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Developing SMART( eR ) Goals for Students with Visual Impairments

Developing SMART( eR ) Goals for Students with Visual Impairments. Carmen Willings/ TVI Founder & Developer of Teaching Students with Visual Impairments www.teachingvisuallyimpaired.com. About Me. Wife & mother of 2 teenage sons 24 years teaching Special Needs 19 years in vision field

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Developing SMART( eR ) Goals for Students with Visual Impairments

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  1. Developing SMART(eR) Goals for Students with Visual Impairments Carmen Willings/ TVI Founder & Developer of Teaching Students with Visual Impairments www.teachingvisuallyimpaired.com Teaching Students with Visual Impairments

  2. About Me • Wife & mother of 2 teenage sons • 24 years teaching Special Needs • 19 years in vision field • 8 years PreK Classroom Teacher • 15 years Itinerant PreK-12 • Website Developer • www.teachingvisuallyimpaired.com • GaAER Board Member • 2018 APH Scholar Teaching Students with Visual Impairments

  3. Teaching Students with Visual Impairments • Research & experience based information in all areas related to VI • VI Program Resources • VI Evaluation & Service • Accommodations • All ECC Areas • Free membership – goal bank, free printables & access to past presentations • VI Job Postings • New - publications Teaching Students with Visual Impairments

  4. Ages & Settings: • Students in inclusive PreK classroom • Infant/Toddlers in Early Intervention • Itinerant in Elementary, Middle & High Schools • Unique Visual & Learning Needs • Students blind & autistic • Students with low vision • Students with CVI • High school students with high academics, no ADL’s & fragmented concepts • Print readers learning braille & touch typing • Students with severe & profound disabilities including BL/VI My Caseload Range Teaching Students with Visual Impairments

  5. Selecting Goal Areas • Writing SMARTER Goals • Supportive Instruction • When a Goal Doesn’t Fit • Collecting Data Today’s Objectives Teaching Students with Visual Impairments

  6. Medical Eye ReportInclude Summary in IEP • Current Eye Report • Neurological Reports • Know how to read different formats • Understand visual diagnosis & potential impact. • Corrected vs. Uncorrected Acuities • Visual fields • Progressive? Teaching Students with Visual Impairments

  7. Initial & Updated FVE/LMAResults in PLAAFP • Get to know the student • Determine learning media • Visual strengths/needs • Degree visual impairment impacts education • Need for additional evaluation? • Need for Low/Mid Tech AT • Need for further assessments (LVE, O&M, AT). • Summarize results in present levels Teaching Students with Visual Impairments

  8. ECC Areas to Consider • Checklist to help reflect on ECC areas. • Goal Bank to help think of goals. • Prioritize goals. • Embed additional areas into instruction. • Include summary of results in the present level area of the IEP. Teaching Students with Visual Impairments

  9. Service Delivery • Direct Instruction • What skills am I the only one who can teach? • What skills will the student need ongoing instruction in? • Collaboration • What skills can I model & support the team? • Tagging onto other goals: VI Support • Reflect on Current Service Delivery • Under/over serving student? Teaching Students with Visual Impairments

  10. Goals & Objectives Must be SMARTER Teaching Students with Visual Impairments

  11. Specific • Who? • Specific to the student • Use the student’s name • What? • What is the student going to accomplish? • Make sure it is clear what skill you are focusing on. • Ex. “…tactually read simple sentences presented in embossed braille…” Teaching Students with Visual Impairments

  12. Specific (cont.) • Where? • During 1:1 instruction or across settings? • Why? • Why is it important? • What are the benefits? • Ex. “…in order to develop an alternative mode of reading...” • How? • How is the student going to do it? • Ex. “…using proper tracking patterns and without scrubbing…” Teaching Students with Visual Impairments

  13. Measurable • Tangible evidence that student has accomplished the goal/objective. • How much? • How many? • How will I know when it is accomplished? • Ex. “By the end of the IEP duration, [the student] will type phrases (no punctuation) using correct hand position with 80% accuracy and a minimum of 10 WPM on 4/5 opportunities during 1:1 instruction” Teaching Students with Visual Impairments

  14. Achievable • Stretch the student so they are challenged, but defined well enough that they can be achieved. • What is the student’s current functioning? • Will changes in amt. of service delivery impact achievability? • Build on current skills • Does previous data support goal? • How quickly has the student achieved previous goals? • What is student’s motivation & work habits? Teaching Students with Visual Impairments

  15. Relevant • A goal or objective the student is willing to work toward. • Relevant to the student’s needs. • Within your role • Can you tag on to similar goal (VI Support)? • Co-Treat & Collaborate • Within the ECC Teaching Students with Visual Impairments

