creating measurable goals using checklists amanda english kalamazoo resa teacher consultant for...
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Creating Measurable Goals Using Checklists
Amanda English
Kalamazoo RESA
Teacher Consultant for Visually Impaired
Certified Orientation and Mobility Specialist
269-250-9706
How The Checklists Began
• A Few Years ago we were told our goals needed to be measureable.
• Fear set in!
• We would no longer be able to just say a student would IMPROVE their street crossing skills or residential travel. We would no longer be able to say a child would IMPROVE their computer skills. We would need to give specific DATA!
• So we set out to find a way to make all of our goals MEASURABLE.
What is a Goal?
A goal is a measurable statement that describes what a child is reasonablyexpected to accomplish from the specialized educational program during theschool year. The goals and objectives or benchmarks provide a mechanism for determining whether the child is progressing in the special education program and the general education curriculum, and whether the placement and services are appropriate to meet the child's identified educational needs
Measurable annual goals set the general direction for instruction and assist indetermining specific courses, experiences, and skills a student will need to reach his or her vision. There must be a direct relationship between the goal and the needs identified in the PLEP. Goals also are descriptions of what a student can reasonably be expected to accomplish within one school year.
--NASET (National Association of Special Education Teachers)
“How to Determine Measurable Annual Goals in an IEP”
www.NASET.org
What is a Measurable Goal
A goal must be meaningful, MEASURABLE, able to be monitored, and useful indecision making. . .The goal is measurable if it reflects performance or behavior that can be measured or observed.
--NASET (National Association of Special Education Teachers)“How to Determine Measurable Annual Goals in an IEP”www.NASET.org
How do you Measure a goal?
It’s easy!
Using DATA!!
Examples of poor measureable goals
Mike will improve his street crossing skills in the residential area.
Why are these poor? Let’s dissect them!
Tom will improve his braille reading skills.
Ethan will write 5 new letters.
Poor Goal: Mike will improve his street crossing skills in the residential area.
BETTER GOAL:Using the TAPS curriculum, Mike will improve his Street Crossing skills from 1 skill to 10 skills on the TAPS curriculum.
BEST GOAL:Using the New Mexico Skills Inventory, Mike will improve his Street Crossing skills from 1 skill at a level 3, to 10 skills at a level 3 or better, by April 2016.
Poor Goal: Tom will improve his braille reading skills.
BETTER GOAL: Tom will improve his braille reading skills from 10 letters to 26 letters, with 80% accuracy
BEST GOAL: Using the Braille Fundamentals Checklist, Tom will improve his braille reading skills from 10 letters read in isolation, 3 out of 4 times, to 26 letters read in isolation, 4 out of 5 times.
Poor Goal:Ethan will write 5 new letters.
BETTER GOAL: Ethan will write 5 new letters in Braille, without prompts, with 75% accuracy.
BEST GOAL: Ethan will improve his braille writing skills from 15 letters, on the Braille Fundamental Checklist, to 20 letters, without verbal or physical prompts, for 3 out of 4 consecutive trials.
More Examples of Good Measurable Goals:
Suzy will increase her score on the Computer Skills Checklist from 10 skills to 30 skills, by December 2015.
Johnny will increase his street crossing skills, using the New Mexico Skills Inventory, from 2 skills (at the score of 3 or better) to 10 skills (at a score of 3 or better), by June of 2016.
Alex will improve his braille reading skills, using the Braille Fundamentals Checklist, from 12 letters in isolation to 26 letters in isolation, with 85% accuracy 3 out of 4 trials.
Checklists for everyone!
Because you asked for them!
O&M (New Mexico Skills Inventory)
Here’s the Website!
http://www.nmsbvi.k12.nm.us/O&M_INVENTORY/O&M_Inventory.htm
This inventory has a built in data keeping feature, so it does a bunch of the work for you! You just need to write the goal and then score each marking period.
Goal Idea: Sally will increase her score, using the New Mexico Skills inventory, from 42% of skills completed to 45% of skills completed, by June 2016. Then, use a few sub categories to create the objectives. (Example Content, Street Crossing)
The checklist looks at several domains and creates a percentage of completion for each skill. Very useful and can be done for each student.
Oregon Project
Goal idea: Jenny will increase her Beginning Orientation and Mobility skills on the Oregon Skills Project from 3 skills in 4-5 year range to 10 skills in the 4-5 year range. Completion of skill is considered when student has demonstrated the skill without verbal or physical prompting 3 out of 4 trials. (Graphic shows the Beginning Orientation and Mobility Checklist from the Oregon Project Skills Inventory.)
iPad Checklist (Graphic shows KRESA iPad Checklist)
Elementary Self-Advocacy Checklist (Graphic shows KRESA Elementary Self-Advocacy Checklist)
Goal Idea: Using the Elementary Self-Advocacy Checklist, Tom will increase his skills from 0 skills to 10 skills without verbal prompts.
Objective ideas: Tom will increase his ESA Checklist skills from 0-5 skills by October of 2015.
Tom will increase his ESA Checklist skills from 5-10 skills by February 2016
Be sure to upload or include the checklist with your IEP.
Braille Fundamentals ChecklistTexas School for the Blind(Graphic Shows TSBVI Checklist for Braille Fundamentals Clusters 1-8) www.tsbvi.edu
This checklist shows the clusters for Patterns and shows the braille letters and contractions. Each symbol has a column with R for Read, W for Write and U for Understands the word/letter.
