NCIER®

Measurable Goals

9 claims on pp. 70–135 (fact 6, statement 1, conclusion 1, conjecture 1).

Claims about Measurable Goals

Fact [V] p070-16

Forty percent of schools lack measurable goals; 60 percent integrate them via active monitoring

Sample (N = 984) · Teams that monitor some or all students progress after intervention plans

Forty percent of schools are not integrating such measurable goals, and 60 percent did report that their BTAM teams engage in some level of active monitoring to integrate measurable goals into intervention

p. 70 · NCIER Claim Map
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Fact [V] p071-08

No significant differences in developing measurable goals, except schools in large districts

We did not observe significant differences in schools’ likelihood of developing measurable goals across school characteristics, with one exception: schools in large districts were more likely to develop such goals, compared with schools in small districts.

p. 71 · NCIER Claim Map
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Conclusion [V] p072-19

Most schools incorporate measurable goals; fewer use formal tracking systems

Additionally, while most schools incorporate measurable goals into their intervention plans, fewer use formal systems to track progress, relying instead on periodic updates and reports from school personnel.

p. 72 · NCIER Claim Map
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Fact [V] p135-04

Table A.46 note: Only respondents who said their school has a school- or district-level BTAM team...

Only respondents who said their school has a school- or district-level BTAM team (or an alternative team that performs BTAM-like functions) and one that monitors some or all students’ progress after a behavioral intervention or safety plan has been implemented saw this question.

p. 135 · NCIER Claim Map
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