10/12/2015
2015-2016
Lunchbox Learning Series
Our topic this month:
Our presenter
Promoting Social Skills in
the Educational Program:
Part III: Measurable Annual
Goals and Progress
Monitoring
Rosemary Nilles, M. Ed.,
B.C.B.A.
© Copyright PEAL Center 2015
www.pealcenter.org
Today’s Presentation
Parents talk about friendship. Educators talk about social skills.
Promoting Social Skills in the Educational Program is a series of
three webinars designed to help team members to actively
participate in the process of addressing the need for social skills in
the IEP or other educational plan.
Part III: Measurable Annual Goals and Progress Monitoring for
Social Skills
• The final webinar will help team members use a process to
build Measurable Annual Goals (MAGs) and Short Term
Objectives (STOs) for targeted social skills. Special emphasis
will be given to the topic of progress monitoring. This session
will address the questions: What questions should be
considered in developing MAGs for social skills? How will
progress be monitored? What if a student isn’t making
progress?
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Addressing Social Skills in the IEP:
Today’s Focus
Assess Social Skills (broadly > specifically)
Summarize Baseline Data in Present Levels
Team Prioritizes Skill(s) Needing Goal(s)
Develop Measurable Annual Goals
Develop Specially Designed Instruction
Monitor Progress
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Measurable Annual Goals at a Glance
Condition
Describe the
situation in which
the student will
perform the
behavior:
Materials, settings,
accommodations
Examples:
Given visual cues…
During lunch…
With peer support …
Using a calculator or
computer
Using grade level
passages
Name
Clearly Defined
Behavior
Describe behavior
in measurable,
observable terms.
Use action verbs:
What will s/he
actually DO?
Examples :
Locate
Ask
Name
Point
Separate
Rank
Choose
Solve
Answer
Read orally
Performance Criteria
The level the
student must
demonstrate
for mastery:
How well?
Examples:
“X” or better on
a rubric or
checklist.
Number of times
needed to
demonstrate
mastery: How
consistently will
the student need
to perform the
skill(s) before
considered
“mastered?”
% of possible
points,
% of time
% accuracy
Examples:
6 consecutive times
4 out of 5 times
3 out of 4 weeks
on __ out of ___
opportunities
Evaluation
Schedule: How
often will the
student be
assessed?
Examples:
Twice a week
Weekly
Every other week
---------------------AND: HOW will
progress be
monitored?
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Adapted from PaTTAN training materials
A Process for
Developing
Measurable Annual Goals
(MAGs) for Social Skills
NOTE: ALL EXAMPLES ARE FOR TRAINING PURPOSES ONLY
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Planning for Measurable Annual Goals (MAGs)
Questions for the Team
• What do we want the student to
actually DO to show that s/he is
learning the skill? (may use or paraphrase
Performance Criteria:
How well must s/he perform the skill?
language from Standard or Anchor)
How consistently must the skill be
performed to demonstrate mastery
(endpoint)?
• With what materials, or under what
conditions?
• How will we measure the skill?
How often will we measure the skill?
----------------------------------------------------What kinds of Specially Designed
Instruction might be needed?
Adapted from PaTTAN training materials
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*Writing Cody’s MAG for Group Work Skills– Questions
How will we assess the development of the target skill?
• What do we want him to actually
DO to show that he is learning the
skill?
How well must he perform the skill?
Earning all or nearly all points on
his rubric.
We want him to work in a
group, staying on task &
waiting his turn to offer
appropriate input
How consistently must the skill be
performed to demonstrate mastery
(endpoint)?
• With what materials, or under what
conditions?
During group work, perhaps
with someone to cue him
6 consecutive group activities- so
we know he really has the skill
How often will we measure it?
Every time he does group work
(at least 3 times a week)
• How will we measure the skill?
Using a rubric or checklist to
define expectations. Begin with
him and teacher completing
rubric, but move to him
completing rubric independently.
------------------------------------------------------What kinds of Specially Designed
Instruction will be needed?
Trained peer buddies; teaching him &
peers to use rubric; classroom social
skills program, practice/rehearsal,
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pre-correction.
Cody’s Rubric for Group Interaction
Target Skill
3 points
1 points
0 point
1. I stayed focused on the
group discussion . I looked at
and listened to those who
were speaking, and did not
doodle or play with materials.
Almost all of
the time
Some of the
time
Not very much.
2. When I had an idea to
contribute, I raised my hand
(or used the signal to talk) and
waited for my turn to talk.
