better goals for better outcomes: best practices for writing measurable, effective goals that...
Post on 21-Jan-2017
302 Views
Preview:
TRANSCRIPT
SPEDCHATWEBINARSERIES
BetterGoalsforBetterOutcomesBestPracticesforWritingMeasurable,EffectiveGoalsthatImproveOutcomesforStudents
Tweetaboutthewebinarusing#SpedChatWebandfollowusonsocialtofindoutabout
futurewebinars,events,news,andcontests.
@AccelifyLLCfacebook.com/Accelify linkedin.com/company/accelify-llc
We’reSocial
DanielleParisiDamicoCustomerTrainingandSupportManager,Accelify
Danielle Damico isaCustomer SupportandTrainingManagerwith Accelify.ShehasanM.S. inSpecialEducationandaPh.D.inSchool Psychology fromtheUniversity ofOregon and isaNationallyCertified School Psychologist.Dr.Damico'swork emphasizesprevention andearlyinterventionforimprovingacademicandsocialoutcomesforstudents.Shehasconductedresearchandprovidedprofessional development intheareasof ResponsetoIntervention/Multi-tiered SystemsofSupport, evidence-based instructionalpractices,screeningandprogressmonitoringassessment, anddata-baseddecisionmaking.
Dr.Damicohasworkedasaresearchscientist, school psychologist, andanassistantprofessorinSpecialEducationwhichincludeddirectinganassessment/intervention centerwhereshetrainedandsupervised LearningConsultants andSpecialEducationteachersintrainingtoconduct educationalevaluations andprovide interventions toPK-12students.Sheisalso anauthorofStrongStart,asocialandemotional learningcurriculum.
Agenda
• Importanceofsettinggoals• Purposeofsettinggoals• Processforsettinggoals• Commonpitfalls• Monitoringprogresstowardgoals
SPEDCHATWEBINARSERIES
ImportanceandPurposeofSettingGoals
ACHIEVEMENTOFSTUDENTSWITHDISABILITIES
WHYAREGOALSSOIMPORTANT?
• Goalsserveasthefoundation forastudent’seducationalprogram• Goalsserveasthebasisfordetermining theeffectiveness ofeducationalprograms
"Ourconcernwiththequalityofourgoalsshouldbeproportional tothequalityofourinstructionalefforts"(Popham andBaker,1970)
GOALSINLAWANDPOLICY
TheIndividualswithDisabilities EducationAct,2004• Sec.300.320Individualizededucationprogrammustinclude:
• (1)Astatementof thechild'spresentlevelsofacademicachievementandfunctionalperformance
• (2)(i)Astatementofmeasurableannualgoals,includingacademicandfunctionalgoalsdesigned to—
• (A)Meetthechild'sneedsthatresultfromthechild'sdisabilitytoenablethechildtobeinvolvedinandmakeprogress inthegeneraleducationcurriculum;and
• (B)Meeteachofthechild'sothereducationalneedsthatresultfromthechild'sdisability;
• (ii)Forchildrenwithdisabilitieswhotakealternateassessmentsaligned toalternateachievementstandards,adescriptionofbenchmarksorshort-termobjectives;
GOALSINLAWANDPOLICY
TheIndividualswithDisabilities EducationAct,2004• Sec.300.320Individualizededucationprogrammustinclude:
• (3)Adescriptionof--• (i)Howthechild'sprogresstowardmeeting theannualgoalsdescribed in
paragraph(2)ofthissectionwillbemeasured;and• (ii)Whenperiodicreportsontheprogress thechildismakingtoward
meeting theannualgoals
GOALSINLAWANDPOLICY
TheIndividualswithDisabilities EducationAct,2004• Sec.300.324Development, review,andrevisionofIEP
• (b)Reviewandrevisionof IEPs.• (1)General.Eachpublicagencymustensure thattheIEPTeam---
• (i)reviewsthechild'sIEPperiodically,butnot lessthanannually,todeterminewhethertheannualgoalsforthechildarebeingachieved;and
• (ii)revisestheIEPasappropriatetoaddress--• (A)anylackofexpectedprogress towardtheannualgoalsand
inthegeneraleducationcurriculum, whereappropriate
GOALSINLAWANDPOLICY
U.S.DepartmentofEducationOfficeofSpecialEducationandRelatedServices(OSERS)“DearColleague”letter(November,2015)• IEPmustbealignedwiththeState’sacademiccontentstandardsforthegradein
whichthechildisenrolled• IEPmusttakeintoaccountachild’spresentlevelsofacademicachievementand
functionalperformance, andimpactofthatchild’sdisabilityoninvolvementandprogress inthegeneraleducationcurriculum
• IEPgoalsmustbealignedwithgrade-levelcontentstandards• TomakeFAPEavailable,theIEPmustbedesigned toenablethechildtobe
involved inandmakeprogressinthegeneraleducationcurriculum• TheDepartment’s regulations implementing PartBof theIDEAstatethat
thegeneraleducationcurriculum is“thesamecurriculumasfornondisabled children.”