  16. Timely • Grounded within a time frame. • Ex. “When asked to complete a written assignment, (name), will independently load the paper in the braille writer with 90% accuracy on 4 of 5 opportunities by the end of the IEP duration.” Teaching Students with Visual Impairments

  17. Educational: Related to Core Grade Level Content • Foundational Concepts (ELA & Science) • Communication (ELA) • Body Awareness (S.S., Health, PE) • Listening (ELA, SS, Fine Arts) • Sensory Efficiency (ELA & Sci) • Fine & Gross Motor (Sci., Math, Fine Arts, PE) • Self Concept & Emotional (Health) **Common Core Standards Teaching Students with Visual Impairments

  18. % Realistic • From field of… • Selecting object when 2 presented could be chance • Include non-preferred if choice • What percent accuracy? • No one is perfect, don’t write a goal for 100% unless regarding safety • Remember 50% = chance • Not just achieve once. • On how many opportunities? • Ensure consistency Teaching Students with Visual Impairments

  19. Scaffolding Your Goals • Emerging Goals • With support (PP or HH) the student will… • Developing Goals • When provided with guidance, the student will provide ___ details… • Achieving Goals • The student will initiate _____ or answer questions when asked… • Extending Goals • The student will independently apply skill at different times and in different settings (accurately, with detail, correct steps, etc.)… Teaching Students with Visual Impairments

  20. Types of Goals • Blooms Taxonomy • What are you focusing on? • Focus on the right skill. • Select appropriate and descriptive action words. • Must master prerequisite knowledge & skills at lower levels before moving to more advanced goals. Teaching Students with Visual Impairments

  21. Level 1: Remember/Knowledge If the goal focuses on the student’s ability to recall previously learned materials, facts, terms, basic concepts and answers • arrange • copy • count • draw • identify • label • list • select • sequence • state • tell • write • locate • match • name • outline • recite • record • repeat Teaching Students with Visual Impairments

  22. Example Knowledge Goal 1 “The student” will tactually identify all braille letters presented individually in embossed braille with 80% accuracy on 4 of 5 opportunities. Teaching Students with Visual Impairments

  23. Example Knowledge Goal 2 “The student” will match identical objects from a field of three with 75% accuracy on 4 of 5 opportunities. Teaching Students with Visual Impairments

  24. Example Knowledge Goal 3 “The student” will follow 3 steps in a sequence with 80% accuracy on 4 of 5 opportunities. Teaching Students with Visual Impairments

  25. Reflect on students on your caseload. Discuss possible knowledge goals for students on your caseload. Write a goal or objective in area of knowledge. Share at least one goal your group developed. Remember/Knowledge Type GoalSmall Group Activity Teaching Students with Visual Impairments

  26. Level 2: Understand/Comprehension If the goal focuses on the student's ability to grasp meaning, explain, or restate ideas, or in other ways demonstrate understanding of facts and ideas learned • choose • confirm • convert • demonstrate • describe • determine • differentiate • discriminate • discuss • predict • recognize • relate • respond • select • stimulates • summarize • tell • translate • estimate • explain • infer • interpret • locate • match • Paraphrase • pick • practice Teaching Students with Visual Impairments

  27. Example Comprehension Goal 1 “The student” will visually scan and locate 1” high contrast objects placed throughout a work room on different levels with 80% accuracy on 4 of 5 opportunities. Teaching Students with Visual Impairments

  28. Example Comprehension Goal 2 The student will produce words containing strong part word contractions (and, for, of, the, with) in braille following braille rules with 90% accuracy on 4 of 5 opportunities. Teaching Students with Visual Impairments

  29. Reflect on students on your caseload Discuss possible comprehension goals for students on your caseload. Write a goal or objective in area of comprehension. Share at least one goal your group developed. Comprehension Type GoalSmall Group Activity Teaching Students with Visual Impairments

  30. Level 3: Apply/Application If the goal focuses on the student's ability to use learned material in new situations. • apply • build • construct • demonstrate • generalize • illustrate • initiate • interpret • role-play • sketch • schedule • show • solve • transfer • use • utilize • interview • modify • operate • practice • prepare • produce • relate • report Teaching Students with Visual Impairments

  31. Example Application Goal 1 “The student” will demonstrate proper use of a video magnifier by adjusting controls upon request to meet demands of task with 80% accuracy on 4 of 5 opportunities. Teaching Students with Visual Impairments

  32. ExampleApplication Goal 2 “The student” will initiate use of video magnifier to complete reading and writing tasks in general education classes on 4 of 5 opportunities. Teaching Students with Visual Impairments

