December 2nd, 2014: Measurable Goals

December 2, 2014 Milton SEPAC: Measurable Goals 1

Measurable Goals:The Road to Determining

Effective ProgressMilton SEPAC

December 2, 2014

Jennie DunKley

December 2, 2014 Milton SEPAC: Measurable Goals

Effective Progress on IEP Goals1. Need to define what “Appropriate” and “Effective”

mean for the individual student2. Progress, or lack thereof, must be documented

though the unique needs lens of the individual student (that pesky “I” in IEP)

3. We can only document what we can measure4. “A goal that is not measurable is just a slogan”

- Alan Coulter

Good Process Can Prevent Due Process


Turn Evaluations into Skill Building and Accommodation Action Plan1. The “I” in IEP begins with Evaluations2. 45-School-Day time line starts with District’s

receipt of signed Consent to Evaluate Form3. IF you request (send request in writing or by

email), Districts must provide copy of report(s) at least 2 full days before the meeting


Massachusetts Written Assessments Must:

Define Specific Needs, andProvide Explicit Recommendations603 CMR 28.04(2)(c):

“Each person conducting an assessment shall summarize in writing the procedures employed, the results, and the diagnostic impression, and shall define in detail and in educationally relevant and common terms, the student's needs, offering explicit means of meeting them. The assessor may recommend appropriate types of placements, but shall not recommend specific classrooms or schools. Summaries of assessments shall be completed prior to discussion by the Team and, upon request, shall be made available to the parents at least two days in advance of the Team discussion at the meeting…”


How to Read an EvaluationRead THREE times:

1. Kleenex2. Highlighters

Findings, match withRecommendations

3. Pen: Questions and Requested Actions, Filter for

Transition StudentAcademic SkillIndependent Living SkillsVocational Skill

Student with DyslexiaAll Academics (even math)

Student with ASDChapter 57 Skills


Chapter 57 Skills Check List1. Verbal and nonverbal communication needs of the student

a. Receptive and Expressive

2. Social interaction skills and proficiencies3. Unusual responses to sensory experiences4. Resistance to environmental change or change in daily routines5. Engagement in repetitive activities and stereotyped movements6. Behavioral difficulties7. Other needs resulting from the student's disability that impact

progress in the general curriculum, including social and emotional development


Drill Down on the Skill Deficit1. Specific unique skills deficits must be determined through

evaluations2. Is the deficit with mastery and application of Math Concepts or

Executive Functioning?3. Is it Reading Fluency or Sensory Integration Processing?4. Attention or Auditory Processing?


Drill Down on the Skill Deficit: Reading Attention

1. Hearing2. Auditory Processing3. Phonics4. Eyesight/Vision5. Tracking6. Decoding/Accuracy7. Rate8. Fluency9. Comprehension10. Vocabulary11. Inferential Language12. Weak working memory13. Slow processing speed14. Low cognitive profile15. Language processing16. Sensory Integration17. Attention (see list on right)

1. Neurological dysfunction (frontal lobes); ADHD

2. Weak working memory3. Slow processing speed4. Low cognitive profile5. Language processing6. Sensory Integration7. Health, Nutrition, Sleep, Pain8. Emotional: trauma, depression, ANXIETY9. Learning Disability → Learned

Helplessness10. Tourette’s disorder11. Psychosocial stress (divorce, girl friend)12. Intellectual Giftedness (boredom)13. Postural instability


Type Frequency Intensity DurationProvide specific TFID information on1. Skill2. Support3. Conditions: i.e., How often and where does it happen?

for each current performance level and for each benchmark


Skill Development vs. SupportSupport:

Until John develops independent skill level or masters a strategy to accommodate skill deficit, it is good that he is getting support for independent use of sensory diet strategies

Skill:We need to work on his needing less breaks by shifting to independent use of sensory tool/strategy that keeps him participating – something he can use to sustain engagement in a 1 ½ hour long college class.


