Creating Academic Goals in eCST

Child Study SystemLearning Support Services

Why Does it Matter?

In order to know if we’re on the right track, we must know where we started and where we want to go.

A goal is a dream with a deadline.-Napoleon Hill

Intervention Plan: RtI Process

Analyze Data

Create Skill-Based Goal

Deliver Focused

Intervention

Monitor Progress

Analyzing Data:Guiding Questions

• What do we want the student to know or do?• What skills are missing? Why can’t the student do

this now?• What CAN the student do now?• How is this relevant to this student’s learning?• How can we measure this knowledge, skill or

behavior? Analyze Data

Create Skill-Based Goal

Deliver Focused

Intervention

Monitor Progress

Writing S.M.A.R.T. Goals

• Specific—clearly focused on a particular skill• Measurable—has clear criteria for measuring

progress• Attainable—reasonable chance of being achieved• Relevant—will make a significant difference to the

student’s ability to make progress• Timely—includes timelines for measuring progress

(from the work of George T. Doran and Paul J. Meyer)

Analyze Data

Create Skill-Based Goal

Deliver Focused

Intervention

Monitor Progress

Determine Interventions• Research- or evidence-based • Directly linked to goal• Not just a location (reading specialist, tutoring, etc.)

What happens during that time?• Includes frequency, setting, grouping, duration• Multiple interventions usually support one goal• Interventions can change even if goal remains the

same Analyze Data

Create Skill-Based Goal

Deliver Focused

Intervention

Monitor Progress

Literacy Interventions• TPRI Interventions• SRA Corrective Reading• Great Leaps• REWARDS• Read Naturally• Achieve 3000• Language Live• Learning A-Z• Portals• SIPPS• Ebbers Strategies• MacMillan McGraw Hill Tier 2

Interventions

• Wilson Reading• Read 180• Passports• Ticket to Read• Duet/Choral Reading• Six Minute Solution• Key 3 Routine Strategies• Tesoros de lectura• Project Read• My Reading Coach• ReallyGreatReading.com• Reciprocal Teaching

Math Interventions

• Envisions• Read it, Draw it, Solve it• Van de Walle Strategies• Moving with Math• Kathy Richardson

Strategies• Region XIII 2nd, 5th, 8th

Sense Strategies• Hands on Standards

• Holt Additional Resources• Meadows Center

Modules• America’s Choice

Mathematics Navigator• TEMI Intervention

Resources• Region IV Strategies• Motivation Math

Behavior Interventions

• Success Chart• Behavior Contract/Point

Sheet• Social Skill Group• 2:10 Intervention• Back and Forth Journal• Self-Control Strategies• Visual Schedule• Individual Counseling

• Self-Management Group• Cool Down/Recovery

Space• Check in/Check out• Pre-Correction• Degree of Choice• Partner with CIS• Problem Solving

Instruction

• Used to assess performance and evaluate instruction

• Implemented with individual students or whole class

• Measures specific skills across short periods of time

• Taken regularly resulting in multiple data points

• Results in data that can be summarized

• Review and adjust as needed

Progress Monitoring

Analyze Data

Create Skill-Based Goal

Deliver Focused

Intervention

Monitor Progress

Review Data (3-9 weeks)

• Review progress monitoring data• Review fidelity of implementation• May increase/decrease frequency,

duration• May add additional intervention• May change current intervention• May discontinue and return to Tier 1

Analyze Data

Create Skill-Based Goal

Deliver Focused

Intervention

Monitor Progress

Ok, I understand the process and know what interventions I’m going to use. Now what?

Document in eCST: Click on Intervention Tab

Click “Add an academic goal.”

Complete information about your concern, student strengths, and what has already been done.

Select Subject For Goal

Select Area Within Subject

ELA Areas and Strands

Writing Reading

Math Areas and Strands

Goal Drop-Down Statements

Create Goal• Choose skill statement, click “transcribe”• Edit to create SMART goal• Identify measurement method and target score

Measurement Method• Teacher assessment/

observations • DIBELS• Passports• Weekly assessments

• Grade level word lists• Point sheet• Frequency count• Phonics cards• Writing rubric

Target ScorePercentage

80% 3 weeks in a row

100% in 3 out of 4 attempts

Frequency

4 of 5 attempts

Less than 2 times per day

Assessment Score

55 wpm or better

2 out of 4 on writing rubric

Scale

Weekly average of 3 or better on 4

point scale

Weekly average of 3.5 or better on 5

point scale

Multiple Interventions/One Goal

Document as Meeting Record

• At the bottom of the Intervention page, clicking the gray box will take you to a free form meeting record

• Use when you are developing a support plan with a partner (fellow teacher, counselor, etc.)or as a problem solving team

Free-form Meeting Record

Documenting PM in eCST• Click on Intervention tab in student’s eCST file• Find the goal you’re monitoring• Click on “PM” for Progress Monitoring

Academic PM Data in eCST

For Additional Help and Information

• eCST Resource Links• Child Study System

Facilitators• Professional

Development (CSS or RtI) • Intervention Specialists

• CST chair or team• Pre-Referral Intervention

Manual, Stephen McCarney• Campus Specialists• Academic Coaches• Other colleagues

AISD Response to Intervention website—austinschools.org/curriculum/RtI/index.html

Child Study System website—childstudysystem.com