  33. ExampleApplication Goal 3 The student will apply knowledge of strong groupsigns to produce simple sentences containing strong groupsigns (ch, ou, sh, st, th, wh) following braille rules with 85% accuracy on 6 of 9 opportunities. Teaching Students with Visual Impairments

  34. Reflect on students on your caseload Discuss possible application goals for students on your caseload. Write a goal or objective in area of application. Share at least one goal your group developed. Application Type GoalSmall GroupActivity Teaching Students with Visual Impairments

  35. Level 4: Analyze/Analysis If the goal focuses on the student's ability to separate material into component parts and show relationships between parts. • analyze • calculate • categorize • classify • compare • contrast • deduce • detect • determine • develop • investigate • outline • predict • question • relate • research • separate • solve • sort • test • diagnose • differentiate • discriminate • distinguish • estimate • evaluate • examine • identify • infer • inventory Teaching Students with Visual Impairments

  36. ExampleAnalysis Goal 1 “The student” will compare similar pictures and identify similarities and differences between pictures with 80% accuracy on 4 of 5 opportunities. Teaching Students with Visual Impairments

  37. ExampleAnalysis Goal 2 “The student” will prepare for transitions by obtaining low vision tools that will be needed in the new location with 75% accuracy on 3 of 5 opportunities. Teaching Students with Visual Impairments

  38. ExampleAnalysis Goal 3 “The student” will develop an organizational system and successfully maintain organization and retrieve requested assignments upon request on 4 of 5 opportunities. Teaching Students with Visual Impairments

  39. Reflect on students on your caseload Discuss possible analysis goals for students on your caseload. Write a goal or objective in area of analysis. Share at least one goal your group developed. Analysis Type GoalSmall GroupActivity Teaching Students with Visual Impairments

  40. Level 5: Evaluate If the goal focuses on the student's ability to judge the worth of material against stated criteria. • appraise • argue • assess • choose • compare • conclude • critique • criticize • decide • rate • revise • score • select • solve • validate • value • test • estimate • evaluate • judge • justify • measure • predict • prioritize • prove • rank Teaching Students with Visual Impairments

  41. Example Evaluation Goal 1 The student will select the appropriate low vision tool to use for a given task (e.g. distance viewing, on vertical plane, to complete written work) with unprompted use and 90% accuracy on 4 of 5 opportunities. Teaching Students with Visual Impairments

  42. ExampleEvaluation Goal 2 After trialing three different means of maintaining a schedule, the student will evaluate effectiveness of the methods, select one and maintain the method in order to study for tests and complete assignments with 80% accuracy on 4 of 5 schedule checks. Teaching Students with Visual Impairments

  43. Reflect on students on your caseload Discuss possible evaluation goals for students on your caseload. Write a goal or objective in area of evaluation. Share at least one goal your group developed. Evaluation Type GoalSmall GroupActivity Teaching Students with Visual Impairments

  44. Level 6: Create If the goal focuses on the student's ability to put together the separate ideas to form new whole, establish new relationships. • arrange • assemble • collect • combine • compose • construct • create • design • develop • plan • prepare • produce • propose • predict • reconstruct • revise • rewrite • set-up • devise • devise • formulate • manage • integrate • invent • make • modify • organize • perform Teaching Students with Visual Impairments

  45. Example Create Goal 1 “The student” will create a presentation(PowerPoint, demonstration, etc.) about her visual impairment and the tools and strategies she uses to reduce the negative impact and present the completed project to her teachers and peers with 80% consistency on 4 of 5 opportunities. Teaching Students with Visual Impairments

  46. Example Create Goal 2 The student will apply knowledge of computer shortcut key commands to create a revised document by using key commands to replace words and apply styles according to the lesson requirements with 85% accuracy on 4 of 5 opportunities. Teaching Students with Visual Impairments

  47. Reflect on students on your caseload Discuss possible synthesis goals for students on your caseload. Write a goal or objective in area of synthesis. Share at least one goal your group developed. Create Type GoalSmall GroupActivity Teaching Students with Visual Impairments

  48. Data Collection • Learn from your mistakes • Write data sheet prior to IEP – is it measurable • Maintain data collection • Always be a professional • Summarize results in quarterly progress reports Teaching Students with Visual Impairments

  49. Worksheets as Data Teaching Students with Visual Impairments

  50. It’s All About the Delivery • Meet sensory needs • Have fun! • Student’s interests & needs • Plan but take advantage of teachable moments • Challenge but ensure success • Be the TVI student’s (& teams) WANT to work with Teaching Students with Visual Impairments

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