Logs

• Assessment Tools

• Remember that one measure can be tied to a number of

different aspects. For example, attendance/tardiness could be related to academic anxiety, physical illness, social anxiety, disorganization, impulsivity, etc.

Oakland Schools 46

Permanent Products 1. Definition: behavioral data that exists in the system.

2. Examples:

a. Attendance b. Discipline/suspension rates c. Homework completion d. Behavior plan data e. Grades f. Citizenship marks or remarks

3. Pros: a. Readily assessable b. Nothing additional needs to be done c. Highly relevant to school life d. Helpful when time and money are limited e. Useful for alerting school personnel of problems.

4. Cons: a. Doesn’t necessarily specify: duration, frequency, intensity and environment b. Might be superficial/ need additional information

Oakland Schools 47

Behavior Rating Scales/Checklists 1. Definition: questionnaires that ask an individual to rate a student based on experience. Range of specific to global measurements: attention, behavior, depression, anger, anxiety, strengths, skills, peer interactions, performance

2. Examples:

a. BASC* b. Child Behavior Checklist* c. Connor’s* d. Super Skills* e. Belini ASD* f. Emotional and Behavior Problem Rating Scale (Hawthorne) g. Skill Streaming* h. Regina PBS Play and Social Behavior Rubric- Kindergarten*

3. Pros: a. Good reliability and validity b. Require little training c. Inexpensive and time-efficient d. Best for pre-Intervention identification

4. Cons: a. Typically not given repeatedly- difficult to use to monitor intervention b. Not Sensitive to change over time c. Doesn’t address cause of change d. Sometimes ratings are not concrete or operationalized*

Oakland Schools 48

* Might require operational

definitions and frequency

measures.

*So How Often is “Sometimes”?

• No universal agreement.

• From the Autism Social Skills Profile • http://www.ocali.org/up_doc/Autism_Social_Skills_Profile.pdf

• Circle N if your child never or almost never exhibits the skill or behavior.

• Circle S if your child sometimes or occasionally exhibits the skill or behavior.

• Circle O if your child often or typically exhibits the skill or behavior.

• Circle V if your child very often or always exhibits the skill or behavior

So How Often is “Sometimes”?

• From the Autism Social Skills Profile • http://www.ocali.org/up_doc/Autism_Social_Skills_Profile.pdf

How about?

• N- 0-25% of the time when needed

• S- 26-50% of the time when needed

• O- 51-75% of the time when needed

• V- 75-100% of the time when needed

So How Often is “Sometimes”?

• From Skill Streaming: http://www.adams12.org/files/dms/behskillsstrteacher.pdf

How about?

____ 1 Almost never (0-20% of the time when needed)

____ 2 Seldom (21-40%)

____ 3 Sometimes (41-60%)

____ 4 Often (61-80%)

____ 5 Almost always (81-100%)

Asking questions using a scale like

system…

How often does

student start an

assignment

independently on

his own?

How often does

student ask for

help when he

appears not to

understand?

How often does it

appear that

student believes

he can’t do an

assignment that

is within his skill

level?

Math Resource

1 Almost never (0-

3 Sometimes (41-

5 Almost always

(81-100%)

English Resource

1 Almost never (0-

3 Sometimes (41-

4 Often (61-80%)

Social Studies 1 Almost never

(0-20%)

1 Almost never

(0-20%)

5 Almost always

(81-100%)

So How Often is “Sometimes”? • From the Strengths and Difficulties Questionnaire

• http://www.sdqinfo.com/

How often is somewhat true?

How often is certainly true?

So How Often is “Sometimes”? • From the Strengths and Difficulties Questionnaire

How about?

• Not true: • ____1. never

• ____2- one time in several months,

• Somewhat True: • ____3- up to once a month,

• ____4- more than once a month,

• Certainly True: • ____5- more than one time a week,

• ____6- more than once a day, up to once an hour,

• ____7- more than once an hour.

Another idea for progress monitoring: • From the Strengths and Difficulties Questionnaire

• Take a subscale and ask for completion every month from

student or teacher:

• 1- not in my

presence,

• 2- one time in

several months,

• 3- up to once a

month,

• 4- more than

once a month,

• 5- more than one

time a week,

• 6- more than

once a day, up to

once an hour,

• 7- more than

once an hour.

Start Independence Scale

• Graphs by itself:

https://www.gvsu.edu/cms3/assets/2CF6CA25-D6C6-F19E-

339DC5CD2EB1B543/training/2014-

15/k12_orientation/data_collection/2_independence_data_form_9-20-

14.docx

Possible Tool- The Rubric

• Measurable Progress Rubric

Applied

Demonstrated

Ongoing

Developing

Emerging

Introduced

No evidence

Oakland Schools 57

Measurable Progress Rubric… At what level is Stu able to demonstrate skill X?

• Introduced: There is no evidence that the student has this skill.

• Emerging: The student is in the beginning stages of developing this skill.

• Developing: The student is showing some progress with this skill.

• Ongoing: The student is in the advance stages of developing this skill.

• Demonstrated: The student is able to show proficiency with this skill upon request.

• Applied: The student is able to use this skill independently to solve complex problems (e.g. someone yells at him on the playground and there isn’t an adult available).

