GOAL WRITING FOR INDIVIDUAL SERVICE PLANS

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GOAL WRITING FOR INDIVIDUAL SERVICE PLANS
These materials are available as resources at
http//www.doe.state.in.us/alted/altedlinkpg.html
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Lessons from Current Practice

• Measurable goal writing
• Tiered support
• Response to Intervention
• Data-driven decision making
• Accountability
• Problem solving

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Create a Living Document

• Make this meaningful and worth revisiting
• Involve the student as much as possible in owning
  the plan
• Articulate goals that will be recognized as they
  are attained BRIGHT LINE
• Align the components of the document to support
  student success.

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Minimum Components in Regulation

• Educational Goals
• Behavioral Goals
• Program Description
• Services to meet Goals

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ExpectationsNeedsGoals ServicesProgress
MonitoringEvaluation of Effectiveness
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Expectations

• Closely aligned with the stated mission of the
  alternative program
• The general intention for all of the students
  participating in the alternative program

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Examples of Expectations

• Students will pass ISTEP / End of Course
  assessments.
• Students will graduate.
• Students will demonstrate the social and
  behavioral skills to successfully return to the
  traditional school and make progress at grade
  level.

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Expectations ? Needs

• Consider the secondary and post secondary
  aspirations of the student
• Compare the aspirations with the current level of
  performance
• Identify the obstacles that face the student in
  meeting expectations
• Include input from staff who know the student

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Needs

• Individualized current status
• Data-based when possible
• Baseline for measuring progress
• Comprehensively identifying obstacles to meeting
  expectations
• Leading to a hypothesis of WHY the student has
  not been successful

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Examples of Needs

• Marty is capable of mastering course content but
  has difficulty conforming to traditional course
  requirements.
• Carmen is supporting a baby and needs flexibility
  and assistance in earning credits to graduate.
• Donald needs to develop anger management skills
  in order to successfully interact with authority.
• Christine completes her work but does not turn it
  in as required.

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Needs ? Goals

• Examine data to identify needs
• Identify those areas of deficiency that are most
  critical to the attainment of post secondary
  goals. Less is more.
• Select pivotal performance indicators that can be
  measured efficiently
• Consider those that are most appropriate to the
  students circumstances

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Goals

• Stated as a student behavior or proficiency, not
  an activity of school personnel or an event
• Giving access to the achieve expectations
• Individualized based on needs
• Stated in observable, measurable terms
• Stated so that is obvious what is good enough
• Providing a logical rationale for services
• Permitting progress monitoring at intervals in
  the program (graph-able)

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Simple Examples of Goals

• Jose will maintain 80 mastery of course material
  measured by weekly computerized assessments.
• Marcus will follow the procedures posted in the
  front of the classroom on a daily basis.
• Hassan will attend school every evening.
• Mary Ann will turn in all assignments listed on
  the course syllabus.

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Goals ? Services

• Design services that address individual needs and
  goals
• Deliver services reliably, with fidelity
• Avoid one-size-fits-all mentality
• Strive to be effective
• Distinguish goals from services or events

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Services

• Defined as anything that the school does for the
  student (in and out of school)
• Can include instructional services, counseling,
  behavioral supports, the provision of computer
  software
• Customizable with consideration of the needs and
  goals of the student

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Examples of Services

• Staff will provide training on how to organize
  his learning materials and his time.
• Student will receive support in finding
  transportation to the educational facility.
• Staff will train student to use relaxation
  techniques to deescalate anxiety-producing
  circumstances.

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Services ? Progress Monitoring

• Collect data on the effectiveness of the services
• Use this data to adjust services
• Include the student in self-advocacy and
  self-management
• Include acknowledgement of incremental success or
  additional needs

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Progress Monitoring

• An extension of the baseline needs
• Directly leverages the measurements from the goal
  statement
• Use counting or graphing system as the easiest
  method
• Report out in intervals that permit correction

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Examples of Progress Monitoring

• Asha has attended the alternative program 24 days
  out of 25.
• William is receiving an 82 proficiency score
  based on weekly assessments.
• Tanya has maintained a Level 1 status for 3 weeks
  of maintaining adherence to the classroom
  procedures.

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Progress Monitoring ? Evaluation

• Examine the patterns of the data collected to
  determine if the alternative education program is
  effective
• Consider adjustments if the program is less
  effective than intended
• Connected to program level goals

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If you cant graph it, it is not measurable
growth
time
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Consistent Measurement
expectation
goal
progress monitoring
needs
Services
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Maintaining 80 Proficiency
80
Scores
Attempts
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Tanyas Goals
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Maintaining Level 1 Status
LEVEL 1
LEVEL 2
LEVEL 3
Weeks
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Completing my goals
95
Completion of goals
Weeks
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ExpectationsNeedsGoals ServicesProgress
MonitoringEvaluation of Effectiveness
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Revised Individual Service Plan

• On the Alternative Education page at
• http//www.doe.state.in.us/alted/altedlinkpg.html
  
• under Resources you can locate
• ISP Template (revised)
• ISP Goals Worksheet

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