GOAL WRITING FOR INDIVIDUAL SERVICE PLANS

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GOAL WRITING FOR INDIVIDUAL SERVICE PLANS
These materials are available as resources at
http//www.doe.state.in.us/alted/altedlinkpg.html
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Objectives of session

• Participants will be able to
• List the essential components of ISPs
• Understand the initial and review process for
  ISPs
• Identify appropriate goals
• Write measurable goals
• Develop effective intervention plans
• Chart progress
• Identify when goals or programming need to be
  revised

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Legislation

• IC 20-30-8-9Qualification as eligible
  student     Sec. 9. (a) To qualify as an
  eligible student, a student must        (1) be
  enrolled in or be eligible to be admitted to
  grades 6 through 12        (2) meet at least
  one (1) of the criteria described in section 10
  of this chapter        (3) have a written
  individual service plan prepared under section 11
  of this chapter and        (4) be likely to
  benefit            (A) academically           
   (B) behaviorally or            (C) both
  academically and behaviorally        from
  participation in an alternative education
  program, as jointly determined by the student's
  teacher or teachers and principal or principal's
  designee, and in consultation with the student's
  parent or guardian.    (b) The governing body of
  the school corporation shall review the
  determinations made by the school corporation to
  place and retain students in an alternative
  education program in order to ensure that the
  students in the alternative education program
  meet the criteria for the program.As added by
  P.L.1-2005, SEC.14.

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ISP Citation

• IC 20-30-8-11Individual service plans for
  students     Sec. 11. (a) Before placing a
  student in an alternative education program, the
  school corporation in which the student is
  enrolled shall prepare an individual service plan
  for the student's placement.    (b) The
  individual service plan for a student must be
  reviewed and revised        (1) as needed
  and        (2) at least annually.    (c) The
  initial plan and each revised plan must be
  jointly prepared by the student's        (1)
  teacher or teachers and        (2) principal or
  the principal's designee.If a student is
  enrolled in an alternative education program when
  an individual service plan is revised, the
  principal and teacher for the alternative
  education program may prepare the revised plan.
  If a student is enrolled in the classes of more
  than one (1) teacher, a teacher who is designated
  by the school corporation as the student's
  principal adviser shall prepare the individual
  service plan.    (d) The individual service plan
  for a student must be in writing. In the plan,
  the student's teacher or teachers and principal
  or principal's designee must jointly agree that
  the student is likely to academically benefit
  from participation in an alternative education
  program. The plan must include a description of
  at least the following        (1) Educational
  goals appropriate for the student.        (2)
  Behavioral goals appropriate for the
  student.        (3) An alternative education
  program that is appropriate for the
  student.        (4) Services required by the
  student and the student's immediate family to
  meet the educational goals and behavioral goals
  specified in the individual service plan.As
  added by P.L.1-2005, SEC.14.

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Who has an ISP?

• EVERY student in an alternative education program
  MUST have an ISP.
• These are students who have been identified as
  being likely to benefit academically,
  behaviorally, or both from participation in an
  alternative education program.

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When is the ISP prepared?

• BEFORE placement in the alternative education
  program. The ISP indicates that teachers and
  principals agree that the student would benefit
  from placement in the alternative education
  program and outlines the goals, interventions,
  and services for the student to be successful.

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Who prepares/signs the ISP?

• Teachers from the traditional school and/or
  alternative program/school
• Principal or their designee signs the ISP
• (often the alternative education administrator)

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How often should it be reviewed?

• Legislation requires the ISP to be reviewed and
  signed at least annually.
• It is recommended that it be a living document
  that it is reviewed and updated frequently with
  students to demonstrate progress and ensure that
  appropriate goals and interventions are in place
  to maximize performance.

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What are the requirements of an ISP?

• The ISP must be a written document.
• It must be signed by the principal or their
  designee indicating that there is agreement that
  the student could benefit from the placement in
  the alternative program.
• It must include Academic Goals, Behavioral Goals,
  appropriate programming (intervention plan), and
  services the student or their immediate family
  need to meet the goals.

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Lessons from Current Practice

• Measurable goal writing
• Tiered support
• Response to Intervention
• Data-driven decision making
• Accountability
• Problem solving

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Integrated Three Tier Model for Academic and
Behavioral Supports
Intense, Individualized Support
Tier III
Targeted, Supplemental Supports
Tier II
Core curriculum, instruction, learning
environment
Tier I
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An Alternative Education Programis an
Intervention

• Question
• How will you know if the intervention is
  appropriate and effective?
• Answer
• If it can be measured that the student responds
  to the intervention as planned

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Defining the Problem
Analyzing the Problem
Evaluating Progress
Determining What to Do
Implementing the Plan
Problem Solving Method Contributed by the
Collaborative Problem Solving Project, ISU
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Evidence of meeting criteria for placement
Career Interests Post-Secondary Goals Current
Data on academics and behavior performance
Monitor the effectiveness of the services and
adjust as needed
ISP
Provide the services as described in the ISP
Agreement that alternative education program will
be beneficial Identification of services needed
Problem Solving Method
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Create a Living Document

• Make this meaningful and worth revisiting
• Involve the student as much as possible in owning
  the plan
• Articulate goals that will be recognized as they
  are attained BRIGHT LINE
• Align the components of the document to support
  student success.

