HIGH-LEVERAGE PRACTICES IN General Education and Resource CLASSROOMS

Setting the Pace: Setting and Prioritizing Learning goals for Every Student

Episode Description

In this episode, Heather is joined by Marla to talk about the real-life work behind identifying and prioritizing long- and short-term goals for students. They unpack what this actually looks like across school, home, and clinic settings—and why it’s not just about fixing what’s broken today.
Marla shares how she approaches planning with teachers, families, and other providers to figure out what matters most right now, what can wait, and how it all adds up to meaningful long-term growth. They talk about what happens when we skip this step and just start reacting—when short-term goals turn into whack-a-mole tasks that wear everyone down and lead nowhere fast.
This conversation highlights the importance of clarity, collaboration, and pacing. From brushing teeth to independent living goals, from calming a classroom to preparing a student for adulthood, they show how planning with purpose helps teams stay grounded and students feel successful. It’s about more than IEP boxes—it’s about doing right by our kids and the people who support them.

Key Points and Takeaways

  • Effective goal setting involves significant collaboration among educators, families, and other stakeholders to ensure comprehensive support for the student.
  • It’s crucial to align immediate educational needs with future aspirations to create meaningful and achievable objectives.
  • Tailoring goals based on the unique needs and strengths of each student helps in crafting an effective and inclusive educational plan.
  • The strategies for prioritizing and implementing goals vary significantly across home, clinic, and school environments, requiring adaptable approaches.
  • Regular evaluation and adjustment of goals and strategies ensure that educational plans remain relevant and effective.
Podcast Guest

Marla Watts-Pacheco, MS, BCBA

Marla Watts-Pacheco is a qualified behavioral health professional and behavior consultant specializing in family engagement, developmental disabilities, autism spectrum disorder, and organizational behavior management. She has been a behavior analyst, behavior specialist, and ABA therapist in clinic, school, and in-home settings. Outside of her professional work, she enjoys time with her family and exploring new places with her husband. Marla is a Board Certified Behavior Analyst with her Bachelors in Behavioral Science and Masters in Applied Behavior Analysis.
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High-Leverage Practice #11:
Identify and prioritize long- and short-term learning goals.
Teachers prioritize what is most important for students to learn by providing meaningful access to and success in the general education and other contextually relevant curricula. Teachers use grade-level standards, assessment data, and learning progressions, students’ prior knowledge, and IEP goals and benchmarks to make decisions about what is most crucial to emphasize, and develop long- and short-term goals accordingly. They understand essential curriculum components, identify essential prerequisites and foundations, and assess student performance in relation to these components.
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I also want to make sure that the team understands and that they also feel fulfilled and not defeated, which is why it's important to just also collaborate with them and talk to them.

Marla Watts-Pacheco

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Host: Heather Volchko

Guest: Marla Watts-Pacheco

For this HLP, we are talking about identifying and prioritizing long and short-term learning goals. This is really our focus on how we're picking what we're working on. And it's not just for the right now need, it's also for the long-term future need as well. This week, I've got Marla with me, who does this in all kinds of different ways in all kinds of different settings. So I'm super excited to see where she takes this. So, Marla, for you, when you hear, identify, and prioritize long and short-term learning goals, what is that?

Yes, well, just want to say thank you so much for having me here today. I should probably start with that. But that really just depends, I think, on who you're working with, the student, the teacher, the staff, and all of that. But picking those long-term and short-term goals really depends on what is the need in that moment. So sometimes in my practice or in my experience, some things could just be like, I need a fix right now. This is a goal that we need to fix.

Perhaps it might look more like a short-term goal. And then once we kind of get those short-term goals established, then we kind of, okay, what's the end goal now? So I think it really just depends. But I've had both the experiences where we're working with teachers and staff, where it can be like okay, this is where we want to be in a year, versus this is what I kind of want to tackle just this week.

But I think that really takes collaboration, and with those high-leverage practices comes the assessment part as well. But just kind of focusing on those long and short-term goals. It really kind of depends on what the need is at that time.

Yeah. So when we're looking at long-term goals, short-term goals, a lot of times we see our short-term goals are also kind of building up toward those long-term goals as well. So it might be the right now need, but we're actually meeting those right now needs in a way that's going to set us up to be able to see those long-term goals come through in the future. So what is this not? I feel like there's a lot of things that can fit into here. So, what would not count as prioritizing or identifying what those short-term and long-term goals might be?

Well, I think kind of what you were saying earlier, too, and as you're mentioning this, and I was talking about this earlier, sometimes those short-term goals end up building up to that long-term goal, right? So I perhaps, and maybe you can speak more on your experience, too, Heather, but I think there is not something that would not be a focus at that time because I think it all matters.

But I think what is important is that if we ever do find a time where we're feeling kind of conflicted, right? Like, okay, what should be the priority right now? I think that's where we kind of have to work as a team and ask those questions. Like, okay, I know there's so many things we want to tackle right now, but what could be the number one thing that you would want us to take care of for you or help you with during this time, and by what time would you like this to be accomplished? So I think that kind of helps answer your question. But I think, yeah, I never thought about it that way of like, what would not be the priority or the main thing, not to focus at that time.

