Stick’n to the Goal v.2.0
Jodi Sticken, COMS
jsticken@niu.edu
Jenna Sticken, COMS
jenna_sticken@ipsd.org
# 1 Rule: DO NOT STRESS OUT OVER GOAL
WRITING!
It’s not really difficult if you apply a “formula”
and approach the task systematically…
…this way, you will avoid confusion…
Well-written goals are necessary to
meet the spirit as well as letter of
the law (IDEA)…
they are NOT a form of torture
developed by wicked
administrators!
Think of goals (and objectives or
benchmarks) as maps…
…powerful tools to provide
guidance for instructional
planning…
Instead of stressing…
Take action!
Apply a simple formula!
Change the way you THINK about
this task…
Goals and Objectives/Benchmarks
• Should describe outcomes, and must be
observable and measurable
• Must contain the following 4 components:
1. Condition
• The situation under which the student will
perform the skill or behavior (materials,
assistance, directions)
• Answers the question: When/where/under
what conditions?
2. Learner
• Name of the student (frustrating as this is, and
in spite of the potential benefit, we can’t write
goals for parents or teachers!)
• Answers the question: Who?
3. Behavior
• Describe exactly, in measurable terms, the
behavior you’re looking for
• Answers the question: What?
4. Criterion
• The level of performance indicating mastery
• Answers 2 questions: How well or how much?
For how long?
• Sometimes will include a schedule for
evaluation
So far, so good…
• When/where/under what conditions?
• Who?
• What?
• How well or how much, and for how long?
Be sure that all 4 components are
included in any goal/benchmark!
Here’s the test:
• Have you answered all the questions?
(when/where/who/what/how well/how much/how long)
• Can you count the number of times the behavior occurs or
count the time it takes to perform the behavior?
• Would a stranger know exactly what to look for? Can you see
or hear the behavior or product?
• Did you use observable verbs? Note, you really can’t observe
“increase” or “improve”
Here’s the formula:
Condition: Given weekly opportunities during public
transportation lessons,
Learner: Eric
Behavior: will confirm bus routes with drivers before
boarding, and ask drivers to announce his stop
Criterion: with no prompts, 5 out of 5 trials for 2 weeks.
The stick’n points seem to be related to
difficulties with:
• Defining the behavior in specific, measurable terms
– Be sure the description would be understood by anyone
observing
– Avoid use of vague terms such as “improve”, “increase”, or
“appropriate”
• And applying appropriate criterion
– Know the intent of your goal; match this to the criterion
– It must make sense; consider the following different types of
criteria:
• Accuracy/percentage: Number or percent of correct
responses
• Latency: Length of time which elapses before the
student begins performing the behavior
• Frequency/Rate- Number of times within a given
time frame
• Duration- the length of a behavior within a specified
time period
• Task Analysis measurement- number of steps
completed within a task analysis
Let’s practice…what’s wrong with these
goals?
• Eric will travel safely in all environments.
• Neil will use his cane appropriately.
• Jenna will increase her independent travel skills.
• All students receiving mobility services will
successfully cross the street 4 out of 5 times.
Just when you think you’ve got it
figured out, another hurdle gets
in your way…
What about those annoying
Illinois Learning Standards?
Illinois Learning Standards
• http://www.isbe.net/ILS/default.htm
• define what all students in all Illinois public schools should know
and be able to do in the eight core areas as a result of their
elementary and secondary schooling
–
–
–
–
–
–
–
–
English Language Arts
Fine Arts
Foreign Languages
Physical Development & Health
Mathematics
Science
Social Emotional Learning
Social Science
Let’s see how we can apply the ILS to our
dissected goal:
Given weekly opportunities during public
transportation lessons, Eric will confirm bus
routes with drivers before boarding, and ask
drivers to announce his stop with no prompts,
5 out of 5 trials for 2 weeks.
First, let’s look at the benchmark as a
step toward a goal related to soliciting
assistance and using maps and
schedules.