I did this one
or more
times
I had to be
reminded to
wait my turn
once
I had to be
reminded more
than once to wait
my turn
I did this one
3. I gave my ideas in a polite
and respectful voice. If others or more
times
asked me questions, I
answered or explained politely.
I had to be
reminded to
use a
respectful
voice
I had to be
reminded more
than once to use a
respectful voice.
Date:
Total Points:
Student sig:
Teacher Sig.
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Cody’s Group Interaction Goal
MEASURABLE ANNUAL GOAL
Include:
Condition, Name, Behavior, and Criteria
(Refer to annotated IEP for description of
these components.)
When working in small
cooperative group activities,
and with nonverbal cues from a
peer buddy, Cody will remain on
task and offer relevant
input/ideas in socially
appropriate ways, earning 9 out
of 9 points on a self-monitoring
rubric, for 6 consecutive
activities (which occur at least 3
times/week).
Describe HOW the
student’s progress
toward meeting this goal
will be measured
Using a rubric
during group
activities, and
reviewing the
rubric with the
teacher after each
activity for
accuracy and
agreement
PEAL Center 2015
Describe WHEN
periodic reports
on progress will
be provided to
parents
Report of
Progress
Every other
week.
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Cody’s Progress on Goal for Group Work
Points Earned
10
9
8
7
6
5
4
3
2
1
0
Series1
First 4 weeks of implementation
Dates listed along bottom of chart
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2
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5
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9
9
8
5
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Your Turn:
On-Screen Poll
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Monitoring Progress on
Social Skills
“Without Data… It’s only an opinion!”
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Progress Monitoring: What
Ongoing process of assessment and
evaluation that involves:
• Repeated measures of growth over time
• Collecting, graphing, and analyzing data to
determine student progress
• Making instructional decisions based on the
review and analysis of student data
Adapted from PaTTAN training materials
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Progress Monitoring on IEP Goals: Why
Teachers use progress monitoring data to:
• Provide data on current level of learning
/behavior /performance
• Determine Present Education Levels for IEP,
including strengths and needs
• Set appropriate IEP goals based on baseline
data
• Maintain an organized record of students’
performance
Adapted from PaTTAN training materials
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Progress Monitoring on IEP Goals: Why
(cont.)
Teachers use progress monitoring data to:
• Track progress towards goals over time
• Determine if instructional methods are
working
• Recognize learning difficulties and make
immediate instructional changes that meet
students’ needs.
• Make instructional changes based on progress
or lack of progress
• Evaluate effects of interventions
Adapted from PaTTAN training materials
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Progress Monitoring on IEP Goals: Why
(cont.)
Teachers also use progress monitoring data to:
• Increase student motivation and achievement
through specific feedback
• Communicate progress with parents, other
teachers, administrators in an easy to understand
format
• Provide IEP teams with comprehensive,
“actionable” data, e.g.,
– Discuss provision of additional services, return to
general education setting, exit from special
education, etc.
Adapted from PaTTAN training materials
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Why Graph the Data?
Visual representation of data makes it easier to:
Instantly see how the student is performing
Communicate program effectiveness to the
teacher, parents, student, etc.
Provide reinforcement and feedback to
students
Make decisions about continuing or
improving instructional practices
And, students love graphing their own data!
Adapted from PaTTAN training materials
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Progress Reporting Requirements
• The IEP must include a statement of how the child’s
progress on annual goals will be measured, and
• How the parents will be regularly informed of
progress towards annual goals (through such means
as periodic report cards), at least as often as parents
of nondisabled students
• The extent to which that progress is sufficient to
enable the child to achieve the goals by the end of
the year.
Your Turn:
On-Screen Poll
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Addressing Social Skills in the IEP
Assess Social Skills (broadly > specifically)
Summarize Baseline Data in Present Levels
Team Prioritizes Skill(s) Needing Goal(s)
Develop Measurable Annual Goals
Develop Specially Designed Instruction
Monitor Progress
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Shelly Gr. 3, Conversational Skills
Excerpt from Present Levels:
• In a highly structured situation, and with adult
verbal prompting, Shelly will ask one question of a
peer. She does this approximately 80% of
opportunities, which are presented at least five
times a week. She appears to listen to the
response BUT does not ask further questions
unless prompted repeatedly.
• Shelly does answer questions from peers 94% of
the time.
• Needs: Shelly needs to build conversational turn
taking skills by asking questions in structured
situations.