Oakland Schools 58

Possible uses for a Rubric… • Levels of independence

• Degrees of assistance

• Degrees of generalization

• Gradients of criteria

• Stages/groupings of skill development

• Increasing difficulty of task

• Shaping of behavior

Oakland Schools 59

Rubric in a graph…

Applied

Demonstrated

Ongoing

Developing

Emerging

Introduced

No evidence

Oakland Schools 60

Behavior Rating Scales/Checklists 1. Definition: questionnaires that ask an individual to rate a student based on experience. Range of specific to global measurements: attention, behavior, depression, anger, anxiety, strengths, skills, peer interactions, performance

2. Examples:

a. BASC* b. Child Behavior Checklist* c. Connor’s* d. Super Skills* e. Belini ASD* f. Emotional and Behavior Problem Rating Scale (Hawthorne) g. Skill Streaming* h. Regina PBS Play and Social Behavior Rubric- Kindergarten*

3. Pros: a. Good reliability and validity b. Require little training c. Inexpensive and time-efficient d. Best for pre-Intervention identification

4. Cons: a. Typically not given repeatedly- difficult to use to monitor intervention b. Not Sensitive to change over time c. Doesn’t address cause of change d. Sometimes ratings are not concrete or operationalized*

Oakland Schools 61

* Might require operational

definitions and frequency

measures.

Systematic Direct Observation

1. Definition: Method of behavioral assessment that requires a trained

observer to identify and operationally define a behavior of interest, use a

system of observation in a specific time and place, and then score and

summarize in a consistent manner. Focused nature and consistent

2. Examples:

Staying in seat, disruptive behavior, playing with objects, interacting with

peers, work completion.

3. Pros:

a. Gold standard: collected as behavior occurs

b. Reliable snapshot

c. Naturally serves several functions (assessment, monitoring, diagnosis)

4. Cons:

a. Drain on resources: time consuming

b. Multiple observations needed for reliability

c. Requires an independent observer

d. New presence might positively or negatively affect

Systematic Direct Observation Example for staying on task:

Systematic Direct Observation

1. Definition: Method of behavioral assessment that requires a trained

observer to identify and operationally define a behavior of interest, use a

system of observation in a specific time and place, and then score and

summarize in a consistent manner. Focused nature and consistent

2. Examples:

Staying in seat, disruptive behavior, playing with objects, interacting with

peers, work completion.

3. Pros:

a. Gold standard: collected as behavior occurs

b. Reliable snapshot

c. Naturally serves several functions (assessment, monitoring, diagnosis)

4. Cons:

a. Drain on resources: time consuming

b. Multiple observations needed for reliability

c. Requires an independent observer

d. New presence might positively or negatively affect

Daily Report Cards or Logs 1. Definition: observation tool that meets

four guidelines: a. Behavior is specified

b. Rating of behavior occurs frequently

c. Obtained information is shared across individuals

d. The card is used to monitor effects of intervention

2. Examples: • Check in or check out

• ABC log

• Scatterplot

3. Considerations: • Target behavior defined

• Rating frequency

• Type of scale to be used (number scale, tally's, time

measurement, etc.)

• Consequences

• Responsibilities

4. Pros: • Wide range of ages

• Promotes positive behavior

• Successful in promoting home-school

communication

5. Cons:

• Reliability and accuracy of data. • Time/manpower

Direct Assessment Tool 1. Definition: tool that evaluates the understanding, ability, or disposition of a

student; given directly to the student to complete

2. Examples: • Michigan Model Assessment of Socio-Emotional Learning

• Test of Pragmatic Language

• Self-rating scale: SDQ Measure, Rosenberg Self-Esteem Scale

3. Pros

• Yields a score

• Understanding of different areas of functioning from a student’s perspective

• May be standardized

• 4. Cons

• Ability to be repeated might be limited.

“I want my back to feel better”

A Physical Therapy example…

• 1. How much could the neck rotate each way?

• 2. How much strength is in both arms? How did

they compare with each other?

• 3. On a scale of 1-10 (10-being unbearable),

how much pain is there?

• 4. What activities cannot be done that used to

be done?

• 5. How frequent was the pain?

The boxes:

•#4: Looking at your lists of

teacher problem reports

and possible skills, what

might you measure at

school?

Oakland Schools 69

The boxes: Oppositional Behaviors

• #4: Looking at your lists of teacher problem reports and possible skills, what might you measure at school?

• Behavior Office Referrals

• Time in class Versus Time out of class

• Behavior logs/daily sheet

• Self-reports (verbal- rank on scale)

• Observation of behaviors

• Behavior log of how many times implements a strategy

• Verbalize strategies with the SW

• Attendance log

Oakland Schools 70

Join me at the wall…

• #5: Looking at what you might measure, what might the data look like? • The student had 75% of days without incident this month (based on the number of office discipline referrals).

• The student follows 60% of the directions during math

• The student requested a break 2 out of five times in a five day period.

• The student correctly identified another person’s perspective 2 out of 5 times.

Oakland Schools 71

Problem ideas: Anxiety • What can we measure?

• Consider presenting problem and measure that.

• Permanent Products: • Attendance rates/missing classes/patterns

• Work production

• Behavior Rating Scales/Checklists: • Skills in asking for help (eg. Lagging Skills, Super Skills, Skill streaming)

• Behavior or anxiety rating scales (SDQ, BES, BASC, etc.)

