[Pibe-division] Pibe-division Digest, Vol 33, Issue 3
Sara Rooz
sararooz at gmail.com
Wed Feb 23 23:42:57 UTC 2011
responses to smart goals/benchmarks Thanks Natalie
for providing me with an example of formatinng smart goals and benchmarks.
Sara Rooz TVI
----- Original Message -----
From: <pibe-division-request at nfbnet.org>
To: <pibe-division at nfbnet.org>
Sent: Thursday, February 24, 2011 12:00 PM
Subject: Pibe-division Digest, Vol 33, Issue 3
> Send Pibe-division mailing list submissions to
> pibe-division at nfbnet.org
>
> To subscribe or unsubscribe via the World Wide Web, visit
> http://www.nfbnet.org/mailman/listinfo/pibe-division_nfbnet.org
> or, via email, send a message with subject or body 'help' to
> pibe-division-request at nfbnet.org
>
> You can reach the person managing the list at
> pibe-division-owner at nfbnet.org
>
> When replying, please edit your Subject line so it is more specific
> than "Re: Contents of Pibe-division digest..."
>
>
> Today's Topics:
>
> 1. writing smart goals for blind/vi studentw with addditional
> disabilities (Sara Rooz)
> 2. Re: writing smart goals for blind/vi studentw with
> addditional disabilities (Shaheen, Natalie)
> 3. Re: writing smart goals for blind/vi studentw with
> addditional disabilities (Denise Mackenstadt)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Tue, 22 Feb 2011 13:21:53 -0600
> From: "Sara Rooz" <sararooz at gmail.com>
> To: <pibe-division at nfbnet.org>
> Subject: [Pibe-division] writing smart goals for blind/vi studentw
> with addditional disabilities
> Message-ID: <F0874A1912384292A4BA0A80C2746099 at DHHVYW81>
> Content-Type: text/plain; charset="iso-8859-1"
>
> New York state and city have implimented that teachers to write smart
> goals on IEPs. I currently work witth students who have additional
> disabilities including blindness or being visually impaired. smart goals
> refers to the following acronyms s specific n measurable a attainable r
> relebant t timebound. I work as an independent related service provider
> providing vision education services art a non-public school. My sttudents
> are extremely low functioning. I have copies of the goals I wrote last
> year but I am unsure how to rewrite sogoals using this format. In
> addition, the school would like staff to write benchmarks according to
> quarterly incrinents. For instance, by June 2011, the students wil be able
> to.
> the skills I am teaching include fixating on an item, tracking an item,
> locating items with either or both hands and some indepndent living skills
> to one student.One student is autistic in addition to being visually
> impaired. I am working teaching using the picture exchange system which
> constructed byy myself and hos paraprofessional. Many of my students need
> hhand-over-hand assistance to perform tasks. If anyone has ideas how to
> write a smaple goal and benchmarks it would be greatly appreciated.
> Thanks,
> Sara Rooz
> -------------- next part --------------
> An HTML attachment was scrubbed...
> URL:
> <http://www.nfbnet.org/pipermail/pibe-division_nfbnet.org/attachments/20110222/54f542ff/attachment-0001.html>
>
> ------------------------------
>
> Message: 2
> Date: Wed, 23 Feb 2011 11:20:57 -0800
> From: "Shaheen, Natalie" <NShaheen at nfb.org>
> To: Professionals in Blindness Education Division List
> <pibe-division at nfbnet.org>
> Subject: Re: [Pibe-division] writing smart goals for blind/vi studentw
> with addditional disabilities
> Message-ID:
> <EC93D7757D5C744185B70B3042EB4286046461912F at VA3DIAXVS651.RED001.local>
> Content-Type: text/plain; charset="us-ascii"
>
> Sara:
> I was a special ed. Teacher before I became a teacher of the blind. Once I
> was teaching blind kids I often had the opportunity to teach kids who also
> had other disabilities-including autism--since I had a background in Sp.
> Ed. My goals for my students with additional disabilities usually
> included: a given, a very specific skill, an accuracy level, and a prompt
> level.
>
> Here are a few example goals and benchmarks.
> A math goal about identifying shapes
> Goal: Given a field of three objects, student will independently identify
> the square with 75% accuracy on four consecutive data days.
> Benchmark 1: Given a field of three objects and a tactual/match cue,
> student will identify the square with 75% accuracy on four consecutive
> data days.
> Benchmark 2: Given a field of three objects and a fading tactual/match
> cue, student will identify the square with 75% accuracy on four
> consecutive data days.
> Benchmark 3: Given a field of three objects and one verbal cue, student
> will identify the square with 75% accuracy.
>
> A goal about very introductory Braille writing
> Goal: Given a loaded Braille writer with margins set to 15 cells, student
> will independently scribble returning the carriage and pushing the enter
> key at the end of each line with 75% accuracy on four consecutive data
> days.
> Benchmark 1: Given a loaded Braille writer with margins set to 15 cells
> and two physical prompts, student will scribble returning the carriage and
> pushing the enter key at the end of each line with 75% accuracy on four
> consecutive data days.
