1. Creating Academic Goals in eCST Child Study System Learning Support Services

2. 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

3. Intervention Plan: RtI Process Analyze Data Create Skill- Based Goal Deliver Focused Intervention Monitor Progress

4. 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

5. 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

6. 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

7. 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

8. Math Interventions Envisions Read it, Draw it, Solve it Van de Walle Strategies Moving with Math Kathy Richardson Strategies Region XIII 2 nd, 5 th, 8 th Sense Strategies Hands on Standards Holt Additional Resources Meadows Center Modules America’s Choice Mathematics Navigator TEMI Intervention Resources Region IV Strategies Motivation Math

9. 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

10. 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

11. 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

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

13. Document in eCST: Click on Intervention Tab

14. Click “Add an academic goal.” Complete information about your concern, student strengths, and what has already been done.

15. Select Subject For Goal Select Area Within Subject

16. ELA Areas and Strands WritingReading

17. Math Areas and Strands

18. Goal Drop-Down Statements

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

20. Measurement Method Teacher assessment/ observations DIBELS Passports Weekly assessments Grade level word lists Point sheet Frequency count Phonics cards Writing rubric Target Score Percentage 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

21. Multiple Interventions/One Goal

22. 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

23. Free-form Meeting Record

24. 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

25. Academic PM Data in eCST

26. 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