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Tuesday June 22, 2010 Goal Attainment Scaling

Tuesday June 22, 2010 Goal Attainment Scaling. Goal Attainment Scaling. Summarizing progress on IEP objectives. Acknowledgements. Dr. Sam Odom, PI of the NPDC, Frank Porter Graham Center, UNC - Chapel Hill. Problem.

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Tuesday June 22, 2010 Goal Attainment Scaling

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  1. Tuesday June 22, 2010 Goal Attainment Scaling

  2. Goal Attainment Scaling Summarizing progress on IEP objectives

  3. Acknowledgements • Dr. Sam Odom, PI of the NPDC, Frank Porter Graham Center, UNC - Chapel Hill

  4. Problem • Child MC – age 4 years – has 9 IEP goals in 5 developmental domains that involve 4 benchmarks each. • End of year IEP meeting – mother asks, “Overall, how much progress did he make on his plan this year?” • How can the classroom teacher easily summarize?

  5. Problem • School District has added additional funds to support all 36 students in inclusive education in High Point middle school in some general ed classes. • At end of year, asks Resource Teacher for summary of progress of these 36 children so that they can compare progress of included children to progress of center based children at the other middle school in district. • How can the Resource Teacher easily summarize progress of the 36 students?

  6. An answer? Goal Attainment Scaling

  7. Goal Attainment Scaling (GAS) What is it? A method for measuring amount of progress made on a goal, objective, or benchmark. Content free Allows progress to be easily summarized across multiple goals or students Not a substitute for objective measurement or progress – it’s a supplement

  8. Description of GAS Care provider establishes goals/benchmarks/ objectives that are measured on a continuum. After getting his work, James will independently complete all 15 steps on the bicycle brake assembly task 90% of the time when working in the bike shop. At start of each class, Sasha will turn in her completed homework assignment in biology class on time 85% of days in a one month period. Julia will use 10 different words spontaneously during free play activity with typical peers.

  9. Goal Attainment Scaling Much more than expected = +2 More than expected = +1 Expected outcome = 0 Less than expected = -1 Much less than expected = -2 Baseline level

  10. How to Develop a GAS Select learning objective. Identify the current – baseline - level of performance. Identify the expected level at end of teaching period. Generate the additional outcome points on the scale. Examine progress using the GAS when you evaluate learning according to your benchmarks on a regularly designated schedule (monthly, bimonthly). Summarize the child’s or group’s overall progress at the end of the year by averaging the final GAS score.

  11. GAS Data for NPDC target students 2009 Individual goals of approx 30 students

  12. Use this form for the activity

  13. Activity: Shaping the behavior of those we love Use the form in your packet Identify a behavior you would like to see increase – write a measurable objective for this for six months from now – BE REALISTIC! Write the current baseline level of this behavior Describe a much better than expected outcome(+2) Identify a much worse than expected outcome (-2) Identify the midpoints

  14. Sharing

  15. NPDC project and the GAS At beginning of year, the team for the target students (including parents) will identify three high priority IEP goals for each student. Team will apply GAS to each goal and complete the form. Team will use the GAS at beginning of the year to document current performance. Team will use the GAS to document student performance throughout and at end of the year. NPDC will collect these data across all sites.

  16. Student Goal Attainment Scaling Form Example

  17. Is this extra work? • NO – • benchmarks are already written • assessments will occur as already planned • Additional benchmarks can carry over into next year • ? • YES BUT– • Adding higher benchmarks is easy! Just increase the criterion – 85% vs 95%, 2 times an hour vs. 4 times an hour, doing with a peer vs with 3 peers, doing X in snacktime vs. in snacktime and circle. • generating the above goal points allows you to reflect more growth • Process may result in more focused teaching • ?

  18. Break and small group activity • Identify one crucial IEP goal/objective for one target student • Go through the GAS process as a group • Write it out on the form • Think about how this will influence your teaching with that student

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