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Creating SMART goals for Transition Plans

June Gothberg, Ph.D. Western Michigan University

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Agenda• Creating plans• What is a SMART goal?• Examples and non-examples

The Best Conversations are Data Informed!

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The Best Conversations are Data Informed!

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Prioritize Using a Needs Assessment

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Make a Goal for Improvement

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• Create a goal with a 6-months to one-year timeframe.

• Focus on what the school/district should do over the next year to lay a strong foundation for a priority transition domain area (e.g., transition planning, transition assessment, family involvement, interagency collaboration, systems level infrastructure).

• Use the SMART technique to write the goal.

Make a Goal for Improvement

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SMART Goal Formula

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By __________, the ___________________________ (date) (school/district/agency)

will: ________________________________________ (specific action: what, where, how)

for ______________of the_______________________ (measure: #, %) (who: students, families, teacher, counselors)

using_________________________________. (materials and resources)

Sample SMART Goal

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Are The Goals SMART? Let’s Practice

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SMART Or Not?

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Students will become more active in the transition planning process.

Specific: What will we do to so that students become more active participants in their IEP? Is the goal articulated as a transition outcome, not as an activity, product, or process? Measurable: How will we measure this? What’s our baseline? How many students? How will we measure active participation? What do we anticipate as the change over time?Attainable: Can we do this? Is this reasonable given our resources?Results-focused: What is it we are trying to accomplish? What do we want to change in either knowledge, behavior, or condition?Time bound: When will we accomplish this goal? What is the specific month and year?

SMART Or Not?

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To increase the number of youth in Tier 3 from 0-13 for 7th and 8th with appropriate workplace social skills, ABC School will implement Your Future Starts Now, by December 2016.Specific: What will we do to so that students increase social skills? Is the goal articulated as a transition outcome, not as an activity, product, or process?

Measurable: How will we measure this? What’s our baseline? How many students? How will we measure active participation? What do we anticipate as the change over time?Attainable: Can we do this? Is this reasonable given our resources?

Results-focused: What is it we are trying to accomplish? What do we want to change in either knowledge, behavior, or condition?Time bound: When will we accomplish this goal? What is the specific month and year?

SMART Or Not?

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SMART Or Not?

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Establishment of a data team charged with collecting data from the ILP, Educational Meetings, and IEP Meetings to improve student transition, instructional practices, and drive the model and programming options across the district.

What is missing?

SMART Or Not?

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SMART Or Not?

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By March 2014, to increase students ability to identify interests, strengths, needs, and preferences, from 20% to 100% of special education students in grade seven (7) and eight (8), students and teachers will engage in personal MAPS planning and students will present information at their IEP meeting.

What is missing?

SMART Or Not?

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How do we Use SMART Goals Now?

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Make a plan1. Develop an action plan

o Steps for remedying the problem should have a direct link to the data analysis.

o Any action listed must be specific, observable, and measurable. o Sufficient detail is needed so that it is possible to determine when the

action has been implemented. o Determine what key people should be involved in planning

2. Use your planning tool, to map out how you will carry out your goal.4. Follow through5. Evaluate your efforts


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TAXONOMY AREA/CAPACITY BUILDING STRATEGY:

FOCUS: Student focused planning

GOAL: (S.M.A.R.T.) To increase the number of student-directed IEPs from 0 to 10 students, by March 2017, the school will teach youth in 2 resource classrooms (i.e., 30 youth) how to lead their own IEP meetings using the Self Advocacy Strategy.

SPECIFIC GOAL-RELATED ACTIVITIES PERSON RESPONSIBLE TIMEFRAME

(Specific, Observable, Measurable) Provide professional development to two resources teachers on how to use the Self Advocacy Strategy.

Allow time for teachers to practice using the curriculum until teachers implement with 100% fidelity.

Implement Self-Advocacy Strategy (SAS) in two resource rooms.

Assess student knowledge of strategy using SAS knowledge battery.

Allow students to practice directing their IEP meetings in simulated environment.

Have students direct IEP meetings.

Lorna Dune

Principal

Bryan Deller, Juanita Frohm

Lorna Dune



November, 2016

November, 2016

December, 2016

December, 2016

January 2017

March, 2017

OUTPUTS/PRODUCTS EXPECTED OUTCOMES POTENTIAL INDICATORS DATA SOURCES

Agenda, PD materials, PD evaluation

SAS curriculum, knowledge battery

Fidelity Checklists

Practice logs, videos

IEP checklists

Increased number of students directing their IEP meetings.

# of students with a score of 75% or higher on the SAS battery

# of students directing their IEP

SAS knowledge battery

IEP meeting notes

Student Developed IEP meeting materials

Additional stakeholders and/or TA needs:

Professional Development materials for implementing the SAS or expert trainer

Technical Soundness?

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Work with your group and apply the Technical Soundness rubric to the sample plan.

Select one group member to report out.

Thank You!

Paula Kohler [email protected] June Gothberg [email protected]

mailto:[email protected]

mailto:[email protected]