• Self rating scale on anxiety or an SDQ

• Systematic Observation: • Observe how they are completing work in classroom, how they interact in lunchroom- one

characteristic like stuttering, flapping, or talking

• Self reports on level of anxiety or frequency.

• Daily Report Cards/Logs: • Log of how many times they leave the classroom.

• Log of how many times they come to the office for a “medical reason”.

• I Pad Mood Tracker logs

Problem ideas: Off-Task Behavior

• What can we measure? • Consider presenting problem and measure that.

• Permanent Products: • Work production/completion - looking at grade book

• Behavior Rating Scales/ Checklists: • Skills in asking for help (eg. Lagging Skills, Super Skills, Skill streaming)

• Systematic Direct Observation: • Structured Observation on how they are completing work in classroom- compare how much

time on task to off task

• Behavior or anxiety rating scales (eg. SDQ, EBSP, BES, Connor’s)

• Daily Report Cards or Logs: • Log of how many times they leave their seat, blurt, etc.

• Log of how much time it takes to complete math assignments.

• Log of how many times they come to the office for a discipline referral.

• Log of how much time do they need to spend outside of the room or in a quiet spot with an adult 1:1 to complete X assignment or task.

• Daily behavior sheet or check in/check out sheet

Problem ideas: Oppositional Behavior • What can we measure?

• Consider presenting problem and measure that.

• Permanent Products: • Work production/completion - looking at grade book

• School computer system (eg. SWIS or Powerschool) on incidents/suspensions.

• Behavior Rating Scales/ Checklists: • Skills in accepting No (eg. Lagging Skills, Super Skills, Skill Streaming)

• Behavior or anxiety rating scales (SDQ, EBSP, BES, Connor’s)

• Systematic Direct Observation: • Structured Observation during a high stress time looking for triggers and attitude changes.

• Interview and ask then questions about how well they can identify their triggers- count the number of reasons they can give you.

• Daily Report Cards or Logs: • Log of how many times they become oppositional (defined)

• Log of how many times they come to the office for a discipline referral.

• Log of how often can they identify how they feel on a 5 point scale.

• Log of negative statement about self or others.

• Daily Behavior Sheet or Check in/Check out.

• # of restraints.

Problem ideas: Friendship/Peer Interactions

• What can we measure? • Consider details of the presenting problem and measure that.

• Permanent Products:

• Work production/completion - looking at grade book

• Behavior Rating Scales/ Checklists: • Skills in asking for help (eg. Lagging Skills, Belinii, etc.)

• Behavior or interactions scale (SDQ, EBSP, BES, Connor’s)

• Systematic Direct Observation: • Structured Observation of interactions during a 20 minute period in lunchroom or playground.

• Daily Report Cards or Logs: • Take a Skill Streaming step of Joining a group and ask them if they can show you what it

looks like- count that.

• Interview and ask then questions about how well they can identify traits of a friend- count the number of traits they can give you.

• Log of how many times they initiate a conversation throughout the day

• Log of how many times they come to the office for a peer conflict requiring adult intervention.

• Log of negative statement about self or others.

• Bus reports on who he sits by or talks with.

More Measurability Basics for IEP’s:

• The goal must be attainable within the year.

• Repeated measures can be taken throughout the year.

• The goal is clearly written so everyone knows when it

has been accomplished.

Oakland Schools 76

Detour #2-

The Relationship between Assessment & Progress Monitoring

How many times is Sally on task in a 30 minute math time?

Assessment Data

Present Level Data

Goal Data Progress

Monitoring Data

In a 30 minute math observation, Sally was

on task 2 out of 30 times.

Sally is frequently off task…In a 30 minute math observation, Sally was on task 2

out of 30 times

Sally will maintain attention at least 25 out of 30 times in

math class as measured by a 30

minute observation…

This month, the 30 minute observations showed Sally was on

task 15 out of 30 times…

Guiding Data Question

Same type of data is used in the goal writing and monitoring process.

How many times is Sally on task in a 30 minute math time?

Assessment and Present

Level Data/Baseline

How did teacher score Freddy on the XYZ Participation Rubric?

Assessment Data

Present Level Data

Goal Data Progress

Monitoring Data

On the XYZ Participation rubric, Freddy was rated a

Level 1 out of 5 by his classroom teacher.

On the XYZ Participation rubric, Freddy was rated a

Level 1 out of 5 by his classroom teacher.

Freddy will increase class participation (e.g.

raise hand without prompting to speak,

ask a question, etc.) as evidenced by a score of Level 4 out of 5 on the XYZ Participation rubric

This month, on the XYZ Participation

rubric, Freddy was rated a Level 3 out

of 5 by his classroom teacher.

How did teacher score Freddy on the XYZ Participation Rubric?

Level Data/Baseline

How did Myrtle score herself on the Happiness subscale?

Assessment Data

Present Level Data

Goal Data Progress

Monitoring Data

Myrtle scored a self rating 8 out of 20 on

the Happiness subscale.

Myrtle scored a self rating 8 out of 20 on

the Happiness subscale.

Myrtle will show improved mood (e.g.

smile more during the day, ask questions in class, talk to peers

throughout the day) at school as evidenced by a self rating 18 out of 20 on the Happiness

subscale.

On the last rating this quarter, Myrtle scored a self rating 14 out of 20 on the Happiness subscale.