> Benchmark 2: Given a loaded Braille writer with margins set to 15 cells
> and one physical prompt, student will scribble returning the carriage and
> pushing the enter key at the end of each line with 75% accuracy on four
> consecutive data days.
> Benchmark 3: Given a loaded Braille writer with margins set to 15 cells
> and one verbal prompt, student will scribble returning the carriage and
> pushing the enter key at the end of each line with 75% accuracy on four
> consecutive data days.
>
> That is the general format I used for writing goals when I was working
> with kids who had additional disabilities. The prompt level and accuracy
> level changed depending on the kid and his needs. You can get very
> specific with prompt level talking about direct or indirect physical and
> verbal prompts too. Also, some goals don't require a given statement.
> Accuracy levels could also be stated in minutes, number of occurrences, or
> anything else you can measure. The four consecutive data days was a way to
> show that the child had truly mastered the goal/benchmark and not just had
> a "good day." Needless to say I did a lot of data collection in the
> classroom.
>
> It will take some getting used to; but once you are accustomed to writing
> SMART goals they will pop out of your head without you even thinking about
> it.
> I hope this helps.
> Natalie
>
> Natalie L. Shaheen, MEd
> Education Program Specialist
> Jernigan Institute
> NATIONAL FEDERATION OF THE BLIND
> 200 E. Wells Street
> at Jernigan Place.
> Baltimore, MD 21230
> Phone: (410) 659-9314 x2293
> Email: nshaheen at nfb.org<blocked::mailto:nshaheen at nfb.org>
> Fax: (410) 659-5129
> Visit: www.nfb.org<http://www.nfb.org>
> "If they do not learn the way you teach, teach the way they
> learn" --Anonymous
>
> ________________________________
> From: pibe-division-bounces at nfbnet.org
> [mailto:pibe-division-bounces at nfbnet.org] On Behalf Of Sara Rooz
> Sent: Tuesday, February 22, 2011 2:22 PM
> To: pibe-division at nfbnet.org
> Subject: [Pibe-division] writing smart goals for blind/vi studentw with
> addditional disabilities
>
> New York state and city have implimented that teachers to write smart
> goals on IEPs. I currently work witth students who have additional
> disabilities including blindness or being visually impaired. smart goals
> refers to the following acronyms s specific n measurable a attainable r
> relebant t timebound. I work as an independent related service provider
> providing vision education services art a non-public school. My sttudents
> are extremely low functioning. I have copies of the goals I wrote last
> year but I am unsure how to rewrite sogoals using this format. In
> addition, the school would like staff to write benchmarks according to
> quarterly incrinents. For instance, by June 2011, the students wil be able
> to.
> the skills I am teaching include fixating on an item, tracking an item,
> locating items with either or both hands and some indepndent living skills
> to one student.One student is autistic in addition to being visually
> impaired. I am working teaching using the picture exchange system which
> constructed byy myself and hos paraprofessional. Many of my students need
> hhand-over-hand assistance to perform tasks. If anyone has ideas how to
> write a smaple goal and benchmarks it would be greatly appreciated.
> Thanks,
> Sara Rooz
> -------------- next part --------------
> An HTML attachment was scrubbed...
> URL:
> <http://www.nfbnet.org/pipermail/pibe-division_nfbnet.org/attachments/20110223/2a47121f/attachment-0001.html>
>
> ------------------------------
>
>Message: 3
> Date: Wed, 23 Feb 2011 13:00:02 -0800
> From: Denise Mackenstadt <cane.travel at gmail.com>
> To: Professionals in Blindness Education Division List
> <pibe-division at nfbnet.org>
> Subject: Re: [Pibe-division] writing smart goals for blind/vi studentw
> with addditional disabilities
> Message-ID: <E5EC2FC4-231F-49F3-912B-9CF0829DBA27 at gmail.com>
> Content-Type: text/plain; charset="utf-8"
>
> This a wonderful illustration of goal writing. Can u submit something
> similar to the teach blind children site so we can all look and see how to
> model what u have written?
>
> Sent from my iPhone
> Denise Mackenstadt
> Mackenstadt Rehabilitation Services
>
> On Feb 23, 2011, at 11:20 AM, "Shaheen, Natalie" <NShaheen at nfb.org> wrote:
>
>> Sara:
>> I was a special ed. Teacher before I became a teacher of the blind. Once
>> I was teaching blind kids I often had the opportunity to teach kids who
>> also had other disabilities?including autism--since I had a background in
>> Sp. Ed. My goals for my students with additional disabilities usually
>> included: a given, a very specific skill, an accuracy level, and a prompt
>> level.
>>
>> Here are a few example goals and benchmarks.
>> A math goal about identifying shapes
>> Goal: Given a field of three objects, student will independently identify
>> the square with 75% accuracy on four consecutive data days.
