WRITING S.M.A.R.T. GOALS AND EVALUATING YOUR PLAN

Transcription

1 1 1 WRITING S.M.A.R.T. GOALS AND EVALUATING YOUR PLAN

2 Session Purposes In this session you will learn strategies to : become an informed stakeholder examine Indicator Data develop SMART goals based on identified needs evaluate your District Capacity Building Plan National Post-School Outcomes Center 2

3 3 Preparing for an Informed Conversation How is your State and local district using secondary transition indicator data (i.e. Part B Indicators 1, 2, 13, 14) for decision-making, accountability, and transition program improvement? Read the Indicator 1, 2, 13, & 14 section of your State s SPP and APR. Ask for your district data. If you have additional questions ask your State Transition Coordinator for clarification. Contact your State/ Regional Transition Coordinator to get your data for use with your district. National Post-School Outcomes Center 3

4 4 Becoming Informed Analyze and Interpret Part B Indicator 1, 2, 13, and 14 data Were the proposed district targets met? Was progress made over last year s data or was there slippage? To what can you attribute this progress or slippage? What areas need to improve (e.g. transition assessments, graduation, postsecondary education or employment)? What can be done to improve this outcome area? How can goals be measured to determine whether they contributed to improving the outcome?

5 5 Using your data How does your district s data compare to other districts? What patterns can be seen in the data when looking at type of disability, gender, high school exit, and race/ethnicity? Is there an area/school in the District where youth are engaged at higher rates? What do you think contributes to the higher rates in this area? What district policies/procedures may be affecting the graduation, dropout, and engagement outcomes for youth with disabilities? What actions could the school/district to take to improve engagement rates? National Post-School Outcomes Center 5

6 National Post-School Outcomes Center 6 Good Planning Inputs (resources) Money Transition Consultant Parents Outputs (improvement activities) Assessing and Implementing predictors of post-school success Outcomes (Measurable changes in knowledge, behaviors, and social conditions) Increased teacher/ parent knowledge Increased implementation of EBPs Increased engagement rates of youth with disabilities

7 7 The First Step in Action Planning Develop a S.M.A.R.T. goal. 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, student involvement; transition-focused curriculum and instruction, interagency collaboration, systems level infrastructure). Use the SMART technique to write the goal. National Post-School Outcomes Center 7

8 National Post-School Outcomes Center 8 S M A R T Specific Measurable Achievable Results-Focused Time bound The activity must clearly state what is to be achieved, by whom, where, and when it is to be achieved. It may also state why it is important that the activity is achieved. The activity must clearly state how to evaluate whether the activity has been achieved. Think of the questions, how much? How many? How often? How effective? The goal is to measure change over time. The activity must be achievable within the political climate, effort, resources, and commitment of the SEA (e.g., providing additional professional development with current allotment of professional development days). The activity must focus on outcomes (e.g., in-school or post-school outcomes of youth with disabilities) not process The activity must clearly identify the timeline in which the activity is to be completed. This can include benchmarks and target date of completion (e.g., month/year).

9 National Post-School Outcomes Center 9 9 The S.M.A.R.T. Model Specific refers to elements that clearly define what will be done. More specifically, a specific goal answers the questions: who, what, when, where, and how. Measurable, refers to the observable and countable evidence demonstrating the goal accomplished the intended outcome. Achievable refers to the ability to implement the activity within the local constraints (e.g., political climate, resources, and commitment of the LEA, etc.). Results-Focused, refers to a focus on outcomes achieved from the goal as opposed to the process (e.g., counting the number of students who received training on the self-advocacy strategy is process focused; determining whether student can adequately use the strategy to lead their own IEP meetings is results-focused). Goal is Based on identified Need as identified by examining your data. Time-bound, refers to an established timeline in which progress can be measured.

10 National Post-School Outcomes Center 10 Formula for writing a S.M.A.R.T. goal: 10

11 National Post-School Outcomes Center 11 Sample S.M.A.R.T. Goal Results focused!! To increase the number of student-directed IEPs from 0 to 10 students, by March 2014, the school will teach youth in 2 resource classrooms (i.e., 30 Measurable youth) how to lead their own IEP meetings using the Self Advocacy Strategy. Specific Attainable Time-bound

12 National Post-School Outcomes Center 12 Are the goals S.M.A.R.T.!! Let s practice

13 National Post-School Outcomes Center S.M.A.R.T. or Not? Students will become more active participants in their IEP meetings. Specific: What will we do to so that students become more active participants in their IEP? Measurable: How will we measure this? How many students? How will we measure active participation? 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 increase? What is missing? Timebound: When will we accomplish this goal? NOT

14 National Post-School Outcomes Center S.M.A.R.T. or Not? Results focused!! Measurable To increase # of youth in Tier 3 from 0 13 for 7 th and 8 th with appropriate workplace social skills, the school will develop a course titled Your Future Starts NOW! by December Attainable Specific Time-bound S.M.A.R.T.

