SMART Goals

Living Sky School Division #202

KUD

Know Understand Do

Know

Facts, names, dates, places, information, vocabulary, definition

Understand

Big ideas Generalizations Principles Ideas that transfer across situations

(students should understand...)

Do

Skills of the discipline Social skills Production skills Processes

RTI

Today’s expected outcome

95% of today’s participants will draft at least 3 student outcome rubrics (using annual outcomes which meet SMART criteria) for a current student by the end of the workshop.

95% of today’s participants will embed at least 3 SMART goals or short-term objectives using a central office student services member or outside agency member for a current student by the end of the workshop.

Historical Context

January 2000 – Special Education Review.

Two Prong ApproachTwo Prong Approach

RTI Service Delivery Model

RTI Service Delivery Model

Staffing Model *Sufficiency *Efficiency *Effectiveness *Appropriateness

Staffing Model *Sufficiency *Efficiency *Effectiveness *Appropriateness

*Strengths *Procedures *Performance *Supports*Outcomes *Differentiated*Objectives *Collaborative

*Parental

*Strengths *Procedures *Performance *Supports*Outcomes *Differentiated*Objectives *Collaborative

*Parental

Systemic Change

Intensive Support

Individual StudentsIndividual Students

Purpose

Provincial Level– Assessment for Learning for students on

PPP’s• Aggregate outcomes• Inform policy• Direct planning• Monitor outcomes

Purpose

School Division/School Level– Aggregate outcomes for students on PPP’s

• Encourage questions• Sets the stage for dialogue

Provides one piece of data toinform procedures and guidelinesplan (program, allocate resources/funds)inform effective practices

Purpose

Individual Level– Students

• Involvement provides insight and ‘buy in’

Parents

- promotes cross-environment teaching (home, school & community)

- Explores with parents the expected annual outcome & beyond (and the steps to get there).

Purpose

Individual Level con’t...

– Team• Forward planning• ‘Same page’• Provides a visual to see even small, incremental

progress• Promotes consistency (eg: prompts, specific directions)• Facilitates reporting to parents.

Checklist for PPP

Checklist for Intensive SupportDocument

Identification of Students Requiring Intensive Supports

Fill out prior to beginning PPP. How to fill out.... How to include school division team and

outside agency within PPP?

Who needs a PPP?

Saskatchewan Learning policy:– Students who require continuing special

education interventions and individualized supports (beyond the adaptive dimension) to participate in and benefit from the educational program

– Students who are identified by the school division as requiring Intensive Supports Level I or II

Who needs a PPP?

Students who have objectives that differ substantially from a provincially approved curriculum for their grade level.

How long should a PPP be?

Only as long as it needs to be.

– Outcomes and objectives are written only for those Areas of Development/Subjects which are considered a priority.

How long should a PPP be?

Students who require ongoing intervention in only one or two areas, a very succinct PPP may be written.

For students with intensive educational needs, the PPP typically addresses several or all areas of instruction.

ePPP

When? Glitches? If not using....

Student Outcome Rubrics

Which Students? Which Outcomes?

For SORs, consider students who...

Appear to make very little progress from year to year.

Require behavioral outcomes. Require personal care outcomes that

overlap between home and school. Appear to have no buy-in to their

programs.

For SORs,consider annual outcomes that...

Involve more than one professional. Include parent participation and/or

student participation. Can be envisioned beyond the annual

outcome (at least a two year plan) Are a priority as determined by the

team.

Priority annual outcomes...Questions to ask

How relevant is this considering the student’s age and ability level?

Is this important for the student’s future?

Is this a priority for the student & family?

Not all outcomes make good rubrics.

However, all outcomes can be written in a SMART format.

SMART Goals

Specific: written in clear language Measurable: allows students achievement to

be described, assessed and evaluated. Achievable: realistic for the student Relevant: meaningful for the student Time-related: can be accomplished within a

specific time period; typically one school year/semester.

Where do Student Outcome Rubricsfit with PPP’s

Link SORs to PPP’s

All outcomes on a PPP can be written in SMART format.

Some outcomes are selected for rubric development.

