Goal Attainment Scales - PowerPoint Presentation

Slide1

Goal Attainment Scales

as a way to Measure Progress

Amy Gaumer Erickson & Monica

Ballay

December 3, 2012Slide2

Question #1

Have you ever used a Goal Attainment Scale for evaluation?

Yes

NoSlide3

Goal Attainment Scale (GAS)

Used to measure the progress towards meeting goals and objectives

Expresses distinct goals on a common scale

Periodic review (monthly/quarterly) of obtaining anticipated outcomes

Validates anticipated outcomes or identifies needs for adjustmentSlide4

Goal Attainment Scale

A tool that can be used both

formative and/or

s

ummative evaluationSlide5

Participants

Successfully used with groups and individuals

Management Teams

Technical Assistance Partners

District/School Teams

Teachers

Parents

StudentsSlide6

Question #2

Which group would you be most likely to use Goal Attainment Scaling for?

A: Management Teams/Technical Assistance Providers

B: District/School Teams

C: Individual Teachers/Administrators/Families

D: OtherSlide7

Beginning Goal Attainment Scaling

Identify the broad goal

Pre-determined

Flexible

Identify the range of desirable outcomes

Much less than to much more than expected

Monitor progress toward goal

Celebrate completion; revise if necessarySlide8

SPDG GAS for Louisiana

(completed quarterly and annually)Slide9
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Example of GAS used with school district

What

do districts commit to

do in MOU?

1. Assign

a point of contact at the district level for

LaSIG

activities

.

2. Assign/identify

a Family Facilitator.

3.

Develop

a district level improvement team with all stakeholders included (Must include school level representatives). Teams must meet at least quarterly.

4.

Develop

a process for reviewing the

LaSIG

2 Five Year Plan to determine progress, changes that need to be made, and funding expenditures. The plan should be reviewed at least biannually.

5. Support

the district leadership team in designing and conducting joint professional development with collaborative efforts to ensure sustainability.

6.

Collaborate

with People First of Louisiana.

7. Support

restructuring that integrates inclusive schools practices with general education reform.

8. Develop

specific targets that use data generated through current assessments to positively impact the performance of, and results for, students with disabilities.

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0 = expected outcome

1 = more than expected 2 = much more than expected

-1 = less than expected -2 = much less than expected

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Example of a School District using Goal Attainment Scale to measure anticipated outcome of annual plan.Slide14
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Example of a Goal Attainment Scale to measure anticipated outcome of family facilitator roles & responsibilities.Slide17
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Example Goal Attainment Scales Developed by an Early Childhood TeamSlide21

GAS ExampleSlide22
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GAS Procedural Checklist

Do goals reflect outcomes or effects of TA plan activities (rather than process variables, such as methods or procedures)?

Are goals observable

and/or

measurable

?

Do goals reflect outcomes that are sustainable from completion of the plan to the time of follow-up, i.e.,

and

6

and

12 months after completion of the TA plan,

not

a one-time event

?

Has only 1 variable been included per scale, unless multiple variables are used to justify movement on the scale, i.e., “0” = X, +1 = X + Y, +2 = X + Y + Z?Slide25

GAS Procedural Checklist cont.

Does every variable represent a positive outcome?

Did

you determine that no levels

overlap?

Did you determine there no gaps between

levels?

Are intervals between goal attainment levels approximately equal, i.e., change from +1 to +2 is similar to change between -2 and -1?Slide26

Example Goal Attainment Scales Developed by a TeacherSlide27

Broad Goals from Ongoing PD

To set in place a system of formal and informal assessments which will assess student’s interests, needs, preferences and strengths to be used during Transition Planning?

Increase meaningful job opportunities through an on-the-job training program for at-risk students and students with disabilities.

Each student is able to identify an occupation that they prefer with the components of salary range, necessary education requirements, related occupations, benefits & disadvantages.

Develop staff manual for transition

assessment.

Develop Parent Resource list and be able to inform parents of community agencies.

Students are actively involved in developing their own transition IEP and are supported to lead their IEP

meeting.

To develop a transition planning curriculum and implement in a year-long academic class. Slide28

BROAD GOAL: To develop a resource directory of community agencies and services.

Level of Attainment

+2

Much more

than expected

I will have started to translate the manual into an online website where all of the services and agencies are listed and described.

+1

Somewhat more

than expected

I will have finalized the manual and printed and distributed the manual to all of the families and students at the high schools in our community.

0

Expected level

of outcome

I will have developed a draft of a manual that describes the variety of agency services as well as other community supports for students and families in transition.

-1

Somewhat less

than expected

I will have gathered all of our materials and information (community resource mapping) about community services and agencies but have not completed the draft of the manual.

-2

Much less

than expected

I will have started the process of gathering materials and information (community resource mapping) but have not finished this process. Slide29

Question #3

The Goal Attainment Scale is an effective tool to measure progress and/or completion of goals and objectives?

A. Strongly Agree

B. Agree

C. Disagree

D. Strongly DisagreeSlide30

Using Goal Attainment Scales

f

or Project FeedbackSlide31

Goal Completion by PD ParticipantsSlide32

School-Wide Implementation of Tiered SupportsSlide33

Example Goal Attainment Scales to Measure Development of InitiativesSlide34

Developing & Implementing a Mentoring Framework

The SPDG management team discusses via phone, email, and/or video conferencing statewide mentoring needs and technology mentoring strategies on a monthly basis.

-2 (2 meetings) -1 (6 meetings) 0 (12 meetings)

The SPDG management team identifies multiple strategies for infusing mentoring into each existing SPDG project.

Mentoring is infused into each of the three SPDG projects.

0 (mentoring in all 3 projects)

+1 (multiple mentoring components in one project)Slide35

Question #4

For your purposes, which do you think you might use:

A: Predetermined Goals (set by the evaluator or management team)

B: Individualized Goals (set by each team or individual)

C: Both

D: NeitherSlide36

Example Performance Measures

Percentage of SPDG developmental tasks and activities that have reached a level of goal attainment of "0" (expected outcome).

Percentage of School Teams that met the expected level of attainment of their action plan implementation.

Percentage of facilitators that implemented 90% of their objectives at an expected level of attainment (level zero or higher).

Percentage of schools with more than 60% of instructional staff reporting effective leadership & empowering culture.Slide37

Contact Information

Amy Gaumer Erickson, PhD

KS, MO, & OR SPDG Evaluator

University of Kansas, Center for Research on Learning

aerickson@ku.edu

Monica

Ballay

, M. Ed.

LA Evaluation and Site Liaison

Louisiana State University

mballay@lsu.edu