HLP GOAL SETTING COOK

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Jan 9, 2024

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1 HLP Practice High Leverage Instructional Practice Melissa Terranova Touro University Dr Ellen Cooke SEDN 602 December 10 th, 2023

2 HLP Practice Introduction: There is no video that goes along with this HLP practice, hence the use of the four-square reflection tool as well as the observation report do not apply. HLP Practice 11 consists of the use of “Goal Setting” in the classroom. This HLIP can be found in the instructional domain. There are two parts to this HLIP practice. Setting short- and long-term goals and providing justification for prioritizing and identifying learning objectives for students with disabilities comprise the first section. The second part applies to the demonstration of the HLP. For example, the data state standards, IEP support educators, and essential areas of need (Bailey, et al, 2020). HLP 11 applies to academic and behavioral goal setting. Educators give top priority to the things that students need to learn and access to get the most out of the general education curriculum. This HLIP practice intersects with HLP 6, HLP 20 as well as HLP 12. HLP 20 provides intensive instruction while HLP 6 uses s tudent assessment data, analyzes instructional practices, and makes any necessary adjustments that improve student outcomes. Lastly, HLP 12 systematically designs instruction toward learning goals. It is prevalent that these four HLP practices intersect because they all pertain to Goal setting being effective. First long-term goals are established. Long-term goals are goals that they will be able to achieve by the end of the year. It focuses on social, emotional, and behavioral outcomes. Lo]ng- term goals in the IEP need to be measurable annual goals. Teachers create goals based on grade- level benchmarks and applicable state standards. After establishing long-term objectives, they plan backward to determine relevant short-term objectives. Teachers use short-term goals to help them create lesson plans. Additionally, it emphasizes the foundational and focused skills that students need to achieve.

3 HLP Practice Long- and short-term goals are so important because there has been research that there are large positive effects on student achievement, by creating these goals compared to not having these goals. Goals are best written with a collaborative team. Goals should be clear and have three components. They are condition, target behavior, and level of proficiency. Learning goals should align with grade-level standards and needs. Ensuring educators will use the knowledge of essential curriculum components to develop goals, identify prerequisites, and ensure learning goals are meaningful for students with disabilities (Browder & Colleagues, 2003). It is appropriate to use HLP 11 when it applies to behavioral and academic goal setting. For example, a behavioral goal is a student classified as Oppositional defiant. This student's behavioral goal will be, when working in a group this student will use an appropriate voice level with no more than one prompt from the teacher during five group activities. (Bailey et al, 2020). While an academic goal would be the student will be by the end of the year, given sets of equations my child will be able to graph the solutions with 80% accuracy. These are excellent examples of when it is appropriate to use this practice. Implications: O ne implication of HLIP 11 Goal setting is age. Depending on the child's developmental stage, there are differences in the proximity of objectives. Younger children typically relate to variables across extremely short periods and have significantly shorter frames of reference. Children's ability to associate stimuli over longer time spans increases with their development. Therefore, one must evaluate the distinction between short- and long-term goals considering one's level of growth (Schunk, D. H., & Gaa, J. P. 1981). Age is an important implication of Goal Setting.

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4 HLP Practice Another implication of this HLIP is the setting. For a student to be able to achieve their goals both short and long-term they must be in an environment that allows them to do so. For example, if a student lives in a disadvantaged community, it is more than likely that he or she does not possess the resources needed to excel and complete their goal. For example, if a student has a goal that requires, he or she to get better at their reading but doesn’t have a parent who is home to help them practice reading at home because the parents are always working. This student also doesn’t have the proper books in school or at home to read and practice with. This will be an implication of successfully achieving that goal. One last implication of HLIP 11 is cultural and linguistic issues. The issue stems from the fact that EL students will have difficulty and struggle with comprehending the goal set forth. These language difficulties will also extend to the parents of the students who will struggle to understand the educational goal that is being set for the child because of their linguistics. “Beyond the early years, teachers need to use language well to ensure a context for instruction that is responsive to variations in language ability in mainstream classrooms. Theoretically, it is also important to understand the associations between language and socioemotional skills and to evaluate the impact of language interventions on behavior, well-being, and adjustment” (Hulme et al., 2020). Challenges: Challenges exist concerning the implementation of goal setting in the classroom. There are diverse challenges with goal setting that refer to short-term goals, and challenges that refer to long-term goals. One of the biggest challenges is clarity. Setting priorities for short-term actions that support your long-term goals can be difficult if you don't have clear knowledge of your long-