I would write two goals for this type of checklist. One for reading and one for writing, as many of our students struggle with one area over another. They may be able to read 26 letters, but only write 12. By separating the two areas you allow for growth in each area and do not limit the progress to the skill level of the lesser skill.
Computer Skills Checklist(Graphic shows 1st page of Computer Skills Checklist Created by California School for the Blind: http://www.csb-cde.ca.gov/technology.htm
# Skill (N)
(P)
(M)
1 Use correct terminology for basic components of a computer system (e.g. monitor, keyboard, disk, printer, mouse), and develop understanding of their basic functions.
2 Explore and develop keyboarding skills (It is to the discretion of teacher to determine whether students will learn touch typing or simply become familiar with the keyboard functions).
3 Identifies location of all letters on the alpha keyboard
4 Identifies location of all numbers on the alpha keyboard
5 Identifies location of all punctuation keys on the alpha keyboard, including secondary keys (with shift-key as modifier)
6 Identifies location of all navigation keys on the keyboard
7 Identifies location of all editing keys on the keyboard
8 Identifies location of all lock keys on the keyboard
9 Identifies location of all modifier keys on the alpha keyboard (Ctrl, Alt, Tab, Backspace, Enter, Shift, Window key, Application key, Caps Lock, Escape, etc.)
10 Identifies location of all numbers on the number keyboard
11 Identifies location of all arithmetic keys on the numeric keypad
12 Identifies location of function keys (f-keys)
13 Identifies location of escape-key, print screen, and pause
14 Use application key (understand relation to point and click mouse users)
15 Understanding of the (num lock) key
16 Understand the Desktop
17 Understand the Start Menu
18 Find and launch programs/applications (start menu)
19 Open windows explorer
20 Find and launch programs/applications (c drive)
IOWA BRAILLE SCHOOL NEMETH CHECKLIST (Graphic Shows Checklist) http://
www.iowa-braille.k12.ia.us/vnews/display.v/ART/50f4610cae419
Laundromat Skills Checklist:
Locate the Laundromat Locate the Dollar Changing Machine
Locate the Washing Machine
Sort Clothing into Colors
Load Soap Set Dials Locate Drier Load Drier Fold Clothing
Bank Skills Checklist:
Locate Bank Locate Teller Fill out Deposit Slip Fill out Withdrawal Slip Find out what else can be done at the bank
Restaurant Skills Checklist:
Locate Restaurant Navigate to seat Order Food (either with menu, or by soliciting information)
Locate restroom Leave a tip if applicable Pay for Food (Pay waitress or determine where to pay.
Post office Checklist:
Locate Post office Find the In and out of town mailboxes
Locate 2 place to purchase stamps
Find out how to get a mailbox at the post office
Find out what else you can purchase here.
CREATE YOUR OWN CHECKLISTS!
Design a Rubric for the ScoringExample: 1. Completes skill with
teacher guided assistance.
2. Completes skills with 1-2 verbal prompts.
3. Completes skills independently in one location.
4. Completes skills independently in multiple locations.
Graphic Shows Checklist Created by Amanda English for Laundry, Bank and Restaurant skills.
VI RUBRIC Example:
Eye Health/Condition
1. Describe Acuities2. Describe Field Loss3. Describe Eye conditionAdvocacy4. Describe Accommodations5. Ask for assistance6. Request a Braille/large print copy
Educational Services and Competencies/Law
Transition
7. Describe services at Bureau of Services for Blind Persons8. Describe services at MRS9. Describe where to obtain a new cane10. Explain what accommodations are needed to be successful in a job
Organization Skills
11. Can locate where to turn in materials in classroom12. Can locate books in classroom13. Can locate materials in folders
Orientation and Mobility-Use TAPS Checklists!
Indoor Travel
-Human Guide
-Building Orientation
-Classroom Orientation
-Locate own seat in classroom
-Locate own locker
-Locate door to classroom
-Locate teacher’s desk
-Safety Techniques (Upper/Lower Hand techniques)-Search Patterns
Outdoor Travel-Residential-Semi Business-Business-Bus Travel-Identification of signs
Cane skills-Diagonal-Touch Technique-Constant contact-Touch and Drag
Monoculars/telescopic lensesGPS skillsOther O&M TechnologiesTechnologyComputer Navigation (Word Processing)Touch Typing Skills (Talking Typer)Speech Output (JAWS) skillsBook PortNote TakersScreen Magnification skillsiPad skills for Low VisioniPad skills-AuditoryAudio Graphing CalculatorAbacus
Braille Reading (Braille Fundamentals Checklists)WritingReading
Nemeth Code ReadingWritingGraphing Skills
Auditory Listening skills (APH)
Self-Advocacy Checklist:
Using the Self-Advocacy Checklist, Jack will increase his Technology skills from 4 skills to 7 skills completed without verbal prompts by June of 2016.
Objectives: Jack will increase his Technology skills 4 skills to 7 skills with no more than 2 verbal prompts by January of 2016.
Jack will increase his Technology skills from 4 skills to 7 skills with verbal or physical prompts, by October of 2015.
Let’s Create some Goals using these Documents:
Questions?