GOALSINLAWANDPOLICY
U.S.DepartmentofEducationOfficeofSpecialEducationandRelatedServices(OSERS)“DearColleague”letter(November,2015)• Alignmentwithgradelevelstandardsmustguideandnotreplacetheindividual
decisionmakingrequired inthedevelopmentofanIEP• IEPTeammayconsidertheinstruction thathasbeenprovided, thechild’s
previousrateofacademicgrowth,andwhetherthechildisontracktoachievegrade-levelproficiencywithintheyear
• Thestandardsmustbeclearlyrelatedtograde-levelcontent,although theymayberestrictedinscopeorcomplexityortaketheformofintroductory orpre-requisiteskills
• Annualgoalsneednotnecessarilyresultinthechild’sreachinggrade-levelwithintheyearcoveredbytheIEP,butthegoalsshouldbesufficientlyambitioustohelpclosethegap
GOALSINLAWANDPOLICY
Summary• IEPmustincludemeasurableacademicandfunctionalannualgoalsandhow
progresswillbemeasuredandreported• Goalsmustmeeteachofachild’seducationalneeds• Goalsmustenableprogress inthegeneraleducationcurriculum
• GoalsshouldconsiderpresentlevelofachievementANDpreviousgrowth• Goalsshouldbewrittentoenableclosing thegapbetweencurrentlevelsof
performanceandgrade-levelexpectations
• IEPTeammustreviewprogressatleastannuallyandreviseIEPaccordingly
RESEARCHONGOALSANDGOALSETTING
Goalsarehowwe:• Setexpectationsforindividual students• Determinewhetheroureducationalprogramsareeffectivelymeetingstudents’
needs• Determinewhetheradjustments toprogramsareneeded
• "Theselectionoflong-termgoalsisbasedontheaspirationsandprognosisforastudent'spostschool outcomes"(Salvia,Ysseldyke,&Bolt,2010)
• Goalsprovidea“frameworkwithinwhichpotentialsolutions toproblemsareevaluated"(Shapiro,2008)
Toaccomplishthis,goalsmustbeusedwithinaprocessofformativeevaluation
RESEARCHONGOALSANDGOALSETTING
JohnHattie'ssynthesis ofover800meta-studies istheresultof15years'researchaboutwhatworksbestforlearninginschools.visible-learning.org
RESEARCHONGOALSANDGOALSETTING
OverallEffectsofFormativeAssessment• Teachers’ useofformativeevaluation(progressmonitoring) resultedinaneffect
sizeof+0.70 forstudent readingoutcomescomparedtothereadingoutcomesofstudentswhoseteachersdidnotuseformativeevaluation
• 29studiesusing formativeevaluationFormativeevaluationwithdata-utilizationrulesresulted inaneffectsizeof+0.91overjustformativeevaluation
Fuchs&Fuchs,1986
RESEARCHONGOALSANDGOALSETTING
EffectsofFormativeAssessmentUsingCurriculum-BasedMeasurementApproach• Regularprogressmonitoring helpsteachersrespond tostudentdata• Educatorswhomeasureskillsoftenanduseresultstomakeinstructional
changes,havestudentswhoscorehigheronotherassessments• Teacherswhoreceiveinstructional recommendations tiedtodatahavemore
varietyinwhattheyteachandhowtheyteachit
Fuchsetal.,1984;Fuchsetal.,1989;Fuchsetal.,1994
