Writing Effective Goals and Interventions in eCST

Child Study System Facilitators

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

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

Guiding QuestionsWhat 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?

Intervention Plan: Analyze DataAnalyze

Data

Create Skill-Based Goal

Deliver Focused

Intervention

Monitor Progress

Analyze DataKinds 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• ACCESSPlease see childstudysystem.com for more information

including detailed instructions for accessing specific AISD reports.

Intervention Plan: Create Goal

Analyze Data

Create Skill-Based Goal

Deliver Focused

Intervention

Monitor Progress

Writing S.M.A.R.T. GoalsSpecific—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)

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 eCST1. Use drop down boxes to identify behavior

type or TEKS-based skill then edit to make it S.M.A.R.T

(screen shot)

Two Ways to Create Goals in eCST2. Write your own S.M.A.R.T. goal

directly into the goal text box.

Include Measurement MethodTeacher made tests

DIBELSPassportsWeekly curriculum

assessmentsGrade level word lists

Point sheetLevel systemFrequency countPhonics cardsWriting 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 CircumstancesBEFORE 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.

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 ErrorsToo broad to be measurable

Too many to be manageable

Too high to be achievable

Too low to make any difference

Example 1: Make it SMARTAdam 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.

Example Goal in eCST

1. On your handout, review components of SMART goals.

2. Find the table at the bottom. 3. Working with a partner, transform the

“weak” goals into SMART goals in the space provided.

Example 2: Make it SMARTDanielle will improve her readingcomprehension 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.

Example 3: Make it SMARTManuel 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.

Example 4: Make it SMARTLesley 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.

Things to keep in mindGoals 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.

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.

I Have a Goal—Now What?

Intervention Plan: Instruction

Analyze Data

Create Skill-Based

Goal

Deliver Focused

Intervention

Monitor Progress

Providing InterventionsResearch- or evidence-based Directly linked to goalNot simply a location (reading specialist,

after school tutoring, etc.)Includes frequency, duration, grouping

ratioMultiple interventions can support one

goalInterventions can change even if goal

remains the same

Literacy InterventionsTPRI InterventionsSRA Corrective

ReadingGreat LeapsREWARDSRead NaturallyAchieve 3000Learning A-ZPortalsSIPPSEbbers Strategies

Wilson ReadingRead 180PassportsTicket to ReadDuet/Choral ReadingSix Minute SolutionKey 3 Routine

StrategiesTesoros de lecturaProject ReadMy Reading Coach

Math InterventionsEnvisionsRead it, Draw it, Solve

itVan de Walle StrategiesMoving with MathKathy Richardson

StrategiesRegion XIII 2nd, 5th, 8th

Sense StrategiesHands on Standards

Holt Additional Resources

Meadows Center Modules

America’s Choice Mathematics Navigator

TEMI Intervention Resources

Region IV Strategies

Behavior InterventionsSuccess ChartBehavior

Contract/Point SheetLevel SystemSocial Skill Group2:10 InterventionBack and Forth

JournalSelf-Control StrategiesVisual Schedule

Self-Management Group

Cool Down/Recovery Space

Check in/Check outPre-CorrectionDegree of ChoicePartner with CISProblem Solving

Instruction

Intervention Plan: Monitor Progress

Analyze Data

Create Skill-Based

Goal

Deliver Focused

Intervention

Monitor Progress

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.

Document Progress Progress monitoring in eCSTInclude multiple data pointsReview progress regularly (3-9 weeks)Adjust intervention as needed based on

data- Frequency- Intensity- Duration

Develop new intervention if needed

Okay. I’ve created an intervention

plan and collected data.

Now what?

w

Intervention Plan: Review Data

Analyze Data

Create Skill-Based

Goal

Deliver Focused

Intervention

Monitor Progress

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.

Review Data (3-9 weeks)Review progress monitoring dataReview fidelity of implementationMay increase/decrease frequency,

durationMay add additional interventionMay change current interventionMay discontinue intervention and

return to Tier 1

If Insufficient Response ContinuesRefer 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.)

For Additional Help and Information

eCST Resource LinksChild Study System

FacilitatorsProfessional

Development (CSS or RtI)

CST chair or team

Pre-Referral Intervention Manual, Stephen McCarney

Campus SpecialistsAcademic CoachesOther colleagues

AISD Response to Intervention website—austinschools.org/curriculum/RtI/

index.html

Child Study System website—childstudysystem.com