How did Myrtle score herself on the Happiness subscale?

Level Data/Baseline

Other Examples of Guiding Data Questions… • What percentage of days this month does Rebecca attend

school (based on Powerschool records)?

• How many days in a five day week does Johnny spend at least 50% of his time interacting with his peers (according to the lunch mom)?

• How many days in a five day week is Marcus tantrum free (e.g. doesn’t cry, shout, tip over desk, etc.) according to his ECSE teacher?

• How many times out of five can Margaret give at least two strategies for calming down when asked by an adult (based on logs)?

• How many times out of five can Margaret demonstrate at least two strategies for calming down when asked by an adult (based on logs)?

What percentage of the time in a 20 minute small group can Alex respond on topic when a peer asks him a question?

Assessment Data

Present Level Data

Goal Data Progress

Monitoring Data

In a 20 minute, small grouping, Alex can

respond on topic when asked a question by a peer 30% of the time.

This month, Alex can respond on

topic when asked a question by a peer 40% of the time.

What percentage of the time in a 20 minute small group can Alex respond on topic when a peer asks him a question?

Assessment Data

Present Level Data

Goal Data Progress

Monitoring Data

In a 20 minute, small grouping, Alex can

respond on topic when asked a question by a peer 30% of the time.

Alex has a difficult time responding to peers without

talking about his topic of interest. For example, In a 20 minute, small grouping, Alex can respond on topic

when asked a question by a peer 30% of the time.

Alex will respond to peers on topic 60% of the time in a small 20

minute grouping when asked a

question by a peer

This month, Alex can respond on

topic when asked a question by a peer 40% of the time.

How often does Marty admit his fault when he makes mistakes (in a week’s time)?

Assessment Data

Present Level Data

Goal Data Progress

Monitoring Data

Marty struggles with telling

the truth on a daily basis several times a day. For example, when Marty is

confronted with admitting to an incident (eg…), Marty will admit his fault 1 out of 5 times in a week’s time.

Marty will admit his part in misbehavior (eg…), Marty will

admit his fault 4 out of 5 times when

asked about his role in the situation.

How often does Marty admit his fault when he makes mistakes (in a week’s time)?

Assessment Data

Present Level Data

Goal Data Progress

Monitoring Data

Last week, when Marty was confronted with

admitting to an incident (eg…), Marty

admitted his fault 1 out of 5 times.

Marty struggles with telling

the truth on a daily basis several times a day. For example, when Marty is

confronted with admitting to an incident (eg…), Marty admitted his fault 1 out of 5

times in a week’s time.

Marty will admit his part in misbehavior (eg…), Marty will

admit his fault 4 out of 5 times when

asked about his role in the situation.

Last week, when Marty was

confronted with admitting to an incident (eg…),

Marty admitted his fault 3out of 5

times.

In the past month, how many days has Bailey come into class looking sad or upset?

Assessment Data

Present Level Data

Goal Data Progress

Monitoring Data

Bailey comes into class looking sad or upset 10

out of 20 days in science class based on

teacher’s log.

In the past month, how many days has Bailey come into class looking sad or upset?

Assessment Data

Present Level Data

Goal Data Progress

Monitoring Data

Bailey came into class looking sad or upset 10

out of 20 days in science class based on

teacher’s log.

Bailey struggles with depression and coping with

stress. For example, the science teacher reports that

Bailey came into class looking sad or upset 10 out of 20 days (based on logs).

Bailey will show improved mood as

evidenced by a decrease in coming

into science class sad or upset to 4 out of

20 times in a month.

This month, the science teacher

reports that Bailey came into class

looking sad or upset 13 out of 20 days.

Question:

Assessment Data

Present Level Data

Goal Data Progress

Monitoring Data

In a structured 10 minute observation on the playground, James interacted (eg. Spoke, threw a ball, followed the peer up the slide, etc.) 3 out of 10 times

with peers.

James will show an increase in playground interactions (eg. Spoke, threw a ball, followed the peer up the slide,

etc.) with peers 8 out of 10 as measured in a 10

minute structured observation.

In a 10 minute structured observation on the playground, how many times did James interact with peers on the playground?

Assessment Data

Present Level Data

Goal Data Progress

Monitoring Data

In a structured 10 minute observation on the playground, James interacted (eg. Spoke, threw a ball, followed the peer up the slide, etc.) 3 out of 10 times

with peers.

In a structured 10 minute observation

on the playground on 1.5.14, James

interacted (eg. Spoke, threw a ball, followed the peer up the slide,

etc.) 7 out of 10 times with peers.

James plays mostly by himself on the

playground. For example, In a structured 10 minute

observation on the playground, James

interacted (eg. …) 3 out of 10 times with peers.

James will show an increase in playground interactions (eg. Spoke, threw a ball, followed the peer up the slide,

etc.) with peers 8 out of 10 as measured in a 10

minute structured observation.

The boxes:

•#6: What is the guiding data question that you might ask?

The boxes: • #6: What is the guiding data question that you

might ask? • What percentage of his days was Johnny

successful (with no discipline referrals) in a given month?

• What percentage of the directions did the student follow during math this week?

• When he appeared stressed, what percentage of the time did student ask for a break in the first five day week of the month?

• How many times out of five can the student identify another’s perspective when prompted?