RESEARCHONGOALSANDGOALSETTING
EffectsofStudentUnderstandingofGoals• Studentswhoseetheirongoing progress towardgoalshaveincreased
motivationandachievebetteroutcomes
• Goalsdirectattentiontowardthesolution• Goalsincreaseeffort• Goalsincreasetheeffortandtimespenton–task• Goalsleadtoaction
Locke&Latham,2002;Fuchs,Butterworth,&Fuchs,1989;Whinnery &Fuchs,1993;Glor-Scheib&Zigmond,1993
RESEARCHONGOALSANDGOALSETTING
http://visible-learning.org/
RESEARCHONGOALSANDGOALSETTING
KeystoSuccess:Goalsmustbe…
• Difficultbutattainable• Explicitandprecise• Observableandmeasurable• Writteninconsiderationofastudent’s self-efficacyorbeliefsabouttheirability
toachievethegoal
Locke,1996ascitedinCurran&Reivich,2011
SPEDCHATWEBINARSERIES
ProcessforSettingGoals
SMARTGOALS
S = SpecificM = MeasurableA = AttainableR = Relevant, Rigorous, Realistic, and Results FocusedT = Timely and Trackable
Componentsofahighqualitygoal:• Condition• Observablebehavior• Masterycriterion
GoalSettingSteps1. Determinethepresentlevelofperformance2. Knowthetimeframeforthegoal3. Determinetheconditionsunderwhichthedesiredbehaviorshouldbe
displayed4. Definethecriterionforacceptableperformance (CAP)
GOALSETTINGPROCESS
• Presentlevelsofperformance:Whatsourcesofobjectivedataareavailable?• Desiredoutcomes:Whatisrealisticbutambitious?
• Continuedacademicintegration(masteryofsamecontentasnondisabledpeers)
• Reintegration(dependsonwhereregularclasspeerswillbein1year)• Alternativeprogramming (educatedguessaboutwherethestudentshould be
after1yearof instruction)• Criteriaforacceptableperformance:Whatsourcesofdatacaninformthecriteria?
Whatmethodshouldyouuse?• Benchmarks(research-basedcriteriaforminimalexpectations)• Norms• StudentGrowthPercentiles(Bettebenner,2008;Good, Powell-Smith,&Dewey,2013)
Salvia,Ysseldyke,&Bolt,2010;Hosp,Hosp,&Howell,2007
GOALSETTINGCONSIDERATIONS
Componentsofahighqualitygoal:• Timeframe• Condition• Observablebehavior• Masterycriterion
GOALSETTINGEXAMPLES
Componentsofahighqualitygoal:• Timeframe• Condition• Observablebehavior• Masterycriterion
GOALSETTINGEXAMPLES:ByJune15,2017,Jimwillcomplete90%ofhismathworkwithnomorethan2incidencesofproblembehavior(gettingoutofseat,throwingmaterials)foronemonth.
BySeptember19,2017,duringaretellofgrade-leveltext,Debbiewillretellthekeyeventsofastoryincompletesentences in4outof5trials.
BySeptember19,2017,duringlunchwhengivenfoodonhertray,Alishawillfeedherselfusingaspoonwithout spillingon4outof5consecutivedays.
ByJune20,2017,duringcuttinganddrawingactivities,Kathywillusescissorstocutoutshapes independently 100%ofthetimerequestedfor2weeks.
SPEDCHATWEBINARSERIES
CommonGoalSettingPitfalls
GOALSETTINGEXAMPLES:ARETHESEHIGHQUALITYGOALS?