All outcomes can be put in this PPP format.

Current Level of Performance

Annual Student Outcome

Link SORs to PPPs con’t...

Selected outcomes will have a rubric attached. Remember the rubric is an evaluation tool.

Defining Annual Student Outcomes

Annual Student Outcomes are:

Concise descriptors of what an individual student will know and be able to do by the end of the school year/semester.

Short-term Objectives are: Annual student outcomes broken down into components of steps.

Annual Outcomes & Short-term Objectives are written in SMART format.

Developing the Student Outcome Rubric1. Identify the area of development and indicator

(target skill).2. Define current level of performance3. Based on the current level of performance and what

is known about the student, set the expected level of outcome (level 3).

4. Specify somewhat more (level 4) and somewhat less (level 2)

5. Specify much more (level 5) and much less (level 1)6. After a specified period of time, assess and record

progress.

Areas of Development

Academic Communication Independence/Problem Solving/Work Habits Motor Skills/Sensory Safety Personal/Social Well-being Physical Health/Medical/Personal Care Transition

Current Level of Performance

Be skill specific– Use descriptive language: “What does it

look like now as it relates to the target skill?” (positive and/or negative)

– Diagnostic information is available elsewhere in the PPP

– CLP is a baseline for future growth.

Current Level of Performance

Vague: The student makes

disruptive noise in

class.

More specific The student burps 3

and descriptive or 4 times every 15

minutes during

independent work time.

Current Level of Performance

When requested to change activity, such as putting away the activity and leaving the resource room, the student will ignore the request and continue the activity until the teacher provides hand over hand assistance. This occurs on 4 out of 5 times in a week.

SMART:

Key Points

Specific

One skill or routine. Standardized tests frequently combine

several skills into a single score. Avoid or define the use of ‘appropriate’. Uses clear action verbs or qualifying

phrases Level of support clarified

Measurable

Use a measurement of trials when numbers are small and easily counted.

Use percentages when numbers are larger. Consider using a consistency measure with

the accuracy measure. Use ‘at least’ to avoid gaps between levels of

attainment. Avoid 100% unless it is a health or safety

issue.

Levels of attainment can be based on..

Accuracy Frequency of response Components or steps involved in the task. Consistency Necessary supports (material, personnel,

technical) Increase in independence (decrease in

guidance/supports)

Levels of attainment can be based on...

Stage of learning– Acquisition: skill is absent or minimally

known.– Fluency: increasing speed, productivity or

quality of response.– Maintenance: opportunities for practice

and use.– Generalization: apply the skill in a variety

of environments.

Levels of attainment...

Consider....– Current level of performance– Anticipated rate of progress– Involvement of team members for specific

outcomes.

Relationship to Instructional Process

The best rubrics outline a clear instructional sequence fro the CLP to expected annual outcome.– Where is the student now?– Where is the student going?– How is he/she going to get there?

Relationship to Instructional Process

When levels of support are clearly delineated, the rubric also acts as a guide for support staff to indicate the– Type – Amount– Fading of support.

Achievable and Relevant

Dependent on– Team’s knowledge of the student– Student’s past rate of progress– Scope and sequence of targeted skills

Achievable and Relevant

What is the leap between CLP and the annual outcome (level 3)?

Is the annual outcome congruent with the stated level of curriculum?

Is the outcome one of the priorities set by the team?

Time-Related

Be consistent for all 5 levels– End of May or end of first or second

semester

Rubric Analysis Tweaking Activity

In groups of two or three, choose two of the yellow SORs in your handout package.

Use the Rubric Analysis Criteria chart Revise and improve the rubric.

Make it real: Use your current students

1. Complete the expected annual outcome (level 3) on each of your rubric forms.

2. With a partner, review and revise (if necessary) to meet SMART criteria.

3. With a partner, complete one rubric each and review using the Rubric Analysis Criteria chart.

4. Continue with the remaining rubrics.

Challenges and Solutions

With your table group discuss the challenges you faced this year in ppp/SOR’s/SMART Goal development.

Brainstorm a solution for at least one challenge...be creative!