Somewhat arbitrarily, I’ve perused the
“English Language Arts Performance
Indicators” and found this statement
under
“Vision for Performance” :
“…ability to read effectively includes the ability
to use tables, graphs, and maps as well as text to
acquire information and to evaluate arguments”
English Language Arts Performance
Indicators
• Goal 4 – Listen and speak effectively in a variety
of situations. (“…develop through a progression
of increasing sophistication in students' ability to
sort, organize, evaluate, and present
information.”)
4-A
• Students who meet the standard can listen
effectively in formal and informal situations.
• Stage I: Ask probing, idea-generating
questions and make appropriate statements
to clarify and add to meaning
• Soliciting Assistance
4-B
• Students who meet the standard can speak
effectively using language appropriate to the
situation and audience.
• Stage I: Rehearse presentations to overcome
communication anxiety and apprehension
• Soliciting Assistance
English Language Arts Performance
Indicators
• Goal 5 – Use the language arts to acquire, assess,
and communicate information. (“…learning
progresses from learning to plan and complete
relatively simple research projects to developing
skills needed for planning more complex research
projects, for gathering, analyzing, and synthesizing
information from several sources…”)
5-A
•
Students who meet the standard can locate,
organize, and use information from various sources
to answer questions, solve problems, and
communicate ideas.
•
Stage I: Distinguish among kinds of information
needed to solve a problem, present possible
solutions, or extend information about a topic or
problem.
•
Route or Trip Planning (determine sources of reliable
information, e.g., maps, schedules)
5-B
• Students who meet the standard can analyze
and evaluate information acquired from
various sources
• Stage I: Analyze and evaluate information
• Route or Trip Planning (use information
gathered from maps, schedules, interviews)
Any of these ILS goals can be applied to
this O&M benchmark!
• You can find all the ILS goals and performance
indicators for Grades 1-5 and for Grades 6-12
at this website:
http://www.isbe.net/ILS/html/descriptors.htm
The following areas have components
that can be easily applied to O&M:
•
•
•
•
•
English Language Arts
Mathematics
Physical Development & Health
Social Emotional Learning
Social Science
And now…the dreaded…
COMMON
CORE
Here’s the thing:
• The Common Core State Standards (CCSS) DO
NOT lend themselves to O&M
• O&M is a distinct knowledge and skill set, an
important component of the Expanded Core
Curriculum (ECC) for students who have visual
disabilities…
• And a RELATED SERVICE within IDEA…
…whereas the Common Core State
Standards
establish clear expectations for what students
should be learning in English language arts and
mathematics at every grade level from prekindergarten through 12th grade
CCSS clearly applies to the academic
standards and expectations for ALL
children, including those who have
disabilities…
…while the ECC applies very
specifically to children who have
VISUAL DISABILITIES
There are some general principles within the
CCSS that DO lend themselves to O&M:
• emphasis on critical thinking and concept
mastery
• using evidence to back claims
• expanding academic vocabulary
• applying and demonstrating knowledge in
real-world settings
So…if forced, in spite of the futility
and wasted effort of the exercise
(this is the presenter’s opinion, not
the opinion of management)…
…it IS possible to find a CCSS to
apply to many O&M goals.
Here are a few examples
Due to **’s visual impairment, an O&M evaluation was
completed in April 2013; ** began receiving orientation
and mobility instruction following the evaluation. **
continues to learn about environmental signs in and
around ** community; however, ** requires prompting
and instruction to safely travel through **
environment. While traveling, ** needs prompts to
scan ** environment and remain aware as **
navigates.
CCSS.ELA-Literacy.SL.7.5 – Include multimedia
components and visual displays in presentations to
clarify claims and findings and emphasize salient
points.
• By March 2015, in order to preview and increase awareness of
her environments, ** will build ** mapping skills by
developing or reading a map of a room (including important
environmental features), and read/follow an ‘L’ shaped route
pattern in a familiar environment in 2 out of 2 trials with no
more than 3 prompts per trial.