Third…

These are the GUIDING DATA QUESTIONS. They guide your thinking. If these questions are appropriate, then everything else will fall into place. Questions should be formed looking at Presenting Problem and making it measurable. Questions should be considering the skills that the student needs to learn. Make sure the questions may be asked over and over again to assess progress (can it be graphed over time?) Consider how the question will be answered (by observation, teacher report, log, rating scale, operationalized rubric, etc.) and by time frame, conditions and by whom.

Guiding Data Question

Third…

1. In a 5 day week, how many times (what percentage) does Wayne complete an

assignment in the classroom in the areas of math, writing and social studies?

Third…

2. How often can Wayne identify the steps in accepting

constructive criticism (e.g. take a deep breath, tell himself that he is okay, tell himself that everyone makes mistakes, etc.) when prompted?

Questions to ask to write a good

data question. Is present level measurable/able to

be graphed?

Is the data able to support writing at

least one goal and two objectives?

Is the data able to be collected

repeatedly in a similar manner?

Do you know the questions used to

obtain this data?

Oakland Schools 101

Other considerations: Are terms defined to pass the stranger

Is the collection method/tool defined?

Is there a setting or condition listed?

Is there a clear time frame of measurement indicated?

Is there intensity or degree addressed?

How often will you collect data in the future?

Who will collect the data?

How will you provide services?

Oakland Schools 102

Fourth…

• Answer your data questions.

• Add to your presenting problem statements.

• Combine together. Smooth out so it reads well.

Fourth…

1. In a 5 day week, how many times (what percentage) does Wayne complete an assignment in the classroom in the areas of math, writing and social studies?

During the week of Sept 30, teacher reports Wayne

completed only 66% or 14 out of 21 assignments in writing, social studies, and math. He completed 100% in science.

Fourth…

2. How often can Wayne identify

the steps in accepting

constructive criticism (e.g. take a deep breath, tell himself that he is okay, tell himself that everyone makes mistakes, etc.) when prompted?

The school social worker in an assessment interview asked Wayne about his sensitivity to criticism. Wayne said he often feels like the teacher is bullying him and that he is afraid to do the assignment wrong because he’ll be laughed

at. So he doesn’t try. He couldn’t identify any strategies at that might help him get past that feeling of being made fun of. The resource room teacher asked him as well and student couldn’t identify any strategies.

Fourth…

3. How often can Wayne demonstrate

the steps in accepting constructive criticism when prompted?

The school social worker in an assessment interview asked Wayne about his sensitivity to criticism. Wayne said he often feels like the teacher is bullying him and that he is afraid to do the assignment wrong because he’ll be laughed at. So he

doesn’t try. He couldn’t identify any strategies at that might help him get past that feeling of being made fun of. The resource room teacher asked him as well and student couldn’t identify any strategies.

Wayne couldn’t demonstrate any strategies when asked prompted by the SSW or the RR teacher.

So all together, the present level of functioning on the left side should look like this…

• Wayne frequently looks unhappy and doesn’t participate in class. Teacher reports that student frequently will not complete his work in math, writing and social studies. He appears very sensitive to criticism and the teacher can find few ways to motivate him. He will take hours to complete one assignment.

• More specifically, during the week of Sept 30, teacher reports Wayne completed only 66% or 14 out of 21 assignments in writing, social studies, and math. He completed 100% in science. The school social worker in an assessment interview asked Wayne about his sensitivity to criticism. Wayne said he often feels like the teacher might “bully” him (although she has never done so) and that he is afraid to do the assignment wrong because he’ll be laughed at. So he doesn’t try. He couldn’t identify any strategies at that might help him get past that feeling when asked by the SSW and resource room teacher. He could not demonstrate any strategies either.

The underlined will be used in the baseline on the Goal Page.

• Wayne frequently looks unhappy and doesn’t participate in class. Teacher reports that student frequently will not complete his work in math, writing and social studies. He appears very sensitive to criticism and the teacher can find few ways to motivate him. He will take hours to complete one assignment.

• During the week of Sept 30, teacher reports Wayne completed only 66% or 14 out of 21 assignments in writing, social studies, and math. He completed 100% in science. The school social worker in an assessment interview asked Wayne about his sensitivity to criticism. Wayne said he often feels like the teacher might “bully” him (although she has never done so) and he is afraid to do the assignment wrong because

he’ll be laughed at. So he doesn’t try. Wayne couldn’t identify any strategies at that might help him get past that feeling (of being bullied). He could not demonstrate any strategies.

Fifth…

Wayne’s sensitivity to criticism is a problem because…

1. he is not completing assignments as requested, and

2. he is not able to engage fully in the curriculum.

Impact and Needs…

• The word has two different meanings…

110 What does student require to be successful?

Need refers to deficit or weakness

Sixth…

Wayne needs to…

1. learn how to accept constructive criticism or help. This will be done by…

1. providing resource room time to complete work

without other students watching him

2. SSW services to assist Wayne in developing

appropriate coping skills when offered constructive

criticism.

Seventh…

Goals are derived from baseline data and data questions. They are measurable. They should include action verbs. They should include conditions. They should be written in a positive (skill-based) manner.