Measurement Mantra

For every benchmark,a comparable

current performance level


“How will we know…”Measurement Process for Each Goal1. What tool will be used

a. Tool capable of translating status to dataI.Assessment of type, frequency, duration and intensity of skills and support levels

II.Standardized, observation DATA, individual rubric

2. Who will administer the toola. OT, Teacher, BCBA (role or title, not individual person)

1. When will we measure (frequency)a. Monthly, Quarterly, Annually (on IEP year, please)

capture data we can chart


Track Progress: Reading Fluency

Chartable Data from Progress ReportsCPL/Baseline: Sept 10:

1.1 Independ. DRA 18Early 2nd Grade Level Equivalency (GLE), Rate of 38 wpm,85% decode accuracy

1.2 Single word verbal prompts every 3

minutes1.3 Sustained reading

for 9 minutes

Progress: Dec 10:

1.1 Independent DRA 20Early 2nd GLERate of 46 wpm 95% Decode accuracy

1.2 Single word verbal prompts

every 5 minutes1.3 Sustained reading for

12 minutes

Progress: March 10:

1.1 Independent DRA 25Late 2nd GLERate of 52 wpm 95% Decode accuracy

1.2 Single word verbal promptsevery 8 minutes

1.3 Sustained reading for 12 minutes

Goal/Benchmarks:

1.1 Independent DRA 28, Early 3rd GLERate of 65 wpm 95% Decode accuracy

1.2 Zero promptsevery 5 minutes

1.3 Sustained readingfor 15 minutes


Goal #1: Social CommunicationCurrent Performance Level (CPL):John actively participates in a weekly Social Thinking class. He engages in stilted but appropriate conversation with an array of familiar peers and adults across settings. John reports that while “talking with people in general is better; I still have a hard time sometimes with new people.” John has challenged himself by taking on a leadership role in an after-school club and participating in community-based public speaking situations. John continues to make gains in his ability to convey partnership and reciprocity in a conversation, rather than a directive or authoritative stance. He is modulating his rate, intonation and volume 85% of the time in familiar situations, when provided with a nonverbal prompt (ex. soft raised hand combined with chin down and eyebrow raise for “slower, please” or “wait your turn”).


Annual Goal & Measurement ProcessAnnual Goal:With decreased prompts (from 2 to None), John will increase independent social awareness, engagement and in-the-moment critical and flexible thinking across settings and tasks.

How we will know [measure]…:Weekly monitoring and data collection on customized Excel form by counselor and John; monthly consults with teachers and job coach/work supervisor.

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Social Communication Benchmarks:1.When engaged in a face-to-face or telephone-based interaction (ex.

interview, meeting with supervisor), with 0-1 nonverbal prompts John will ask questions, respond to questions and receive constructive feedback in an expected manner in 80% of measured opportunities over a two-week period, in academic, self-structured social and work environments. [11/2014 CPL: 60% with 2-3 nonverbal prompts]

2.In the context of unannounced informal observations, John will be utilizing expected tone of voice, volume, rate of speech and non-verbal signals in 70% of measured opportunities over a two-week period, in academic, self-structured social and work environments. [11/2014 CPL: 40% with 1 nonverbal prompt]

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Social Benchmarks (continued):3. When faced with an actual or hypothetical social problem (ex.

teacher he is scheduled to meet with doesn’t arrive), John will independently identify and act upon a solution in 80% of measured opportunities over a two-week period, in academic, self-structured social and work environments. [11/2014 CPL: 60% with counselor previewing and/or debrief]

4. John will report on his progress with the above benchmarks to his counselor weekly and, together, they will chart his success, preview upcoming challenges and adjust strategies. [11/2014 CPL: not started]

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Measure/Monitoring: Social SkillsChartable Data from Progress Reports

Goal/Benchmarks:All Settings1.1 80% with 0-1 nonverbal

prompts1.2 70%, independent

1.3 80%, independent

1.4 90% with weekly coaching

Progress Feb:School, Community, Work

1.1 80% with 2-3 nonverbal prompts


1.3 70% w/ previewing

1.4 50% with maximum coaching

Progress June:School, Community, Work

1.1 80% with 1 nonverbal prompt


1.3 70% w/ previewing

1.4 70% with moderate coaching

CPL/Baseline Nov:School, Community, Work

1.1 60% with 2-3 nonverbal prompts

1.2 40% with 1 non-verbal prompt

1.3 60% w/ previewing and/or debrief

1.4 0% with maximum coaching


Post-Meeting Work1) Review proposed IEP, compare to the action agenda and

your meeting notes

2) Respond to district with requested tweaks, edits and/or rejected issues

3) Be a friendly mosquito. There is a difference betweena) developing an appropriate IEP

b) monitoring implementation, and

c) measuring progress


Review Proposed IEP Does the Proposed IEP…

1. Describe the unique needs of the student

2. Identify and target precise skills development needs

3. Provide a level of support that matches the level of identified needs

4. Propose a placement that can implement the Team’s plan


Adjust as NeededThe IEP process should:• Provide documented, data-supported “effective”

progress toward student’s vision• Provide progress path for all needed skills

development in all transition arenas/domains• Be dynamic and responsive to the student’s progress


Questions?

Education

December 2nd, 2014: Measurable Goals