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Minimum Components in Regulation

• Educational Goals
• Behavioral Goals
• Program Description
• Services to meet Goals

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ExpectationsNeedsGoals ServicesProgress
MonitoringEvaluation of Effectiveness
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..Goals ...
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Expectations

• Closely aligned with the stated mission of the
  alternative program
• The general intention for all of the students
  participating in the alternative program

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Examples of Expectations

• Students will pass ISTEP / End of Course
  assessments.
• Students will graduate.
• Students will demonstrate the social and
  behavioral skills to successfully return to the
  traditional school and make progress at grade
  level.

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Expectations ? Needs

• Consider the secondary and post secondary
  aspirations of the student
• Compare the aspirations with the current level of
  performance
• Identify the obstacles that face the student in
  meeting expectations
• Include input from staff who know the student

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Needs

• Individualized current status
• Data-based when possible
• Baseline for measuring progress
• Comprehensively identifying obstacles to meeting
  expectations
• Leading to a hypothesis of WHY the student has
  not been successful

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Examples of Needs

• Marty is capable of mastering course content but
  has difficulty conforming to traditional course
  requirements.
• Carmen is supporting a baby and needs flexibility
  and assistance in earning credits to graduate.
• Donald needs to develop anger management skills
  in order to successfully interact with authority.
• Christine completes her work but does not turn it
  in as required.

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Needs ? Goals

• Examine data to identify needs
• Identify those areas of deficiency that are most
  critical to the attainment of post secondary
  goals. Less is more.
• Select pivotal performance indicators that can be
  measured efficiently
• Consider those that are most appropriate to the
  students circumstances

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Goals

• Stated as a student behavior or proficiency, not
  an activity of school personnel or an event
• Giving access to the achieve expectations
• Individualized based on needs
• Stated in observable, measurable terms
• Stated so that is obvious what is good enough
• Providing a logical rationale for services
• Permitting progress monitoring at intervals in
  the program (graph-able)

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Simple Examples of Goals

• Jose will maintain 80 mastery of course material
  measured by weekly computerized assessments.
• Marcus will follow the procedures posted in the
  front of the classroom on a daily basis.
• Hassan will attend school every evening.
• Mary Ann will turn in all assignments listed on
  the course syllabus.

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Goals ? Services

• Design services that address individual needs and
  goals
• Deliver services reliably, with fidelity
• Avoid one-size-fits-all mentality
• Strive to be effective
• Distinguish goals from services or events

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Services

• Defined as anything that the school does for the
  student (in and out of school)
• Can include instructional services, counseling,
  behavioral supports, the provision of computer
  software
• Customizable with consideration of the needs and
  goals of the student

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Examples of Services

• Staff will provide training on how to organize
  his learning materials and his time.
• Student will receive support in finding
  transportation to the educational facility.
• Staff will train student to use relaxation
  techniques to deescalate anxiety-producing
  circumstances.

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Services ? Progress Monitoring

• Collect data on the effectiveness of the services
• Use this data to adjust services
• Include the student in self-advocacy and
  self-management
• Include acknowledgement of incremental success or
  additional needs

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Progress Monitoring

• An extension of the baseline needs
• Directly leverages the measurements from the goal
  statement
• Use counting or graphing system as the easiest
  method
• Report out in intervals that permit correction

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Examples of Progress Monitoring

• Asha has attended the alternative program 24 days
  out of 25.
• William is receiving an 82 proficiency score
  based on weekly assessments.
• Tanya has maintained a Level 1 status for 3 weeks
  of maintaining adherence to the classroom
  procedures.