Seventh…

Format:

A well-written goal contains:

Completion Date: Skill or behavior: Condition and Criteria: Assessment/evaluation method (include a time frame):

Seventh…

Format:

A well-written goal contains:

Completion Date: By October, 2014, Skill or behavior: Wayne will accept constructive criticism (and be

less self-conscious) Condition and Criteria: in the classroom during writing, math and

social studies assignments from 66% to 100% Assessment/evaluation method (include a time frame): (based on

teacher’s grade book/log for one full week).

Verbs/skills that reflect measurability/learner performance:

Answer Ask/Request Bring Chart Choose Compare/Contrast Complete Contribute Contribute Create Define Demonstrate Describe Determine Differentiate Discriminate Does not ______

Explain Find Follow Generate Give Greet Identify Include Initiate Imitate Invite Join in Label List Maintain Make Match Name

Organize Outline Point Provide Record Remain in seated area Respond Say Select Self-correct Share Solve Stay on task Stay on topic Take turns Use Verbally label Verbally express Wait

Conditions:

Criteria:

Assessment/Evaluation:

Seventh…

Here’s the guiding question:

Seventh…

GOAL: By October, 2014, Wayne will accept constructive criticism (and be less self-conscious) in the classroom as evidenced by an increase of assignment completion from 66% to 100% in writing, math and social studies (based on teacher’s grade book/log for one full week).

Seventh…

GOAL: By October, 2014, Wayne will accept constructive criticism (and be less self-conscious) in the classroom as evidenced by an increase of assignment completion from 66% to 100% in writing, math and social studies (based on teacher’s grade book/log for one full week).

Eighth…

Objectives Versus Benchmarks

Short-term Objectives

One overarching target for the year

Different short-term objectives (skills) or discrete components based on task analysis

Limited flexibility

May be better for non- curricular type of goals

Benchmarking Target tracking to successful

completion of annual goal STOs are the goal statement

but with progressive growth each marking period

Concept based Professional flexibility Better alignment to

standards Might be best if skills have

been learned first

Objectives Versus Benchmarks Objective

• Objective 1. By 1/13, Johnny will identify two

coping strategies (e.g. take a deep breath,

ask for a break, and/or wear his

headphones) when math instructions take

place) (when prompted by an adult 4 out of

5 times).

• Objective 2: By 4/13, Johnny will implement

a coping strategy (e.g. take a deep breath,

ask for a break, and/or wear his

headphones) (when prompted 4 out of 5

times) in math.

• Objective 3: By 6/14, Johnny will show

positive regulation skills (e.g. obtain

headphones, ask for a break, take a deep

breath, tell himself he’ll be okay, etc.)

(without prompting) when teacher is giving

math instructions in class as evidenced by

an increased class participation to 4 out of 5

times a week.

Benchmarking Benchmark 1: By 11/13, Johnny will show

positive regulation skills (e.g. obtain

headphones, ask for a break, take a deep

breath, tell himself he’ll be okay, etc.) when

teacher is giving math instructions in class

as evidenced by an increased class

participation to 2 out of 5 times a week.

Benchmark 2: BY 3/14 Johnny will show positive

regulation skills (e.g. obtain headphones,

ask for a break, take a deep breath, tell

himself he’ll be okay, etc.) when teacher is

giving math instructions in class as

evidenced by an increased class

participation to 3 out of 5 times a week.

Benchmark 2: BY 6/14, Johnny will show positive

regulation skills (e.g. obtain headphones,

ask for a break, take a deep breath, tell

himself he’ll be okay, etc.) when teacher is

giving math instructions in class as

evidenced by an increased class participation to 4 out of 5 times a week.

Eighth…

Skill or behavior: Condition: Criteria: Assessment/evaluation method: Schedule:

collected? reviewed? reported?

What does your IEP say about evaluation schedule? • If you write one of these terms, make sure everyone

understands what it represents.

Eighth…

127 Identify the steps to accept criticism

Possible formula:

Eighth…

Demonstrate the steps to accept criticism (in isolation/small group)

Eighth…

Demonstrate the steps to accept criticism (in isolation small group)

Perform the steps to accept criticism (in classroom)

Eighth…

1. When prompted, Wayne will identify the steps needed when accepting constructive criticism (e.g. take a deep breath, tell himself he’s okay, tell himself everyone makes mistakes) 100% of the time (by 1/14).

2. When prompted, Wayne will demonstrate the steps needed when accepting constructive criticism (e.g. take a deep breath, tell himself he’s okay, tell himself everyone makes mistakes) 100% of the time (by 4/14).

3. Wayne will demonstrate in the classroom that he is using his coping skills when receiving constructive criticism (e.g. take a deep breath, tell himself he’s okay, tell himself everyone makes mistakes) as evidenced by an increase from 66% of his assignments being completed to 100% completed in writing, math and social studies.

Eighth…

Remember: Your goals and objectives should be measurable and able to be graphed. Use the same questions that you asked in Step 3!

Eighth…

Question from Step 3: 1. How often can Wayne identify the steps in accepting constructive

criticism (e.g. take a deep breath, tell himself that he is okay, tell him that everyone makes mistakes, etc.) when prompted?

Initial Value? 0 Target Value? 100% Frequency of collection? (asked once a week - monthly review)

Eighth…

2. How often can Wayne demonstrate the steps in accepting constructive

criticism when prompted?

