HLP #11: Goal Setting

Summary

This video explores High-Leverage Practice 11 (HLP11), guiding educators in identifying and prioritizing long- and short-term learning goals for students with disabilities. It explains the distinction between long-term goals, which focus on broader annual outcomes, and short-term goals, which target foundational skills necessary for progress. The video emphasizes data-driven, collaborative goal-setting using IEPs, assessment data, and learning progressions. Practical examples in academics, behavior, and transitions illustrate effective goal design, while clear guidelines on writing measurable, observable, and time-bound objectives ensure meaningful student progress. Overall, HLP11 supports teachers in aligning instruction to student needs, grade-level standards, and IEP objectives.

Takeaways

• 📚 HLP11 focuses on identifying and prioritizing long- and short-term learning goals for students with disabilities within the instruction domain.
• 🎯 Long-term goals are broad, essential outcomes often aligned with IEP measurable annual goals and state standards.
• 📝 Short-term goals are targeted skills or objectives that help students achieve long-term goals and guide daily or weekly instruction.
• 🔍 Data from assessments, prior knowledge, learning progressions, and IEP benchmarks are crucial for developing meaningful goals.
• 👥 Collaborative goal-setting involving teachers, families, specialists, and sometimes students increases motivation and engagement.
• 📈 Research shows that specific, challenging goals significantly improve student achievement compared to having no goals.
• 🧩 Backwards planning is essential: educators start with long-term goals and sequence instruction from foundational to complex skills.
• ✅ Clear learning goals include three key components: condition (context), target behavior (observable action), and level of proficiency/timeline.
• 💡 HLP11 intersects with other high-leverage practices like HLP6 (assessment), HLP12 (instructional design), and HLP20 (intensive instruction).
• 🛠 Effective goals ensure students with disabilities make meaningful progress in general education while meeting their unique needs as required by IDEA.
• 📊 Continuous progress monitoring and data analysis guide adjustments to instruction and help determine when goals have been met.
• 🔗 Goals should align with grade-level standards, IEP objectives, and essential curriculum components to ensure relevance and accessibility for all students.

Q & A

What is High-Leverage Practice 11 (HLP11) and its primary focus?

HLP11 involves identifying and prioritizing long- and short-term learning goals for students with disabilities. Its primary focus is to help educators determine what is most important for students to learn and to ensure access to general education and other relevant curricula.

How do long-term goals differ from short-term goals?

Long-term goals focus on broader, annual outcomes essential for student progress, often formalized in the IEP. Short-term goals are targeted, often foundational skills that support daily or weekly instruction and help students achieve long-term goals.

Can HLP11 be applied to both academic and behavioral goals?

Yes, HLP11 applies to both academic and behavioral goal setting, helping teachers prioritize essential skills and behaviors for students to succeed in various learning environments.

What are some examples of long-term academic and behavioral goals?

Academic example: Michael will read 99 words per minute at 95% accuracy by spring benchmarking. Behavioral example: Kenisha will remain academically engaged for at least 80% of the instructional period as measured by direct behavior rating.

Why is setting both long- and short-term goals important according to research?

Research summarized by Hattie shows that specific, challenging goals have large positive effects on student achievement. Long- and short-term goals clarify expected outcomes and help educators systematically design and adjust instruction to meet these outcomes.

Who should be involved in developing long- and short-term goals?

Developing long-term goals typically involves a collaborative IEP team, including families, teachers, and specialists. Short-term or daily goals may include just the teacher and student, while classroom goals can include grade-level educators, curriculum specialists, and instructional coaches.

What data sources are used to identify and prioritize learning goals?

Educators use multiple sources, including IEP PLAPs, state standards, formal and informal assessments, learning progressions, prior knowledge, and benchmarks, to identify and prioritize both long- and short-term learning goals.

How should educators sequence instruction to help students achieve long-term goals?

Instruction should follow a developmental trajectory, beginning with foundational skills and concepts and progressing toward more complex skills. Short-term goals should align with this progression to support the student in achieving long-term objectives.

What are the three components of a well-written learning goal?

A well-written learning goal includes: 1) Condition – the context under which the student performs the behavior, 2) Target behavior – an observable action verb describing what the student will do, and 3) Level of proficiency or timeline – the expected accuracy and timeframe for achieving mastery.

How does the Supreme Court case Andrew F. v. Douglas County School District impact IEP goal setting?

The ruling emphasized that IEPs must offer meaningful educational progress. Goals should be challenging yet attainable, ensuring students with disabilities can make appropriate progress in light of their individual circumstances.

Can you provide an example of how a long-term goal is broken into short-term objectives?

For Molly, whose long-term goal is to solve two-step word problems with 85% accuracy, short-term objectives include using a written checklist to apply problem-solving strategies with teacher guidance, then independently, and eventually fading the checklist for full independent mastery.

Why should students be involved in developing their own goals?

When students participate in goal setting, they are often more motivated and engaged in their learning. Involvement fosters ownership of learning and increases the likelihood of achieving both short- and long-term goals.