• BySeptember19,2017,Michaelwillincreasereadingskills• BySeptember19,2017,Laurawillalphabetizewordswith80%accuracy• ByJune15,2017,Mariewillmasterbasicmultiplication factswith80%
accuracy• ByJune15,2017,Jakewilldemonstratesocialskillsatthe5th gradelevel• BySeptember19,2017,Tesswillcompleteassignmentsandturn themin80%
oftime• ByJune20,2017,Josephwillimproveeatingskillsfor2of3days
GOALSETTINGPITFALLS
•Compliance-driven•Goalsarebroadandvague•Goalsarenotmeasurable•Goalsaretoospecific•Goalsarenotindividualized
Curran&Reivich,2011;Fuchs&Shinn,1989
SPEDCHATWEBINARSERIES
MonitoringProgressTowardGoals
FORMATIVEEVALUATIONPROCESS
Settingahighqualitygoalisnotenough;studentprogresstowardthegoalmustbemonitoredonafrequentbasis1. Determinethepresentlevelofperformance2. Setthetimeframeforthegoal3. Determinetheconditionsunderwhichthedesiredbehaviorshouldbedisplayed4. Definethecriterionforacceptableperformance (CAP)5. Createagraph6. Plotdata7. Evaluatedataaccordingtopredetermineddecision rules8. Makeadjustmentstoeducationalprogramsbasedonthedata
GRAPHINGFORMATIVEDATA
• Progressmonitoring dataaregraphed toaidinmaking timelyinstructionaldecisions
• X-axiscontainsthedateofmonitoring• Y-axiscontainsthescores• Graphthebaselinedataandthegoal• Drawanaimline and/orgoalline• Documentanychangestoinstruction/programming
GRAPHINGFORMATIVEDATA
GRAPHINGFORMATIVEDATA
EVALUATINGDATA
ExampleDecisionRule• 5Data-pointdecision rule
• If5consecutivedata-pointsarebelowtheaimline,youmayneedtochangetheintervention
• If5consecutivedatapointsareabovethegoalline,youmayneedachange
PROGRESSDECISIONS
• Setamorechallenginggoal• Continue theprogramasis• Addressnextprioritizedconcern• Discontinueprogram• Modify support
• Changetheintervention• Increase/Decreasetheintensityoftheprogram
INCREASINGPROGRAMINTENSITY
• Intensity• Time• Frequency• Practice,feedback• Groupsize• Explicitness• Preciseness
FORMATIVEEVALUATIONPROCESS:ACASESTUDY
Settingahighqualitygoalisnotenough;studentprogresstowardthegoalmustbemonitoredonafrequentbasis1. DeterminethePresentLevelofPerformance2. KnowtheTimeFramefortheGoal3. Determinetheconditionsunderwhichthedesiredbehaviorshouldbedisplayed4. DefinetheCriterionforAcceptablePerformance (CAP)5. Createagraph6. Plotdata7. Evaluatedataaccordingtopredetermineddecision rules8. Makeadjustmentstoeducationalprogramsbasedonthedata
FORMATIVEEVALUATIONPROCESS
MeetLitzy
FORMATIVEEVALUATIONPROCESS
FORMATIVEEVALUATIONPROCESS
Settingahighqualitygoalisnotenough;studentprogresstowardthegoalmustbemonitoredonafrequentbasis1. DeterminethePresentLevelofPerformance2. KnowtheTimeFramefortheGoal3. Determinetheconditionsunderwhichthedesiredbehaviorshouldbedisplayed4. DefinetheCriterionforAcceptablePerformance (CAP)5. Createagraph6. Plotdata7. Evaluatedataaccordingtopredetermineddecision rules8. Makeadjustmentstoeducationalprogramsbasedonthedata
SPEDCHATWEBINARSERIES
KeyTakeaways
GOALSARETHEFOUNDATION
GoalsServeastheFoundationforImprovingStudentAchievementandPromotingSuccess
• IDEAprovidesminimum requirements• Consider research-basedprinciples foraformativeassessmentprocessthatincludes
• Goalsetting• Evaluatingprogress• Makinginstructional/programmingdecisions basedonstudentdata
• Whenstudentsaren’tmakingprogress,makeachange
RESOURCES
RESOURCESONGOALSETTING,PROGRESSMONITORING,ANDCURRICULUMBASEDMEASUREMENT
www.rti4success.orgwww.intensiveintervention.org
REFERENCESBetebenner,D.W.(2008).Aprimeronstudentgrowthpercentiles. Dover,NH:NationalCenterfortheImprovementofEducationalAssessment.Curran,K.,&Reivich,K.(2011).GoalSettingandHope.Communique,39(7).Fuchs,L.S.,Butterworth,J.R.,&Fuchs,D.(1989).Effectsofongoingcurriculum-basedmeasurementonstudentawarenessofgoalsandprogress.