Initial Value? 0 Target Value? 100% Frequency of collection? (asked once a week - monthly review)

Eighth…

Initial Value? 66 Target Value? 100% Frequency of collection? (recorded first week- monthly review)

3. In a 5 day week, how many times (what percentage) does Wayne complete

an assignment in the classroom in the areas of math, writing and social studies?

Where do you find ideas from? • Web search: socio-emotional goal ideas

• Look at your curriculums like Second Step, Skill-Streaming, Michigan Model and Super Skills

• Consider Behavior Rubrics

• Rating Scales

• Consider your practice routines

CREATE A BINDER of your ideas.

Web Search: socio-emotional goal ideas

• http://www.sonomaselpa.org/docs/social-emotional-

goals.pdf

• http://www.asdk12.org/depts/SEL/media/SEL_Standards.pdf

http://www.sonomaselpa.org/docs/social-emotional-goals.pdf

http://www.asdk12.org/depts/SEL/media/SEL_Standards.pdf

• Look at your curriculums like Second Step, Michigan Model, Skill-Streaming, and Super Skills

• Rating Scales

Skill Streaming

• http://www.ocde.us/PBIS/Documents/Articles/Skillstreaming%20the%20Ele

mentary%20School%20Child.pdf

2/28/2015

Oakland Schools

Accepting No

• Goal: In the classroom, student will accept the word “no” when he makes a request that cannot be met at the time…

• Obj 1: When prompted, student will identify three things (eg. Do something else, express feelings, write about feelings, etc.) he can do when he was told “no”…

• Obj 2: When prompted in a low stress situation, student will demonstrate accepting the word “no” when he…

• Look at your curriculums like Second Step, Skill-Streaming, and Super Skills

• Consider behavior rubrics

• Rating Scales

Rubrics

• Goal: Student will play cooperatively with peers on a daily bases during indoor recess time…

• Obj 1: With guidance, student will play with others in a group situation…

• Obj 2: Student will interact (eg. play, take turns, talk) with others in a group play setting without adult assistance…

http://assessment.rbe.sk.ca/sites/assessment/files/Play%20and%20Social%20Behaviour%20K.doc

• Problem: Student currently is at NOT YET level on the K Rubric for Play & Social Behavior (see attached)

• Goal: Student will show WELL DEVELOPED Working and Playing with Other Skills (based on attached rubric)

• Obj 1: By QUA 1, student will show a BEGINNING LEVEL…

• Obj 2: By QUA 2, student will show a DEVELOPING LEVEL…

• Obj 3: By QUA, student will show a WELL-DEVELOPED LEVEL…

• Consider behavior rubrics

• Consider Rating Scales

Behavior Scales

Goal 1: Student will recognize the feelings of others when they are upset... Obj 1: When prompted, student will identify feelings associated with facial expressions (eg. Happy, sad, frustrated, annoyed, and scared) of others 50% of the time in a small group setting… Obj 2: When prompted, student will identify feelings associated with nonverbal cues…. http://www.ocali.org/up_doc/Autism_Social_Skills_Profile.pdf

Hawthorne stuff: Can you use it?

• Rating Scales

Keep in mind: Examples from others might be in a wrong format.

• Goals should be related to problem. If you have an objective about participating in group, then group participation should be the problem.

• Make sure it is relevant for the student.

• Use only one verb.

• AND means both conditions or pieces must be present.

• Keep it simple- don’t put in too many conditions.

• Try to make examples as concrete as possible. Can it pass the stranger test?

• The word “learn” is not observable. It is implied through behavior, so talk about the behavior.

The boxes: •#7: What might your Goal look like given previous boxes (think about #3)? How would you put the data in the goal? / #8: What might your objectives look like?

The boxes: • By Feb, 2015, the student will have 90% successful

days as evidenced by days without office discipline referrals.

• By Dec, 2015, the student will follow 80% of staff directions during math class as measured by teacher observation in a given week.

• By Oct. 2015, the student will ask for a break 80% of the time when feeling stressed as measure by classroom logs during the first five day week.

• By second marking period, when prompted, student will correctly identify another student’s perspective 5 out of 5 times.

Anxiety about work

• Problem: Student’s anxiety about doing math will cause him to stop working and put his head down…

• Goal: Student will complete assignments in math 90% of the time

• Obj 1: When prompted, student will identify three strategies (eg. Take a deep breath, raise hand/ask for help, tell himself to try one problem first) 70% of the time in a small group setting.

• Obj 2: When prompted, student will demonstrate three strategies (eg. Take a deep breath, raise hand/ask for help, tell himself to try one problem first) 70% of the time in a small group setting.

• Obj 3: In the classroom, student will implement a coping strategy as evidenced by math assignments being completed 90% of the time without redirection in a one week’s time (usually first full week of the month).

Student conflicts

• Presenting problem: Student easily reacts to when peers comment about her work. Student gets into arguments or conflicts with peers in her art classes at least three times a week based on office logs.

• Goal: Student will demonstrate conflict resolution skills (eg. Ask for clarification, tell how it made her feel, propose a solution) when having a conflict with a peer as measured by less than one conflict a week as measured by…

• Obj 1: When prompted, student will identify her “triggers” to conflict situations…

• Obj 2: When prompted, student will identify feelings (eg. Rejected, criticized, embarrassed, etc.) associated with triggers…

• Obj 3: When prompted, student will identify strategies (eg….

