Transcript Creating Measurable Goals Using Checklists

Creating Measurable Goals
Using Checklists
Amanda English
Kalamazoo RESA
Teacher Consultant for Visually Impaired
Certified Orientation and Mobility Specialist
[email protected]
269-250-9706
How The Checklists Began
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A Few Years ago we were told our goals needed to be measureable.
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Fear set in!
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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 reasonably
expected to accomplish from the specialized educational program during the
school 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 in
determining 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 in
decision 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.
Tom will improve his braille reading skills.
Ethan will write 5 new letters.
Why are these poor? Let’s dissect them!
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 Checklist
Texas 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
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
(N) (P)
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)
(M)
IOWA BRAILLE SCHOOL NEMETH CHECKLIST
Shows Checklist) http://www.iowa-braille.k12.ia.us/vnews/display.v/ART/50f4610cae419
(Graphic
Laundromat Skills Checklist:
CREATE YOUR OWN
CHECKLISTS!
Design a Rubric for the
Scoring
Example:
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.
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.
VI RUBRIC Example:
Eye Health/Condition
1.
Describe Acuities
2.
Describe Field Loss
3.
Describe Eye condition
Advocacy
1.
Describe Accommodations
2.
Ask for assistance
3.
Request a Braille/large print copy
Educational Services and Competencies/Law
Transition
1.
2.
3.
4.
Describe services at Bureau of Services for Blind Persons
Describe services at MRS
Describe where to obtain a new cane
Explain what accommodations are needed to be successful in a job
Organization Skills
1.
2.
3.
Can locate where to turn in materials in classroom
Can locate books in classroom
Can locate materials in folders
-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 lenses
GPS skills
Other O&M Technologies
Technology
Computer Navigation (Word Processing)
Touch Typing Skills (Talking Typer)
Speech Output (JAWS) skills
Book Port
Note Takers
Screen Magnification skills
iPad skills for Low Vision
iPad skills-Auditory
Audio Graphing Calculator
Abacus
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
Braille Reading (Braille Fundamentals Checklists)
Writing
Reading
Nemeth Code
Reading
Writing
Graphing Skills
Auditory Listening skills (APH)
Let’s Create some Goals using these
Documents:
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.
Questions?