• By June 2014, in order to preview and increase awareness of **
environments, ** will develop accurate maps of a familiar
environment (room) including important environmental features
with no more than 5 prompts per trial in 2 out of 2 trials.
• By October 2014, in order to preview and increase awareness of
her environments, ** will develop accurate maps of a familiar
environment (room) including important environmental features
with no more than 4 prompts per trial in 2 out of 2 trials.
• By January 2015, in order to preview and increase awareness of
** environments, ** will accurately read/follow a map of a
familiar environment in a ‘L’ shaped pattern in 2 out of 2 trials
with no more than 4 prompts per trial.
Due to **’s visual diagnosis, an Orientation and Mobility
evaluation was completed and O&M services were added to **’s
IEP. He has made a smooth transition to ** ** high school and is
able to located pertinent areas of ** school and classes. In large
crowds, crowded hallways, and unfamiliar areas, ** has a
difficult time traveling around the school. To compensate ** will
travel near the right wall of the hall, walk with someone on **
right side for protection and sometimes place ** hand on **
Dad's shoulder for guidance.
CCSS.ELA-Literacy.WHST.9-10.8: Research
to build and present knowledge
• By September 2015, ** will research, explore, and be able to list
resources related to at least 4 different topics regarding
Orientation and Mobility services during lessons with the O&M
specialist as evidenced by a written resource list.
• By January 2015, ** will research, explore, and be able to list
resources related to at least 1 different topic regarding
Orientation and Mobility services during lessons with the O&M
specialist as evidenced by a written resource list.
• By March 2015, ** will research, explore, and be able to list
resources related to at least 2 different topics regarding
Orientation and Mobility services during lessons with the O&M
specialist as evidenced by a written resource list.
• By June 2015, ** will research, explore, and be able to list
resources related to at least 3 different topics regarding
Orientation and Mobility services during lessons with the
O&M specialist as evidenced by a written resource list.
• *Dog Guide Travel
• *Cane Travel (including how to purchase a cane)
• *Travel Technology (apps, computer programs, standalone devices)
• *Paratransit & Reduced Fare
• *Daily Living Skills Resources
Due to ** visual diagnosis, ** receives
orientation and mobility instruction. At this
time, ** does not meet the visual criteria to
drive in the state of Illinois; because of this ** is
learning to travel via public transportation. **
has researched and completed taxi lessons,
public bus lessons, acquired ** state ID, reduced
fare, and paratransit cards/eligibility. ** plans to
attend a 4-year university upon graduation of
high school in the spring 2015.
CCSS.ELA-Literacy.WHST.11-12.6: Use
technology, including the internet, to produce,
publish, and update individual or shared writing
products in response to ongoing feedback,
including new arguments or information.
• By June 2015, ** will research 4 potential universities and
develop a spreadsheet of services and accessibility features
they provide to a person with a visual impairment, in addition
to their local public transportation options with no more than
1 prompt per university.
• By January 2015, **will research 2 potential universities and
develop a spreadsheet of services and accessibility features they
provide to a person with a visual impairment, in addition to their
local public transportation options with no more than 1 prompt
per university.
• By March 2015, ** will research 1 additional potential university
and develop a spreadsheet of services and accessibility features
they provide to a person with a visual impairment, in addition to
their local public transportation options with no more than 1
prompt per university.
Resources
This one is primo:
http://www.perkinselearning.org/ccss
Perkins Training and Educational Resources Training Program is in Year II of
Accelerating the Common Core, a project funded by the Bill and Melinda
Gates Foundation. The primary goal of the project is to create a ‘community
of teachers’ (in this case-TVIs) related to the Common Core State Standards
(CCSS). During Year I the focus was on identification of standards that may be
a challenge to students with visual impairments, as well as the development
of a website, Paths to Common Core, which was launched this past summer.
Note that this is geared for TVIs, not O&Ms, but…still an excellent resource!
• http://commoncoreil.org/real-learning/
• http://www.corestandards.org/
• http://www.isbe.state.il.us/common_core/def
ault.htm