EducationandTreatmentofChildren,63-72..Fuchs,L.S.,Deno,S.L.,&Mirkin,P.K.(1984).Theeffectsoffrequentcurriculum-basedmeasurementandevaluationonpedagogy,student
achievement,andstudentawarenessoflearning.AmericanEducationalResearchJournal,21(2),449-460.Fuchs,L.S.,&Fuchs,D.(1986).Effectsofsystematicformativeevaluation:Ameta-analysis.ExceptionalChildren,53(3),199-208.Fuchs,L.S.,Fuchs,D.,Hamlett,C.L.,Phillips,N.B.,&Bentz,J.(1994).Classwide curriculum-basedmeasurement:Helpinggeneraleducatorsmeetthe
challengeofstudentdiversity.ExceptionalChildren,60(6),518-537.Fuchs,L.S.,&Shinn,M.R.(1989).WritingCBMIEPobjectives.Curriculum-basedmeasurement:AssessingSpecialChildren,130-152.Glor-Scheib,S.,&Zigmond,N.(1993).ExploringthepotentialmotivationalpropertiesofCurriculum-BasedMeasurementinreadingamongmiddle
schoolstudentswithLearningDisabilities.LearningDisabilities:AMultidisciplinaryJournal,4(2),35-43.Good, R. H., Powell-Smith, K. A., & Dewey, E. (2013). DIBELS pathways of progress: Setting ambitious, meaningful, and attainable goals in grade level
material. Poster presented at theAnnual PacificCoast Research Conference, Coronado, CA.Hosp,M.K.,Hosp,J.L.,&Howell,K.W.(2007).TheABCsofCBM:ApracticalguidetoCurriculum-BasedMeasurement.NewYork,NY:GuilfordPress.Locke,E.A.,&Bryan,J.(1996).Thedirectingfunctionofgoalsintaskperformance. OrganizationalBehaviorandHumanPerformance,4,35–42.Locke,E.A.,&Latham,G.P.(2002).Buildingapracticallyusefultheoryofgoalsettingandtaskmotivation:A35-yearodyssey.Americanpsychologist,
57(9),705.Popham,W.J.,&Baker,E.L.(1970).Systematicinstruction.Prentice-Hall.Salvia,J.,Ysseldyke, J.E.,&Bolt,S.(2010).Assessmentinspecialandinclusiveeducation,11th edition.Boston,MA:HoughtonMifflin.Shapiro,E.S.(2008).Bestpracticesinsettingprogressmonitoringgoalsforacademicskillimprovement.InA.Thomas&J.Grimes(Eds.),BestPracticesin
SchoolPsychologyV.(pp.141-157).Bethesda,MD:TheNationalAssociationofSchoolPsychologists.Whinnery,K.W.,&Fuchs,L.S.(1993).Effectsofgoalandtest-takingstrategiesonthecomputationperformanceofstudentswithlearningdisabilities.
LearningDisabilitiesResearch&Practice.
TolearnmoreaboutAccelify findusonlineatwww.accelify.com andonsocialmedia.Foradditionalinformation,contact:ddamico@accelify.com
Thankyou.
BetterGoalsforBetterOutcomesBestPracticesforWritingMeasurable,EffectiveGoalsthat ImproveOutcomesforStudents
@AccelifyLLCfacebook.com/Accelify linkedin.com/company/accelify-llc
top related