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Planning for Shelly’s Measurable Annual Goal (MAG)
Questions for the Team
• What do we want her to actually DO How well must she perform the skill?
to show that she is learning
She needs to initiate at least two
questions independently– so
conversational turn-taking?
We want her to initiate questions
with peers independently - and
continue to respond to their
questions or statements.
• With what materials, or under what
conditions?
When she is in a small group of
1-2 peers, starting with prompts
but fading the prompts
• How will we measure the skill?
We will use a rubric or checklist
to outline our expectations
needs high scores on her rubric
How consistently must the skill be
performed to demonstrate mastery
(endpoint)?
At least three times a week for
4 consecutive weeks
How often will we measure it?
Three or more times per week.
------------------------------------------------------What kinds of Specially Designed
Instruction will be needed?
Non-verbal prompting (faded as
skills improve). Rehearsal and
social stories.
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Shelly’s Point System for Questions
in Conversation
5
4
3
2
1
0
Initiated two or more different questions
Independently
Initiated one question independently
Initiated two or more questions with one nonverbal prompt
Initiated one question with one non-verbal
prompting
Initiated one question with two or more nonverbal prompts
Did not respond to prompts to ask question,
or did not respond to peer question
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Shelly’s Goal for Questions- Conversational Skills
MEASURABLE ANNUAL GOAL
Describe HOW the
Include:
student’s progress
Condition, Name, Behavior, and
Criteria
toward meeting this
(Refer to annotated IEP for description goal will be measured
of these components.)
When in a structured
situation with one or two
peers, Shelly will
independently initiate two
or more different questions
regarding topics introduced
by self or others, earning
5/5 points on a rubric, at
least three times per week
for four weeks.
Describe
WHEN
periodic
reports on
progress will
be provided
to parents
Report of Progress
Checklist/rubric
Weekly
used by SLP,
parent
teacher, or
report
teacher assistant.
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Short Term Objectives (STOs)…
• Short Term Objectives (STOs): Part of a Measurable
Annual Goal that breaks the goal into smaller,
measurable steps. Required in the IEPs of students
who take the Pennsylvania Alternate System of
Assessment (PASA).
• Short term objectives can be either:
– Sequential/Hierarchical
• Skills that build upon each other
• Must be taught in order
– OR, Component Skills
• Can be taught simultaneously; do not have to
be accomplished in sequence
• Related, but not dependent upon each other 24
Shelly’s Short Term Objectives for
Conversational Skills
A. When in a structured situation with 1-2 peers, and given
non-verbal prompting by an adult, Shelly will initiate one or
more questions regarding topics introduced by self or others.
scoring 2/5 on a rubric, at least three times per week for
three weeks by end of first quarter.
B. When in a structured situation with 1-2 peers, and given
non-verbal prompting by an adult, Shelly will initiate two or
more questions regarding topics introduced by self or others,
scoring 3/5 on her rubric, at least three times per week for
three weeks by end of 2ndquarter..
When in a structured situation with 1-2 peers, Shelly will
independently ask one question regarding topics introduced
by self or others, scoring 4/5 on her rubric, at least three
times per week for FOUR weeks by end of 3rd quarter.
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Shelly’s Summary Log for Questions
Date
Situation
Points
9-14
On playground w Reiki
2
9-16
Classroom party w Reiki
2
9-17___
Lunch w Henry_____________________
2___
9-21
On playground w Reiki
3
9-23
Playground w Reiki
2
9-25___
Lunch w Henry_____________________
3__
9-28
Playground w Henry
3
9-30
Classroom activity w Reiki
3
10-1
Lunch w Henry
3
10-2___
Lunch with Reiki_______________________
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Shelly’s Points for Questions –next 4 wks.
Shelly's Points on Questions Rubric
6
5
4
3
2
1
0
1
2
3
4
5
6
7
8
9
10
11
12
13
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Axis Title
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Your Turn:
On-Screen Poll
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Parents May Ask….
• How will I know if my child is/is not making
expected progress toward his or her goals?
• You will be informed of your child’s progress at
least as often as his/her peers receive progress
reports, but it may be more often. The 3rd column
of the IEP Goal form states: Describe WHEN
periodic reports on progress will be provided to
parents.
• Parents may ask for a progress report at any time.
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Parents May Ask….
• What information should I expect the teacher or IEP
team to share with me on my child’s progress
during IEP team meetings or parent conferences?
• You can expect information on where your child
began (baseline) and where he/she is in relation to
the annual goal.
• You can also expect the teacher or team to speak
with you about your child’s progress in the general
education curriculum.
