Child Study System Facilitators
Learning Outcomes
Learners will:
 Create specific, measurable goals
 Understand the process for developing and
monitoring intervention plans
 Know how to document in eCST
Goals vs. Objectives
 In general, goals are broad; objectives
are specific
 For the purpose of eCST, there’s no difference;
the broad goal is to increase skills in a specific
area—academic, behavior, or attendance
 A goal in eCST might be an objective in
another context
 Don’t get bogged down in semantics
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: Analyze Data
Analyze Data
Create
Skill-Based
Goal
Monitor
Progress
Deliver
Focused
Intervention
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
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Kinds of Data
TAKS/STAAR
Universal Screeners
(TPRI, Tejas Lee,
DIBELS, etc.)
Benchmarks
Attendance Data
Discipline Data
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Sources of Data
Student Level Review
eCST
DEEDS
SchoolNet
Aimsweb
My Reporting
ACCESS
Please see childstudysystem.com for more information including
detailed instructions for accessing specific AISD reports.
Intervention Plan: Create Goal
Analyze Data
Create
Skill-Based
Goal
Monitor
Progress
Deliver
Focused
Intervention
How Do I Determine the Goal?
Using data:
1. Identify the highest skill the student CAN do
and write a goal to measure the next step.
2. Determine a missing skill that would make a
significant difference if achieved and write a
goal to address that skill.
3. Identify a desirable behavior that would
increase the student’s ability to be successful
and write a goal to increase that behavior.
Writing S.M.A.R.T. Goals
 Specific—clearly focused; answers who, what,
where, when, etc.
 Measurable—establishes concrete criteria for
measuring progress
 Attainable—reasonable chance of being achieved
 Relevant—achievement will make a significant
difference to the student’s ability to make progress
 Timely—the goal has a begin date and time frames
for progress monitoring and follow-up
(from the work of George T. Doran and Paul J. Meyer)
Measurable Verbs According to Bloom
 Knowledge: tell, label, describe, list, define, show
 Comprehension: explain, summarize, identify, locate
 Application: solve, perform, complete, sketch, perform
 Analysis: calculate, analyze, categorize, quantify
 Synthesis: build, create, develop, organize, revise
 Evaluation: compare, measure, review, investigate
“The student will (verb)…” is a good way to start your goal.
Consider Including Conditions
BEFORE the goal:
Given a 4th grade level text, the student will…
Given 2 or more acceptable choices, …
Using a graphing calculator, …
Or AFTER the goal:
… within 3 minutes
… using a visual cue or graphic organizer
… using manipulatives.
Determine Measurement Method
 Teacher made tests
 Point sheet
 DIBELS
 Level system
 Passports
 Frequency count
 Weekly curriculum
 Phonics cards
assessments
 Grade level word lists
 Writing rubric
Examples:
The student will … as measured by teacher made tests.
The student will … as measured by DIBELS.
The student will … as determined by a writing rubric.
The student will … as evidenced by point sheet.
Determine “Target Score”
The “target score” in eCST means the performance level
needed to show mastery or adequate progress toward
the goal.
Percentage
Frequency
Assessment
Score
80% 3 weeks
in a row
4 of 5
attempts
DORF of 55
wpm or better
“Often” or
better, 4 of 5
days
100% in 3 out
of 4 attempts
Less than 2
times per day
2 out of 4 on
writing rubric
“Rarely” or
better, 2 weeks
in a row
Scale
Creating Academic Goals in eCST
1.
2.
3.
Write S.M.A.R.T. goal in text box.
Identify how you will measure the goal.
Identify the target score you expect after interventions.
Example 1: Make it SMART
Adam will get better with adding and
subtracting two digit numbers
Adam will determine the correct operation and
solve problems requiring addition and
subtraction of two-digit numbers with and
without regrouping, with 80% accuracy, as
measured on teacher made assessments.
Example Goal in eCST
Example 2: Make it SMART
Danielle will improve her reading
comprehension skills.
After reading a 5th grade level text, Danielle will
answer at least 4 out of 5 comprehension
questions correctly on the weekly reading
assessment.
Example Goal in eCST
Example 3: Make it SMART
Manuel will improve his study skills.
After assistance creating an organization system, Manuel
will complete and turn in assigned work on time, as
measured by scoring a weekly average of 3 or better on
a 4 point teacher feedback sheet.
