GOAL WRITING FOR INDIVIDUAL SERVICE PLANS

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

2. 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

3. 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.

4. 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.

5. 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.

6. 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.

7. 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)

8. 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.

9. 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.

10. Lessons from Current Practice • “Measurable” goal writing • “Tiered” support • “Response to Intervention” • “Data-driven decision making” • “Accountability” • “Problem solving”

11. Problem Solving 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

12. 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

13. 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

14. 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

15. 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.

16. Minimum Components in Regulation • Educational Goals • Behavioral Goals • Program Description • Services to meet Goals

17. ExpectationsNeedsGoalsServicesProgress MonitoringEvaluation of Effectiveness

18. ..Goals...

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

20. 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.

21. 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

22. 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

23. 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.

24. 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 student’s circumstances

25. 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)

26. 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.

27. 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

28. 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

29. 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.

30. 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

31. 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

32. 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.

33. 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

34. DataData DataData Data Data ExpectationsNeedsGoalsServicesProgress MonitoringEvaluation of Effectiveness

35. If you can’t graph it, it is not measurable growth time

36. Consistent Measurement expectation goal progress monitoring needs Services

37. ExpectationsNeedsGoalsServicesProgress MonitoringEvaluation of Effectiveness

40. Following Procedures Cumulative Days DATES

41. Maintaining 80% Proficiency 80% Scores Attempts

43. Tanya’s Goals

45. Maintaining Level 1 Status LEVEL 1 LEVEL 2 LEVEL 3 Weeks

46. Completing my goals 95% Completion of goals Weeks

47. Global Expectations State GoalsProgram GoalsIndividual Student Goals

48. 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.

49. 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.

50. 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 < 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.