• You may also discuss what Specially Designed
Instruction is most helpful.
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Parents May Ask…
• What happens when my child is not making
adequate progress; when it appears that
he/she will not meet the annual goal?
• The teacher will make instructional adjustments
(most which are effective teaching practices), e.g.,
– Different ways of presenting information
– Change to grouping, materials, or strategy
– Amount and type practice opportunities
– Amount and type of feedback
– Amount and type of prompting
– If an instructional adjustment changes the IEP,
you should be notified
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Parents May Ask….
• What happens if my child is making quick
progress; when it appears that he/she
will meet or exceed the annual goal
early?
• Once student meets the goal, team may decide
to:
– Increase criteria for success, e.g., higher
scores, less prompting
– Adjust conditions or add new settings
– Continue to monitor progress periodically to
ensure generalization
– Write a new goal for another important skill
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Parents May Ask…
• What can I do to assist my child in making
consistent progress toward his/her goals (especially
for social skills)?
• Modeling expected social skills
• Providing prompts as needed
• Reinforcing your child for improvement and
success
• Possible data collection at home
• Communicating and sharing information with
teachers
• Parents are partners!
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Marcel, Gr. 1, Play Interactions
Current level of functioning through assessment:
• During recess, Marcel stands alone or wanders
unless a teacher aide escorts him to a group of
children at play.
• When he does join other children, he does not
exhibit aggressive or inappropriate behaviors, and
he actually appears to enjoy the activity. He will
stay about 3 minutes before wandering away
(unless prompted repeatedly). This happens every
day at recess.
• Marcel’s team would like to work on building and
lengthening his ability to sustain an activity with
peers.
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*Writing Marcel’s MAG for Play Skills– Questions
How will we assess the development of the target skill?
• What do we want him to actually DO How well must he perform the skill?
to show that he is learning the skill?
We’d like him to stay engaged for
We want him to join in
cooperative play situations ,
participate longer, and
decrease his wandering
10 minutes
• With what materials, or under what
conditions?
During recess, with adult
support (for now)
• How will we measure the skill?
We will keep track of the time
he plays with other children
and the time he spends
wandering alone.
How consistently must the skill be
performed to demonstrate mastery
(endpoint)?
At least 3 days a week for 4 weeks
How often will we measure it?
Daily
-----------------------------------------------------What kinds of Specially Designed
Instruction will be needed?
Teaching to make sure he
understands common playground
games; use of social stories on a
regular basis; practice
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Marcel’s Play Interaction Goal
MEASURABLE ANNUAL GOAL
Include:
Condition, Name, Behavior, and
Criteria
(Refer to annotated IEP for
description of these
components.)
During recess, with the
support of adult modeling
and prompting, Marcel will
increase time engaged in
cooperative play with a peer
to ten minutes, while
decreasing solitary
wandering to two or less
minutes, at least 3 days a
week for 4 weeks.
Describe HOW the
student’s progress
toward meeting this
goal will be measured
Timing of
cooperative
play and
solitary
wandering
Describe
WHEN
periodic
reports on
progress will
be provided
to parents
Report of
Progress
Parent
report
every
two
weeks
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Marcel: Duration of Solitary Wandering
http://www.para.unl.edu/para/Observation/Lesson5.html
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Caroline
• 15 year old 10th grader
• Interested in becoming a cosmetologist
and going to Career Technical Education
Program next year
• Recent behavioral concerns have not
improved with informal interventions
• Writing skill deficits
• Math skill deficits
• Strengths in art and sports
Adapted from PaTTAN training materials
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Caroline’s Functional Behavioral Assessment
• Refusals defined as “putting her head on the desk,
muttering under her breath when asked to complete a
task, failing to begin the task and closing her book or
notebook with a bang.”
• Some refusals escalate to verbal challenges to staff
(saying “make me”, swearing, name calling).
• Observed in three classes:
• Summary of data indicates that she is refusing about 40%
of assignments in general, with the highest rate in English
(60%) and the lowest rate in Biology (25%).
• Caroline revealed that she’s frequently embarrassed by
her behavior, but that she cannot help herself sometimes.
Concerned that old friends will avoid her.
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Adapted from PaTTAN training materials
Caroline’s FBA: Summary
• “Consequences that appear to be maintaining
these behaviors include being reprimanded, being
sent to the principal’s office, given a failing grade
for the assignment, or being assigned in-school
suspension.”
Hypothesis Statement:
• “When given independent work , especially
involving writing assignments, Caroline refuses to
follow the request, accompanied by putting her
head down, swearing and verbal challenges in
order to escape the task.”