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Progress Monitoring ? Evaluation

• Examine the patterns of the data collected to
  determine if the alternative education program is
  effective
• Consider adjustments if the program is less
  effective than intended
• Connected to program level goals

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ExpectationsNeedsGoals ServicesProgress
MonitoringEvaluation of Effectiveness
Data Data Data Data Data Data
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If you cant graph it, it is not measurable
growth
time
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Consistent Measurement
expectation
goal
progress monitoring
needs
Services
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ExpectationsNeedsGoals ServicesProgress
MonitoringEvaluation of Effectiveness
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Following Procedures
Cumulative Days
DATES
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Maintaining 80 Proficiency
80
Scores
Attempts
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Tanyas Goals
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Maintaining Level 1 Status
LEVEL 1
LEVEL 2
LEVEL 3
Weeks
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Completing my goals
95
Completion of goals
Weeks
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Global Expectations State GoalsProgram
GoalsIndividual Student Goals
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STATE GOALS1. The percentage of alternative
education programs meeting programmatic
goals will increase.2. The percentage of 12
graders enrolled in alternative education
programs who graduate in that year will
increase.3. The percentage of students served
by alternative education programs who
achieve positive outcomes (obtain diploma, obtain
GED, attain goals in ISP, or make
substantial progress toward ISP goals) will
increase.4. The number of dropouts in school
corporations that have grades 9-12
alternative education programs will
decrease. 5. The number of expulsions in
school corporations that have grades 6-12
alternative education programs will decrease.
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PROGRAM GOALS-AcademicA1. Increase the percent
of eligible seniors in the program who
graduate.A2. Graduation rate for the
corporation will improve.A3. Increase the
number of students on the GED track earning a
GED.A4. Average number of credits earned per
student per semester will increase.A5.
Percent of students in program that improve their
scale score on the LA portion of ISTEP
/GQE will increase.A6. Percent of students in
program that improve their scale score on
the Math portion of ISTEP /GQE will
increase.A7. Percent of students achieving
'pass' or 'pass' on both portions of
ISTEP will increase.A8. Percent of students in
program promoted to next grade level will
increase.A9. Increase percentage of students
in program that graduate with a Core 40,
academic honors, or technical honors diploma.
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PROGRAM GOALS-BehavioralB1. The average daily
attendance rate at the program will improve.B2.
Number of dropouts from the alternative program
will decrease.B3. Percent of students placed in
the alternative program more than once for
behavioral reasons will decrease.B4. Percent of
students in the alternative program having lt 2
days ISS per year will increase.B5.
Decrease the number of behavioral referrals for
students in the program.B6. Decrease
the number of expulsions in the corporation.
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PROGRAM GOALS-Social/Self-Managed S1.
Decrease the number of expulsions in the
corporation.
S2. Increase the percent of students who
rate their overall satisfaction with the
alternative program as satisfactory or very
satisfactory.
S3. Increase the percent of
students who complete a job, internship or
service learning project while in the alternative
education program.
S4. Increase the
percent of students who attain all goals on their
ISP. S5. Increase
the percent of students enrolling in post
secondary education (including technical
programs).

S6. Increase the percent of
students remaining drug free while in the
alternative education program.
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TYPE 2 Academic ProgramExpectation Student
will progress academically, pass ISTEP, and be
promoted. ISP Goal Student will master core
content standards in Math/LA with at least 80
mastery.Plan Services to support the student
to goal    Teacher will use NWEA testing to
identify skill deficiencies for remediation.    
Teacher will facilitate ½ hour each day on the
A software for targeting skill
deficiencies.  Student will attend tutoring
after school on Wednesday for 1 hour. Social
worker will do a home visit and give parents
strategies for helping the
student complete their homework assignments.
Data source  Weekly proficiency scores on
academic material (grades)Supports Program
Goal(s) A5, A6,A7,A8Supports State Goal(s)
1, 3
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Hands-on
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Practice A

• Need Joseph has received failing grades in all
  of his core classes.
• Goal Joseph will pass ISTEP

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Practice B

• Need Margareta is caring for a newborn and has
  aspirations to graduate and go to Ivy Tech and
  become a cosmetologist.
• Goal Margareta will use a daily behavior chart
  to track appropriate behaviors in class.

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Practice C

• Need Phillip has a substantial number of
  suspensions due to defiance.
• Goal Phillip will demonstrate anger control.

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Practice D

• Need Paula is living with parents who struggle
  with substance abuse. She is often dealing with
  problems at home and does not get the support
  that she needs to get to school on time and be
  successful.
• Goal Paula will read the Stay in School
  booklet and complete the comprehension questions
  at the end of the material.

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Practice E

• Need Thomas is difficult to have in class and
  never turns in his work.
• Goal Thomas will turn in 95 of his homework
  assignments as measured weekly on a homework
  chart.

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Practice F

• Need Turk has difficulty maintaining the daily
  regime of a full day of classes but is highly
  capable of learning the material.
• Goal Staff will check on comprehension and
  completion of independent course work through
  weekly appointments.

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Your turn

• Think of one or more of your favorite students.
• Complete a ISP worksheet to outline the
  components of his/her Individual Service Plan
  program expectations, needs, goals, progress
  monitoring, services, and program effectiveness.
• Sketch a graph that could be used for progress
  monitoring.
• Share your work with your table.
• Discuss as a table, your best examples to submit
  for sharing with the entire group.
• Turn these in and take a break.

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