CTESS Manual -RSP

Unacceptable *Goal is not specific OR *Goal is not likely to impact student learning *The goal isn’t measureable. A stranger couldn’t be told the goal and see whether or not it was met. * The goal is not likely to produce any meaningful change in student outcomes. * Goal is has no specific SLP actions attached *Goal reflects a minimal standard that is either too basic to be motivating or to simplistic to require any change in practice. *The goal is not within reach of those creating it within the stated time limit.

Fair

Good *Identifies specific skills and knowledge to be obtained *Identifies an important need identified by the SLP and special education team * The goal is worth pursuing and there is a rationale for doing so *Reflects a standard of excellence that is within the reach of those creating it *Challenging enough to motivate meaningful change * Date set to meet goal *Date within district’s special education evaluation process

Excellent *Identifies specific skills and knowledge *Identifies an important need identified by the SLP and special education team * The goal is worth pursuing and there is a rationale for doing so *SLP actions are clearly stated *Realistic standard of excellence but * Challenging enough to motivate meaningful change * Ambitious: Improvement is articulated that will significantly stretch the SLP * Date set to meet goal * Date within district’s special education evaluation process * Progress measured at least weekly

*Identifies specific skills and knowledge to be obtained *There is reason to think the goal will positively impact student learning *Measurable but only in a summatively. *No means for interim formative measurement and adjustment. * The goal is worth pursuing *Goal has SLP actions that are implied but actions are not clearly spelled out *Reflects a standard of excellence that is within the reach of those creating it *Is either not time specific or challenging enough to motivate meaningful change.

*Measurable summatively *Measurable summatively *Measurable formatively * Evidence of results present

S pecific and Strategic

M easurable

A ction Oriented

R igorous, realistic, and results oriented

*No time frame is given *Time frame listed is outside of the district’s special education evaluation process

T ime Bound

Based on Conzemuis & Morganti-­‐Fisher (2011), “More than a SMART Goal”. Adapted by Maria Hawley 2014.

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