Example 4: Make it SMART
Lesley will behave in class.
Lesley will stay in her seat during academic work periods
as measured by the student’s point sheet.
Lesley will refrain from making disruptive noises and
sounds during classroom activities as measured by the
student’s point sheet.
Common Goal Writing Errors
 Too broad to be measurable
 Too many to be manageable
 Too high to be achievable
 Too low to make any difference
Things to Keep in Mind
 Goals are skill based not standards or grade based.
 Good goals are reasonable but ambitious.
 Measure progress for 3-9 weeks, review fidelity and
results, and adjust as needed.
 Be judicious—each goal must be measured regularly.
Don’t overwhelm yourself with too many goals.
 To measure progress, plan for multiple data points,
gathered at least every other week. Measurements
taken less frequently (MOY, DRA, SCA) are not good
tools for short term goals.
And the Biggest Thing to Remember
The Intervention Plan is all about the
INTERVENTIONS, not the goal.
The purpose of the goal is to measure
the student’s response to your
interventions.
Without good, quality interventions,
implemented with fidelity, the goal is
meaningless.
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
Documenting Interventions
I Have a Goal and Intervention
Plan—Now What?
Intervention Plan: Instruction
Analyze Data
Create
Skill-Based
Goal
Monitor
Progress
Deliver
Focused
Intervention
Literacy Interventions
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TPRI Interventions
SRA Corrective Reading
Great Leaps
REWARDS
Read Naturally
Achieve 3000
Learning A-Z
Portals
SIPPS
Ebbers Strategies
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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
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
Behavior Interventions
 Success Chart
 Self-Management Group
 Behavior Contract/Point
 Cool Down/Recovery
Sheet
Level System
Social Skill Group
2:10 Intervention
Back and Forth Journal
Self-Control Strategies
Visual Schedule
Space
Check in/Check out
Pre-Correction
Degree of Choice
Partner with CIS
Problem Solving
Instruction
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Multiple Interventions—Math
Multiple Interventions—Reading
Intervention Plan: Monitor Progress
Analyze Data
Create
Skill-Based
Goal
Monitor
Progress
Deliver
Focused
Intervention
Progress Monitoring
 Measure progress toward goal regularly
 Document progress monitoring data in eCST
 Include multiple data points—daily, weekly, etc.
 Review progress regularly (3-9 weeks)
 Adjust interventions as needed based on data
- Frequency
- Intensity
- Duration
 Develop new intervention if needed
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
Documenting PM Data
w
Okay. I’ve created
a goal, provided
interventions, and
collected data.
What now?
Intervention Plan: Analyze Data
Analyze Data
Create
Skill-Based
Goal
Monitor
Progress
Deliver
Focused
Intervention
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 intervention and
return to Tier 1
Data-Based Decision Making in RtI
Adapted from Beyond the RtI Pyramid by William Bender
Possible Data
Outcomes
Possible Decisions on Future Interventions
Data chart shows great
success, and child is now on
grade level or meeting
benchmarks.
Discontinue the intervention; child continues participation in
general education.
Data chart shows some
success, but child is not yet
on grade level or meeting
benchmarks.
Continue the intervention for an additional grading period;
child continues participation in general education.
or
Modify intensity of the current intervention without otherwise
changing it.
or
Move child to a more intensive intervention and continue
participation in general education.
Data chart shows little
positive growth on targeted
skills.
Move child to a more intensive intervention, and continue
participation in general education.
or
Consider moving the child forward toward a child study team
meeting for more intensive staffing or possible eligibility for
special education services.
If Insufficient Response Continues
 Refer to Child Study Team (CST)
 Make request through eCST (Service Tracking)
 CST will meet to:
- Review current interventions
- Review progress monitoring
- May consider additional interventions
- May consider referral to social service specialist
- May consider request for additional assessment
(dyslexia, 504, special education, etc.)
For Additional Help and Information
Child Study System website—childstudysystem.com
 eCST Resource Links
 Pre-Referral Intervention
Manual, Stephen McCarney
Facilitators
 Campus Specialists
 Professional Development  Academic Coaches
(CSS or RtI)
 Other colleagues
 CST chair or team
 Child Study System
AISD Response to Intervention website—
austinschools.org/curriculum/RtI/index.html