15 National Post-School Outcomes Center S.M.A.R.T. or Not? Specific Establishment of a data team charged with collecting data from the ILP, Educational Team Meetings, and IEP Meetings to improve student transitions, instructional practices, and drive the model and programming options across the district. Results focused!! Measurable: How will we measure this? What is missing? Attainable: Can we do this? Is this reasonable given our resources? Timebound: When will we accomplish this goal? NOT

16 National Post-School Outcomes Center S.M.A.R.T. or Not? Results focused!! Measurable By March 2014, to increase students ability to identify interest, strengths, needs, and preferences, from 10% 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. Specific Time-bound Attainable S.M.A.R.T.

17 17 Make a plan 1.Develop an action plan o o o o What do we do with our S.M.A.R.T. goals now? Steps for remedying the problem should have a direct link to the data analysis. Any action listed must be specific, observable, and measurable. Sufficient detail is needed so that it is possible to determine when the action has been implemented. 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 through 5.Evaluate your efforts National Post-School Outcomes Center 17

18 The Planning Tool: Setting Goals and Planning - Improving Transition Education and Services : FOCUS: GOAL: (S.M.A.R.T.) SPECIFIC GOAL-RELATED ACTIVITIES PERSON RESPONSIBLE TIMEFRAME (Specific, Observable, Measurable) OUTPUTS/PRODUCTS EXPECTED OUTCOMES POTENTIAL INDICATORS DATA SOURCES Additional stakeholders and/or TA needs: 18 National Post-School Outcomes Center 18

19 National Post-School Outcomes Center 19 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 2014, 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. District Administrators SPED teachers Students November, 2013 December, 2013 March, 2014 OUTPUTS/PRODUCTS EXPECTED OUTCOMES POTENTIAL INDICATORS DATA SOURCES SAS curriculum Fidelity Checklists Increased number of students directing their IEP meetings. Indicator 13, student invitation to the IEP Satisfactory scores on SAS knowledge battery 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

20 20 Let s Evaluate your Plan Use the NSTTAC Planning Tool Self-Assessment Goal-related activities associated with specific interventions should be developed from an understanding of the research or evidence base regarding the topic (e.g., strategies to increase students self-determination skills). The activities in your plan should be directly related to the goal, action-oriented, and achievable. Accomplishment of the activity should increase the likelihood that the goal will be achieved. Multiple activities are often needed for goal achievement. National Post-School Outcomes Center 20

21 21 For each activity answer the following: Will completing this activity help to accomplish your goal? Yes No Will this activity result in production of your intended products or other outputs (e.g., new process, events, materials, technology)? Yes No National Post-School Outcomes Center 21

22 22 Person Responsible and Timeframe Is the person indicated to implement each activity identified by a specific name and/or title, rather than a generic term such as team or staff? Yes No Are the responsibilities assigned to each individual within their scope of work? Yes No Is the timeframe for each activity specific as to the month and the year it will be completed? Yes No National Post-School Outcomes Center 22

23 23 For each Products or outputs answer the following: Is this output or product tangible -- a product or service you can see, point to, or hold? Yes No Will the creation or development of this output help achieve your goal? Yes No National Post-School Outcomes Center 23

24 24 For each expected outcome answer the following: Does your expected outcome describe a specific result directly associated with your goal? Yes No Is the expected outcome likely to result from your activities and outputs? Yes No National Post-School Outcomes Center 24

25 25 For each potential indicator answer the following: Is the potential indicator directly associated with the expected outcome? Yes No Does the potential indicator measure of the following: behavior, attitude, knowledge, skills, status, or level of functioning? Yes No National Post-School Outcomes Center 25

26 26 For each data source answer the following: Does the specific data source link back to each potential indicator? Yes No Is or will the data source regarding this indicator be available to the team? Yes No National Post-School Outcomes Center 26

27 27 Additional Stakeholders and TA Needs If additional stakeholders are needed to assist with or approve the plan, are they identified? Yes No N/A If necessary for implementation of the plan, are specific technical assistance or resource needs clearly identified? Yes No N/A National Post-School Outcomes Center 27

28 National Post-School Outcomes Center Overall connectedness of plan Overall, is the team plan well designed, with each component directly connected to the others, so that achievement or completion of each component increases the likelihood that the goal will be achieved?

29 National Post-School Outcomes Center 29 Resources National Post-School Outcomes Center Predictor self-assessment: National Secondary Transition Technical Assistance Center Evidence-based practices and predictors:

30 National Post-School Outcomes Center 30 Contacts RI Regional Resource Centers [add contacts] Dawn A. Rowe