5 HLP Practice term goals. Another challenge is procrastination and delayed gratification. The allure of immediate rewards can make it tough to prioritize long-term goals over short-term needs. Long-term goals can be challenged by demotivation and consistency. Demotivation is a big challenge because of the time it takes to complete a long-term goal. This can be a huge challenge for students as well as educators. Another challenge of a long-term goal is making sure that the goal is consistent with the student's IEP completely. If the long-term goal doesn’t correlate with the student's IEP, then the student will never be able to achieve that goal. If they are not able to achieve their long-term goal because it is not accurate than most likely the student will not be able to achieve their short-term goal. Children arrive at school with a variety of challenges and strengths from various aspects of their lives. It's an important and challenging issue that may be solved if everyone collaborates to give all students, including those with disabilities, full collaboration, and support. A challenge for both short- and long-term goals is if the parents, educators, and other professionals are not collaborating. Both short- and long-term goals for the student are not going to be effective if everyone is not in agreement with the goals. In the school setting, students experience better academic, social-emotional, and behavioral outcomes when schools, communities, outside agencies, and families work together ( Griffiths, et al, 2021). Effectiveness: Clear goals referenced to external standards help teachers ensure that all students learn the expected content. Explicit goals help teachers to maintain coherent, purposeful, and equitable instruction over time. Setting effective goals involves analysis of student knowledge and skills

6 HLP Practice concerning established standards and careful efforts to establish and sequence interim benchmarks that will help ensure steady progress toward larger goals (teachingworks.org). One way in which we know that HLP 11 is effective is by progress monitoring. Progress monitoring refers to the systematic and ongoing collection, analysis, and use of data to evaluate the effectiveness of a program, or student's performance over time. It takes a lot of data over a short or long period of time to see if the student has progressed or not. Data in general is so important, especially when it comes to teaching students with disabilities. This data is to show whether the short- or long-term goal created by parents and professionals is in fact effective ( The IRIS Center, 2019). According to the IRIS module, progress monitoring is just one example of how teachers use data and learning progressions to set goals and observe them to make sure they are working or need to be changed. Overall, progress monitoring is a valuable tool for assessing and improving performance in students, making informed decisions, and ensuring that goals and objectives are being met effectively. Monitoring progress frequently is the most important in implementing a student goal. Monitoring the impact that the planned goals have on student success is imperative. This step requires the teacher to monitor the progress that the student is making toward reaching established goals. This process further allows the teacher to evaluate the student. For short-term goals, especially by checking in often. All of the Walnut Hills educators spoke with and encouraged their kids to create short-term objectives, which are typically completed in four to six weeks. Short-term objectives encouraged regular, if not daily, check-ins with students. Consequently, because of these check-ins, goals could be frequently revised considering students' success, keeping them from giving up (Nordengren, C. 2019).

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7 HLP Practice For this HLP practice to be more effective, studies have shown that when students are permitted to set their own goals. They are more likely to succeed and excel in reaching that goal. Research has found that the goal-setting process has led to students feeling more motivated in class as the goals provide a way to measure progress. Other studies found that when students were able to choose and set their own goal, they in turn chose more challenging goals and had significantly higher course grades (Miller A.m. 2020). This is a very effective method to ensure goals will be met. Conclusion: In closing, HLIP 11 Goal setting is an important practice, and it is used every day to help students, as well as students with disabilities, achieve their goals both academically and behaviorally. It is very effective but also challenging as well. HLIP 11 is effective when you connect the learning objectives of students to the fundamental information and skills that are covered in standards and curricula. By also, gathering information on students' progress toward learning objectives. This also helps guarantee that students with disabilities can have access and can achieve success in inclusive classrooms. It takes into account each student's unique talents and needs and chooses goals that are ambitious, attainable, and socially relevant. Working together with families to discover what their priorities are for education is an important factor in effective goal setting as well. Long-term goals and short-term goals need to be implemented as well because each one conveys a different objective in comparison to helping the student achieve their goals. Among the recommendations I can make to my fellow educators are collaboration, prioritizing goals, breaking down the goals, and using incentives and rewards. The first recommendation I can make is collaboration. The professionals, as well as the parents of the

