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

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

 What do we want the student to know or do?
 What skills are missing? Why can’t the student do this now?
 What CAN the student do now?
 How is this relevant to this student’s learning?
 How can we measure this knowledge, skill or behavior?

Analyze Data
Monitor
Progress
Create
Skill-Based
Goal
Deliver
Focused
Intervention

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

Analyze Data
Monitor
Progress
Create
Skill-Based
Goal
Deliver
Focused
Intervention

S.M.A.R.T.
 S pecific—clearly focused; answers who, what, where, when, etc.
 M easurable—establishes concrete criteria for measuring progress
 A ttainable—reasonable chance of being achieved
 R elevant—achievement will make a significant difference to the student’s ability to make progress
 T imely—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.
3.
Determine a missing skill that would make a significant difference if achieved and write a goal to address that skill.
Identify a desirable behavior that would increase the student’s ability to be successful and write a goal to increase that behavior.

Two Ways to Create Goals in eCST
1.
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 eCST
2.
Write your own S.M.A.R.T. goal directly into the goal text box.


 DIBELS
 Passports
 Weekly curriculum assessments
 Grade level word lists
 Level system
 Frequency count
 Phonics cards
 Writing rubric
Examples:
The student will … as measured by teacher made tests.
The student will … as measured by DIBELS.
The student will … as determined by a writing rubric.
The student will … as evidenced by point sheet.

Conditions: Define the Circumstances
BEFORE the goal:
Given a 4 th 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 Frequency
Assessment
Score
Scale
80% 3 weeks in a row
100% in 3 out of 4 attempts
4 of 5 attempts
Less than
2 times per day
DORF of
55 wpm or better
2 out of 4 on writing rubric
“Often” or better, 4 of 5 days
“Rarely” or better, 2 weeks in a row

 Too broad to be measurable
 Too many to be manageable
 Too high to be achievable
 Too low to make any difference

Adam will get better with adding and subtracting two digit numbers
Adam will determine the correct operation and solve problems requiring addition and subtraction of two-digit numbers with and without regrouping, with 80% accuracy, as measured on teacher made assessments.

1.
2.
3.
On your handout, review components of
SMART goals.
Find the table at the bottom.
Working with a partner, transform the “weak” goals into SMART goals in the space provided.

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

Manuel will improve his study skills.
After assistance creating an organization system, Manuel will complete and turn in assigned work on time, as measured by scoring a weekly average of 3 or better on a 4 point teacher feedback sheet.

Lesley will behave in class.
Lesley will stay in her seat during academic work periods as measured by the student’s point sheet.
Lesley will refrain from making disruptive noises and sounds during classroom activities as measured by the student’s point sheet.

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

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.

Analyze Data
Monitor
Progress
Create
Skill-Based
Goal
Deliver
Focused
Intervention

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

 TPRI Interventions
 SRA Corrective Reading
 Great Leaps
 REWARDS
 Read Naturally
 Achieve 3000
 Learning A-Z
 Portals
 SIPPS
 Ebbers Strategies
 Wilson Reading
 Read 180
 Passports
 Ticket to Read
 Duet/Choral Reading
 Six Minute Solution
 Key 3 Routine Strategies
 Tesoros de lectura
 Project Read
 My Reading Coach

 Envisions
 Read it, Draw it, Solve it
 Van de Walle Strategies
 Moving with Math
 Kathy Richardson
Strategies
 Region XIII 2 nd , 5 th , 8 th
Sense Strategies
 Hands on Standards
 Holt Additional
Resources
 Meadows Center
Modules
 America’s Choice
Mathematics Navigator
 TEMI Intervention
Resources
 Region IV Strategies

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

Intervention Plan: Monitor Progress
Analyze Data
Monitor
Progress
Create
Skill-Based
Goal
Deliver
Focused
Intervention

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.

 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.

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

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Analyze Data
Monitor
Progress
Create
Skill-Based
Goal
Deliver
Focused
Intervention

Data-Based Decision Making in RtI
Adapted 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.
or
Modify intensity of the current intervention without otherwise changing it.
or
Move 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.
or
Consider moving the child forward toward a child study team meeting for more intensive staffing or possible eligibility for special education services.

 Review progress monitoring data
 Review fidelity of implementation
 May increase/decrease frequency, duration
 May add additional intervention
 May change current intervention
 May discontinue intervention and return to Tier 1

If Insufficient Response Continues
 Refer to Child Study Team (CST)
 Make request through eCST (Service Tracking)
 CST will meet to:
Review current interventions
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-
-
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
Child Study System website—childstudysystem.com
 eCST Resource Links
 Child Study System
Facilitators
 Professional Development
(CSS or RtI)
 CST chair or team
 Pre-Referral Intervention
Manual, Stephen McCarney
 Campus Specialists
 Academic Coaches
 Other colleagues
AISD Response to Intervention website— austinschools.org/curriculum/RtI/index.html