HLP 11 Goal Setting

Summary

This video explores High-Leverage Practice (HLP) 11, which focuses on identifying and prioritizing long- and short-term learning goals for students with disabilities. It emphasizes the importance of these goals in both academic and behavioral settings, with an overview of how they support student progress and IEP development. The video breaks down the process of creating meaningful, measurable goals, incorporating student data, state standards, and IEP benchmarks. Educators are encouraged to collaborate and use a variety of data sources to ensure that goals are aligned with student needs and grade-level expectations, ensuring meaningful progress in the general education curriculum.

Takeaways

• 😀 Long-term goals in education focus on broader outcomes, such as academic, social, emotional, and behavioral achievements.
• 😀 Short-term goals are more targeted, focusing on specific skills that help students progress toward long-term goals.
• 😀 HLP 11 helps educators identify and prioritize essential learning goals based on student needs and grade-level expectations.
• 😀 Long-term goals are typically developed using data from IEPs, assessments, and grade-level standards, and are meant to be measurable and achievable.
• 😀 Short-term goals are developed by breaking down long-term goals into smaller, manageable steps and are crucial for weekly or daily instructional planning.
• 😀 Effective goal setting should be data-driven, with progress monitored regularly to adjust instruction as necessary.
• 😀 Collaboration is key in developing learning goals, with teams including educators, families, and sometimes the students themselves.
• 😀 IEP goals must align with students' needs as outlined in their evaluations and current levels of performance (PLAAFPs).
• 😀 The Endrew F. Supreme Court decision emphasized that IEP goals should be reasonably designed to help students make meaningful progress.
• 😀 Teachers should use learning progressions to sequence instruction, ensuring that foundational skills are mastered before moving on to more complex tasks.
• 😀 When writing goals, educators should ensure they are specific, measurable, achievable, and aligned with the desired outcomes, including clear conditions, target behaviors, and proficiency levels.

Q & A

What is the main purpose of High-Leverage Practice (HLP) 11?

The main purpose of HLP 11 is to identify and prioritize long- and short-term learning goals for students with disabilities. This process supports educators in ensuring students benefit from general education and other relevant curricula.

What is the difference between long-term and short-term learning goals?

Long-term goals focus on broader, essential outcomes necessary for teachers to develop high-quality educational programs for students with disabilities, while short-term goals focus on more specific, targeted skills that help students progress toward achieving the long-term goals.

How do long-term goals relate to the Individualized Education Program (IEP)?

Long-term goals are an essential component of the IEP, where they are referred to as measurable annual goals. These goals are developed by the IEP team based on the student's unique needs and are aligned with academic, social, emotional, and behavioral outcomes.

How can short-term goals support instructional planning?

Short-term goals help educators create weekly and daily lesson plans, as well as individualize instruction for students. These goals generally focus on foundational skills that are necessary for students to progress toward achieving long-term goals.

Why is the concept of learning goals important in the context of students with disabilities?

Learning goals provide clear expectations for students, guide educators in creating focused and effective instruction, and help ensure that students with disabilities make meaningful progress in the general education curriculum, as required by the IDEA.

What is the significance of the Supreme Court decision in Endrew F. v. Douglas County School District?

The Endrew F. decision emphasized the need for IEP goals and instruction to be designed in a way that ensures students with disabilities experience meaningful benefits and make progress, which may include setting challenging yet attainable goals.

How are short-term learning goals linked to long-term goals?

Short-term goals are developed by educators after identifying long-term goals. These short-term goals focus on more specific, foundational skills and serve as stepping stones that help students work toward achieving the broader long-term learning goals.

What role do state standards play in identifying long-term learning goals?

State standards are used to guide educators in developing long-term learning goals that align with grade-level expectations and necessary academic skills, ensuring that students progress in the general education curriculum.

Why is it essential for students to be involved in setting their learning goals?

When students participate in setting their learning goals, they are often more motivated and engaged in their learning, which enhances the likelihood of achieving the set goals.

How does the process of developing long- and short-term goals differ when focusing on students with significant cognitive disabilities?

For students with significant cognitive disabilities, the IEP team may choose to align the learning goals with alternate academic achievement standards instead of the typical state grade-level standards. These alternate goals are designed to ensure the student can still make progress in the curriculum.