• Obj 4: In art classroom, student will demonstrate…

Starting a task

• Presenting problem: Student will not start a task independently… Only about 15%- (varies from subject to subject)…

• Goal: Student will begin 80% of all writing tasks in all subjects…

• Obj 1: Student will begin 80% of all math assignments with one or two reminders or less in a given week as measured by…

• Obj 2: Student will begin 80% of all social studies assignments with one or two reminders or less in a given week as measured by…

• Obj 3: Student will begin 80% of all science assignments with one or two reminders or less in a given week as measured by…

Anxiety Level

• Problem: Student reaches a level 5 on the 5 point scale resulting in work stoppage for about 10 minutes…

• Goal: Student will employ coping strategies (eg. Ask for help, take a deep breath, get a drink, take a 2 minute sensory break) when at a level 3 on the 5 point scale…

• Obj 1. When prompted in classroom or small group, student will identify her feeling states based on the 5 point scale.

• Obj 2. When prompted, student will identify a strategy for relaxing (eg. Ask for help, take a deep breath, get a drink, take a 2 minute sensory break) when she is at a level 1 or 2.

• Obj 3. When prompted, student will demonstrate…

• Obj 4. In the classroom, student will employ a coping strategy…

Gets upset/leaves room

• Student gets upset and will storm out of the room…

• Goal: Student will maintain self-control (eg. Stay in seat, ask for help, ask for a break, ask for a walk, tell teacher he is upset calmly, etc.) when he is upset…

• Obj 1. When prompted in classroom or small group, student will identify what self-control looks like (eg. Calm voice, working, raising hand when needs to speak, etc.)…

• Obj 2. When prompted in…, student will appear in control (eg. ) when he is feeling upset.

• Obj 3. When prompted, student will demonstrate…

• Obj 4. In the classroom, student will maintain…

Refuses to speak

• Problem: Student will not speak to teacher in the classroom or other school setting.

• Goal: Student will speak to teacher at least twice a day…

• Obj 1. At the beginning of the school day, student will give his lunch preference…

• Obj 2. At the end of the day, student will tell his teacher one thing he did during the day…

Speaking on task

• Problem: Student only talks about topics that he interested in, otherwise will not talk to peers.

• Goal: In a small group setting, student will ask a question or make a comment to a peer about the peers topic…

• Obj 1. When prompted, student will describe 2-3 questions that he can ask a peer about their statements…

• Obj 2. When prompted, student will describe 2-3 statements that he can ask a peer about their statements…

Improved Mood

• Problem: On SDQ completed by his LC caseload teacher, he scored very high in EMOTIONAL DISTRESS (9) Worrying, looking tearful, nervous in new situations, and appearing fearful were all seen on a daily basis by LC teacher in the past month. Student admits to negative thoughts (eg…) at these times and can’t think of more positive statements or coping strategies that he can use.

• Goal: Student will appear more confident (appear more confident, not tearful, not fearful in new situations) as evidenced by a score of 5 on the SDQ by his…

• Obj 1. When prompted by an adult, Student will identify negative self-talk (eg…) in stressed situation…

• Obj 2. When prompted by an adult, Student will identify positive statements (eg…) that he can say to himself…

• Obj 3. Student will appear more confident (appear more confident, not tearful, not fearful in new situations) as evidenced by a score of 5 on the SDQ by his…

Poor Attendance

• Problem: Student has a history of tardies, early dismissals, and absences at school which contribute to missing instruction and assignment completion. Student's current attendance rate is 74% (missed 5 out of 31 days of school).

• Goal: Student will increase her investment in self and time in school career as evidenced by 95% attendance

• Obj 1. By second qua, Student will increase her monthly attendance to 80% based in all classes on Powerschool records.

• Obj 2. By third qua, Student will increase her monthly attendance to 90% based in all classes on Powerschool records.

• Obj 3. By fourth qua, Student will increase her monthly attendance to 95% based in all classes on Powerschool records.

Whose goal is it?

• Team goal/objectives versus discipline specific goals/objectives.

Few minute reflection…

•What did you see or hear?

•What did you think?

•What do you wonder?

Ninth…

• Directly relevant to present levels, needs and annual goal attainment

• A professional activity • Not a location • Not a methodology • Delivered with “fidelity”

Tenth…

Three key components: • When will data be collected? • When will data be reviewed, analyzed and

adjustments made, if needed. • By whom?

(see Think It Through Sheet) for developing a plan.

Tenth…

For Objectives 1 & 2, SSW will ask student to identify and demonstrate skills (and record) during the first session of the month. Other staff and SSW will randomly ask throughout the month. Each staff will maintain a log. SSW will review at the end of the month to calculate a percentage.

For Objective 3, classroom teacher will review records to determine number of assignments completed in the first complete week of the month. SSW will collect and report data to team.

Tenth…

Measurement (used in present level) repeated over time.

Expectations

Progress Monitoring Tool?

•Google Forms: • https://sites.google.com/site/selprogressmonitoring/

Put it all together:

• Complete the data think it though sheet on your student.

Your turn…

Andy Example

Wrapping up… • You should always follow your local district and state

guidelines.

Think about what you’ve heard today.

• What questions do you have?

• How could your practice be improved?

• Thanks for being here!

• Steve.Whitmore@oakland.k12.mi.us

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