better goals for better outcomes: best practices for writing measurable, effective goals that...

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BetterGoalsforBetterOutcomesBestPracticesforWritingMeasurable,EffectiveGoalsthatImproveOutcomesforStudents

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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


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


JohnHattie'ssynthesis ofover800meta-studies istheresultof15years'researchaboutwhatworksbestforlearninginschools.visible-learning.org


OverallEffectsofFormativeAssessment• Teachers’ useofformativeevaluation(progressmonitoring) resultedinaneffect

sizeof+0.70 forstudent readingoutcomescomparedtothereadingoutcomesofstudentswhoseteachersdidnotuseformativeevaluation

• 29studiesusing formativeevaluationFormativeevaluationwithdata-utilizationrulesresulted inaneffectsizeof+0.91overjustformativeevaluation

Fuchs&Fuchs,1986


EffectsofFormativeAssessmentUsingCurriculum-BasedMeasurementApproach• Regularprogressmonitoring helpsteachersrespond tostudentdata• Educatorswhomeasureskillsoftenanduseresultstomakeinstructional

changes,havestudentswhoscorehigheronotherassessments• Teacherswhoreceiveinstructional recommendations tiedtodatahavemore

varietyinwhattheyteachandhowtheyteachit

Fuchsetal.,1984;Fuchsetal.,1989;Fuchsetal.,1994


EffectsofStudentUnderstandingofGoals• Studentswhoseetheirongoing progress towardgoalshaveincreased

motivationandachievebetteroutcomes

• Goalsdirectattentiontowardthesolution• Goalsincreaseeffort• Goalsincreasetheeffortandtimespenton–task• Goalsleadtoaction

Locke&Latham,2002;Fuchs,Butterworth,&Fuchs,1989;Whinnery &Fuchs,1993;Glor-Scheib&Zigmond,1993


http://visible-learning.org/


KeystoSuccess:Goalsmustbe…

• Difficultbutattainable• Explicitandprecise• Observableandmeasurable• Writteninconsiderationofastudent’s self-efficacyorbeliefsabouttheirability

toachievethegoal

Locke,1996ascitedinCurran&Reivich,2011


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.


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


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

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


MeetLitzy


Settingahighqualitygoalisnotenough;studentprogresstowardthegoalmustbemonitoredonafrequentbasis1. DeterminethePresentLevelofPerformance2. KnowtheTimeFramefortheGoal3. Determinetheconditionsunderwhichthedesiredbehaviorshouldbedisplayed4. DefinetheCriterionforAcceptablePerformance (CAP)5. Createagraph6. Plotdata7. Evaluatedataaccordingtopredetermineddecision rules8. Makeadjustmentstoeducationalprogramsbasedonthedata


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.

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BetterGoalsforBetterOutcomesBestPracticesforWritingMeasurable,EffectiveGoalsthat ImproveOutcomesforStudents

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