>> Benchmark 1: Given a field of three objects and a tactual/match cue,
>> student will identify the square with 75% accuracy on four consecutive
>> data days.
>> Benchmark 2: Given a field of three objects and a fading tactual/match
>> cue, student will identify the square with 75% accuracy on four
>> consecutive data days.
>> Benchmark 3: Given a field of three objects and one verbal cue, student
>> will identify the square with 75% accuracy.
>>
>> A goal about very introductory Braille writing
>> Goal: Given a loaded Braille writer with margins set to 15 cells, student
>> will independently scribble returning the carriage and pushing the enter
>> key at the end of each line with 75% accuracy on four consecutive data
>> days.
>> Benchmark 1: Given a loaded Braille writer with margins set to 15 cells
>> and two physical prompts, student will scribble returning the carriage
>> and pushing the enter key at the end of each line with 75% accuracy on
>> four consecutive data days.
>> Benchmark 2: Given a loaded Braille writer with margins set to 15 cells
>> and one physical prompt, student will scribble returning the carriage and
>> pushing the enter key at the end of each line with 75% accuracy on four
>> consecutive data days.
>> Benchmark 3: Given a loaded Braille writer with margins set to 15 cells
>> and one verbal prompt, student will scribble returning the carriage and
>> pushing the enter key at the end of each line with 75% accuracy on four
>> consecutive data days.
>>
>> That is the general format I used for writing goals when I was working
>> with kids who had additional disabilities. The prompt level and accuracy
>> level changed depending on the kid and his needs. You can get very
>> specific with prompt level talking about direct or indirect physical and
>> verbal prompts too. Also, some goals don?t require a given statement.
>> Accuracy levels could also be stated in minutes, number of occurrences,
>> or anything else you can measure. The four consecutive data days was a
>> way to show that the child had truly mastered the goal/benchmark and not
>> just had a ?good day.? Needless to say I did a lot of data collection in
>> the classroom.
>>
>> It will take some getting used to; but once you are accustomed to writing
>> SMART goals they will pop out of your head without you even thinking
>> about it.
>> I hope this helps.
>> Natalie
>>
>> Natalie L. Shaheen, MEd
>> Education Program Specialist
>> Jernigan Institute
>> NATIONAL FEDERATION OF THE BLIND
>> 200 E. Wells Street
>> at Jernigan Place.
>> Baltimore, MD 21230
>> Phone: (410) 659-9314 x2293
>> Email: nshaheen at nfb.org
>> Fax: (410) 659-5129
>> Visit: www.nfb.org
>> "If they do not learn the way you teach, teach the way they
>> learn" --Anonymous
>>
>> From: pibe-division-bounces at nfbnet.org
>> [mailto:pibe-division-bounces at nfbnet.org] On Behalf Of Sara Rooz
>> Sent: Tuesday, February 22, 2011 2:22 PM
>> To: pibe-division at nfbnet.org
>> Subject: [Pibe-division] writing smart goals for blind/vi studentw with
>> addditional disabilities
>>
>> New York state and city have implimented that teachers to write smart
>> goals on IEPs. I currently work witth students who have additional
>> disabilities including blindness or being visually impaired. smart goals
>> refers to the following acronyms s specific n measurable a attainable r
>> relebant t timebound. I work as an independent related service provider
>> providing vision education services art a non-public school. My sttudents
>> are extremely low functioning. I have copies of the goals I wrote last
>> year but I am unsure how to rewrite sogoals using this format. In
>> addition, the school would like staff to write benchmarks according to
>> quarterly incrinents. For instance, by June 2011, the students wil be
>> able to.
>> the skills I am teaching include fixating on an item, tracking an item,
>> locating items with either or both hands and some indepndent living
>> skills to one student.One student is autistic in addition to being
>> visually impaired. I am working teaching using the picture exchange
>> system which constructed byy myself and hos paraprofessional. Many of my
>> students need hhand-over-hand assistance to perform tasks. If anyone has
>> ideas how to write a smaple goal and benchmarks it would be greatly
>> appreciated.
>> Thanks,
>> Sara Rooz
>> _______________________________________________
>> Pibe-division mailing list
>> Pibe-division at nfbnet.org
>> http://www.nfbnet.org/mailman/listinfo/pibe-division_nfbnet.org
>> To unsubscribe, change your list options or get your account info for
>> Pibe-division:
>> http://www.nfbnet.org/mailman/options/pibe-division_nfbnet.org/cane.travel%40gmail.com
> -------------- next part --------------
> An HTML attachment was scrubbed...
> URL:
> <http://www.nfbnet.org/pipermail/pibe-division_nfbnet.org/attachments/20110223/36983868/attachment-0001.html>
>
> ------------------------------
>
> _______________________________________________
> Pibe-division mailing list
> Pibe-division at nfbnet.org
> http://www.nfbnet.org/mailman/listinfo/pibe-division_nfbnet.org
>
>
> End of Pibe-division Digest, Vol 33, Issue 3
> ********************************************
>
More information about the PIBE-Division
mailing list