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Adapted from PaTTAN training materials
Caroline’s Measurable Annual Goal
MEASURABLE ANNUAL GOAL
Include:
Condition, Name, Behavior, and Criteria
(Refer to annotated IEP for description of
these components.)
Given a daily self monitoring
checklist, and two times daily
“check in” with the LS teacher,
Caroline will work successfully
on assigned tasks in Biology,
English, and History classes,
with no inappropriate
verbalizations gestures, or
refusals, earning at least 83%
of possible points each day for
twenty consecutive days.
Describe HOW the
student’s progress
toward meeting this
goal will be measured
Daily selfmonitoring
checklist, with
teacher
verification.
(see attached
sample)
Adapted from PaTTAN training materials
Describe WHEN
periodic reports
on progress will be
provided to
parents
Report of
Progress
Checklist
summary sent
home weekly,
graph sent
home twice per
nine weeks.
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Specially Designed Instruction in the Behavior Support Plan
•
A
Antecedent (Prevention) Strategies
• Discreet signal for “taking space” to review coping strategies
• Structuring interactions and requests to avoid escalating
behaviors
• Use of word processing, graphic organizers, verbal rehearsals
for written assignments
• Breaking assignments into manageable chunks
• Providing frequent feedback and scaffolded support
• Counseling sessions for self-management & coping strategies
B
Replacement Behaviors
• Ask for assistance in socially acceptable ways
• Express frustration or anger in socially acceptable ways.
• Complete work without incident
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Adapted from PaTTAN training materials
Section of Caroline’s Checklist
Targeted Classes:
Using Individual Strategies**
I followed class expectations for respectful behavior, and worked successfully** on my
assignments in class.
Biology
4
2
0
N/A
I followed class expectations for respectful behavior, and worked successfully** on my
assignments in class.
Example for training
English
4
2
0
N/A
purposes only
I followed class expectations for respectful behavior, and worked successfully** on my
assignments in class.
History
4
2
0
N/A
**“Worked successfully” means beginning when directed, following directions, and working on
assignment with no refusals, inappropriate gestures, talking back, verbal challenges, etc.
Points for targeted classes:
4 points = met all expectations, worked successfully
2 point = met most expectations, ended class working successfully
0 points = did not meet expectations for respectful behavior and working on assignments
Targeted Classes:
____out of ____ possible points for day
____% for day
Adapted from PaTTAN training materials
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Caroline’s Progress Reporting
Nov. 1: Team meeting to review progress on her Behavior Support Plan on
Oct. 30. After initial resistance to using checklist, addressed with LS
teacher and counselor, Caroline has responded well to plan (see attached
graph). Weekly summaries have been sent home. She has formed a
strong relationship with the guidance counselor. Continue plan as
designed.
Jan 23: Team meeting held Jan. 11 to review plan and discuss
drop in performance & absences in early January. “Check ins” increased to
four per day for five days, and extra assistance provided with writing
assignments. C. is now keeping a journal. Last six days earning over 70%
of points, no further absences. (see attached graph)
March 30: Team meeting March 16 to review plan and weekly checklists.
(see attached graph showing progress towards meeting goal). Journaling is
helpful. If progress continues, may fade checklist from Biology class.
Adapted from PaTTAN training materials
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Some “Take-Aways”
• Building social skills is a team process.
• Parents have much to contribute to the process.
• Developing Measurable Annual Goals for social
skills takes time and thought.
• Progress monitoring data needs to be collected,
analyzed, interpreted, and shared.
• Making instructional adjustments is the heart of
progress monitoring.
• The general education setting provides excellent
skill-building opportunities.
Your Turn: Send one take-away
to share with the group.
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Resources
• Social Skills: Promoting Positive Behavior, Academic
Success, and School Safety; (2002) National
Association of School Psychologists
• Steedly, K., Schwartz, A., Levin, M., and Luke, S. Social
Skills and Academic Achievement (2008). Evidence for
Education. Vol. III, Issue II.
• www.pattan.net
• www.do2learn.com
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Peal Center Mission
The Mission of the PEAL Center is to ensure
that children, youth and adults with disabilities
and special health care needs lead rich, active
lives and participate as full members of their
schools and communities by providing training,
information and technical assistance based on
best practices to individuals, families and all
people who support them.
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www.pealcenter.org
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Pittsburgh, PA 15222
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Thank you for participating in this
webinar series!
Your Turn: Questions
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