Digging Deeper

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Goal Setting Within the MTSS/RTI Process

…results-driven, innovative solutions that support academic & behavioral success

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SPECIFICCLEARATTAINABLE

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SPECIFIC-Goals should be straightforward and should emphasize what you want to happen.

-Specifics help us to focus our efforts and clearly define what we are going to do.

-Specifics are the What, Why, and How of the problem solving/goal setting:1.WHAT are you going to do? Use action words such as direct, organize, coordinate, lead, develop, plan, build etc.2.WHY is this important to do at this time? What do you want to ultimately accomplish?3.HOW are you going to do it? (By...)

Ensure the goal you set is very specific, clear and easy.

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MEASUREABLE

• If you can't measure it, you can't manage it.

• Choose a goal with measurable progress, so you can see the change occur.

• Establish concrete criteria for measuring progress toward the attainment of each goal you set.

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ATTAINABLE

• When you identify goals that are most important to you, you begin to figure out ways you can make them come true.

• Goals must be within reach. If you set which are too far out of your reach, you probably won't commit to doing.

• A goal needs to stretch you slightly so you feel you can do it and it will need a real commitment from you.

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Realistic

Practical

Reasonable

Rational

Sensible

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REALISTIC• This is not a synonym for "easy." Realistic, in this case,

means "do-able."

• Devise a plan or a way of getting there which makes the goal realistic. The goal needs to be realistic for you and where you are at the moment.

• Be sure to set goals that you can attain with some effort! Too difficult and you set the stage for failure, but too low sends the message that you aren't very capable. Set the bar high enough for a satisfying achievement!

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TIMELY

• Set a timeframe for the goal: for next week, in three months, by fifth grade. Putting an end point on your goal gives you a clear target to work towards.

• If you don't set a time, the commitment is too vague. It tends not to happen because you feel you can start at any time. Without a time limit, there's no urgency to start taking action now.

• Time must be measurable, attainable and realistic!

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School Site Focus…Digging Deeper Area of Focus: _________________________________

• Specific Concern (Explain where the student, group of students, grade level, or school system is struggling.) __________________________________________________________________

_______________________________________________________________________________ _______________________________________________________________________________ .

Examples

• 1. 22% of 9th grade students are novice/nearing proficient in reading as measured by 8th grade CRT scores or • below 215 on MAP reading assessment. • 2. 14% of 4th grade students are not passing math check-outs at the end of the unit. • 3. The past two years of data review indicates 7th grade behavioral office referrals have increased to >21% of

the • student population during any specific quarter. • 4. 38% of students in our high school miss >10 single class periods in a quarter. • 5. Inconsistencies in grading practices (i.e. 43% of students in those classes which heavily weight homework • completion received an ‘F’ last semester).

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What is the picture? Define the problem in measureable terms:

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Present Data Collection Tools you use for this focus area

1. ___________________________ 3.__________________________ 2. ___________________________ 4.__________________________

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Summarize how you are compiling and utilizing this data: _________________________________________________________________

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Narrowing the Focus:

Is your present process for collecting, summarizing and using the data to address the designated focus area working for you? If so what evidence (data) do you have that shows that? If it is not working, how will you address that need?

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What additional information do you have that would further define the problem? (i.e. attendance issues or patterns of absences, low reading comp, fluency, math comp/reasoning, homework completion, core curriculum issues, student behavior concerns, instructional fidelity, the divergence of grade distribution, failure rates, lack of consensus among, etc.) __________________________________________________________________________________________________________________________________________________________________________________________________________________

What additional information do you need before determining your next steps in addressing the problem? (Convergent assessments - multi-test comparison, additional diagnostic assessment, disaggregated data, review of grading/homework policies, etc.) __________________________________________________________________________________________________________________________________________________________________________________________________________________

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What is the plan? Think outside the box. Brainstorm all the possible solutions, interventions or instructional strategies that would address the problem:

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What is the solution that best addresses the problem and utilizes the resources available at your school?

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What will the data collection/tracking of the new process look like? __________________________________________________________________

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How/when will we determine whether the intervention or instructional strategy is working or whether it should be changed, modified, etc.? __________________________________________________________________

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Expected outcome: _____________________________ To be achieved by ____/____/____

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• The purpose of this form is to action plan for accomplishing your goals

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Goal Setting Within the MTSS/RTI Process

…results-driven, innovative solutions that support academic & behavioral success

11/6/2013