8 HLP Practice stud ent and paraprofessionals all need to take part in helping the student achieve their goals that are set. Teachers should encourage collaboration and teamwork to achieve shared goals as well as foster open communication to address challenges. Setting priorities for goals is the second suggestion I would give to educators. Identify and prioritize goals based on importance and urgency. Focus on high-priority goals first. Don’t try to achieve goals all at once and don’t feel like it failed if it doesn’t get achieved quickly. In unison with prioritizing goals, making sure to break down the goal is very imperative. Divide larger goals into smaller, more manageable tasks. Create short-term milestones to measure progress. Celebrate achievements at each milestone, every little bit of a goal attained is a success. One last recommendation for teachers to achieve both short- and long-term goals is by using incentives and rewards. Recognize and celebrate successes to motivate the students to achieve the goals that you set for them. Have them choose which rewards will motivate them. I have worked with students who struggle both academically and behaviorally and the only way they could even remotely achieve their goals was through rewards and incentives. Children as well as adults thrive when it comes to being rewarded for a job well done. It is in our human nature as people to want to excel, and for many students' rewards are the reason for their successes. From my observations working in my school, I see rewards are a big reason for student’s success. By incorporating these strategies, teachers can implement effective goal- setting processes that lead to increased productivity, motivation, and success for current and future students.

9 HLP Practice In my opinion, Goal setting has so many benefits. I would implement this HLIP practice throughout my entire career as a teacher. I have seen firsthand how effective it is in helping students with disabilities as well as general education students. Implementing goal setting in the classroom is a pivotal strategy that not only enhances academic performance but also fosters a holistic and proactive learning environment. Setting clear and achievable goals provides students with a sense of purpose and direction, motivating them to stay focused on their studies. It instills a sense of responsibility and ownership over their own learning journey, encouraging them to actively engage in the educational process. Moreover, goal setting equips students with essential life skills such as time management, prioritization, and perseverance. As students work towards their goals, they develop a growth mindset, learning to embrace challenges as opportunities for learning and improvement. The practice of goal setting also promotes self-reflection, as students assess their progress and identify areas for development. Furthermore, it facilitates effective communication between teachers and students, enabling educators to provide personalized support tailored to individual needs. Ultimately, the integration of goal setting in the classroom not only enhances academic achievement but also cultivates a culture of continuous improvement and a lifelong love for learning. Overall, I feel HLIP 11 is imperative in order to help any student who is struggling either academically or behaviorally. Although HLP 11 has implications as well as challenges the positives outweigh the negatives. I will definitely implement this practice in the future when I start teaching and the outcomes of goal setting will be exuberant. In all this practice is one that will be used for generations to come by all teachers around the world.

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10 HLP Practice References: Bailey, T., Kennedy, M. J., Jackson, D. High leverage practice #11: Identify and Prioritize Long- and Short-Term Learning Goals. https://highleveragepractices.org/hlp-11-goal-setting Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Flowers, C., Algozzine, B., & Karvonen, M. (2003). A content analysis of the curricular philosophies reflected in states’ alternate assessment performance indicators. Research and Practice for Persons with Severe Disabilities Griffiths, A.-J., Alsip, J., Hart, S. R., Round, R. L., & Brady, J. (2021). Together We Can Do So Much: A Systematic Review and Conceptual Framework of Collaboration in Schools. Canadian Journal of School Psychology, 36(1), 59-85. https://doi.org/10.1177/0829573520915368 Hulme, C., Snowling, M. J., West, G., Lervåg, A., & Melby-Lervåg, M. (2020). Children’s language skills can be improved: Lessons from psychological science for educational policy. Current Directions in Psychological Science , 29 (4), 372–377. https://doi.org/10.1177/0963721420923684 Miller, A. M. (2020). Investigating the Connection Between Achievement Goal Theory and Goal-setting Theory: Does Goal Setting Have an Effect on Achievement in the Spanish Second Language Classroom? Hispania , 103 (3), 387–402. https://www.jstor.org/stable/27026419 Nordengren, C. (2019). Goal-setting practices that support a learning culture. The Phi Delta Kappan , 101 (1), 18–23. https://www.jstor.org/stable/26781050

11 HLP Practice Schunk, D. H., & Gaa, J. P. (1981). GOAL-SETTING INFLUENCE ON LEARNING AND SELF-EVALUATION. The Journal of Classroom Interaction , 16 (2), 38–44. http://www.jstor.org/stable/43997768 The IRIS Center. (2019). Progress monitoring . Retrieved from https://iris.peabody.vanderbilt.edu/module/iep01/

HLP GOAL SETTING COOK

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