The big thing that comes to mind for me is just like flying by the seat of our pants, right? Like something that just frustrates us or is like, oh, this is just such a pain. I wish this were different. And so all of a sudden, we're working on that, where it's like, well, does it need to be worked on? And is this actually getting us anywhere that we want to go? Or is it just like a momentary band-aid? But I think that's that planfulness, right? If we don't have that long-term focus, our short-term goals are just, I kind of call them “whack-a-mole goals”. They're not actually goals. I'm just playing whack-a-mole right now, and I don't really know where I'm going, and I don't know when it ends. And it's not necessarily prioritized. It's just whatever's right here, right in front of me at this moment, and that's the problem, and that's what we're going to fix. So I love how you're talking about it going, well, then let's take all those issues and actually line it out and go, what are our big needs?

What can we really make some progress on? And let's just go with that. But that's that planfulness. It's pushing into actually the goals and prioritization and really leaning into how does this all string together in a meaningful way beyond just the right now?

Yes. Especially in the school settings, a lot of the time you'll work with teams that are kind of on just survival mode, right?

Yep.

They're just, you know, I just need to get by till the end of this week because summer break is on the corner, so whatever you can do or whatever you can give me for the next few days, I will take it. And going back to what you're saying, sometimes it's like that whack-a-mole, right? We're like, okay, well, I'm just gonna put a band-aid over this, and then whenever it comes off, it comes off. We'll tackle it again.

I think, okay, I hear your needs, multiple needs, and I hear everything that's going on, but how can we break this down, right? And, like, what can we be like: okay, what's priority one? What's priority two? Because at the same time, if you want to try to conquer everything, that's kind of impossible.

Especially in a school setting, right? Like, time goes by so fast. But I think just kind of, like, gathering everyone's thoughts and their input and then just kind of like tweezing out, okay, what is it that we can accomplish right now? And what's something we can maybe accomplish later on? And I think sometimes having those conversations does really help, like, okay, this is truly the need that this person needs. It’s not so much this, this, this. This is the issue. So I think you get the underlying root of what that person may need at that time.

You're kind of talking around it right now already, so my next question was going to be, why? Like, why do we even do this? Because, you know, right now I have a right now need, and I need to play whack a mole, and it needs to get fixed, right? So why do we actually take the time to identify and prioritize what those goals might be and to align those short-term goals into those long-term goals? Like, what's the big “why” behind why we approach our practice this way?

Well, I think for me, and hopefully I can speak for everyone on this, but I think it's to really help the student, right? I think sometimes we have to take it back, like, why are we here? We are here to help the student be successful, which is why we have these high-leverage practices, right? Including one of them is identifying those long-term, short-term goals and trying to help have the student become or be successful in the environment that they're in.

And then when you do that, then you start helping or identifying ways of how you can help others in that team to help that student get there. So I think it really is because you want to have the student feel successful. You also want to have your team be successful, which is why it's important that you identify these goals and to really just help everyone, right? Like you, as someone that wants to help a student, you want to feel successful because you now see the fruit of your work that you're putting in.

But that's why I think it's important to have those goals. And sometimes, I know you might be back at the table again, like, okay, here we are talking about the same goals. But I think that's where you need to have those healthy conversations, and like, okay, do we need to revamp what we are currently working on? But, yeah, I think that's the reason why. Because you want to make sure that the student is getting success and that they're learning and they're getting the best education.

Yeah. As an educator, something that was always super helpful to me was that if I'm actually lined up in those long-term goals, I can feel like I'm playing whack-a-mole on short-term goals. But then, when they actually start racking up, even when I'm working my tail off and don't necessarily see the moment-to-moment progress, when you actually step back and compare it against that long-term goal, we're actually closer.

And it also meant that those moments where I was just spinning my wheels and playing whack-a-mole and all of that, it's a lot of work. It's a lot of work, and I can't really necessarily see any actual payout from it. And so I just felt like I was spinning my wheels a lot. And that's exactly what you're talking about. You're talking about how do we line it up in such a way that not just the student is being successful, but the folks around the student can also notice and see that progress, because if we can see that progress, we can point that out to the students, and then they can actually continue, right? We're actually perpetuating their learning, especially with the high-incidence folks that I work with, letting them know, hey, actually, did you notice you didn't use to do this, and now you're doing it? That's amazing. Thank you so much. Right?

We can see that because we're actually looking for it, and it's all lined up in that direction that we're trying to head. So, yeah, I know I'm throwing a couple examples here, but for you, what does this look like? It's shown up for you in a ton of different ways in all the different roles and hats and settings that you have worked in. So what are some of those examples of actually, like, how do I pick a long-term goal? Or how do I prioritize what short-term goals I'm going to work on now as opposed to trying to tackle everything all at the same time?

So, as you mentioned, I've worked in different settings, and I value each experience so close to my heart because I've learned so much from each of them. But because you do work in different settings, you do kind of exhibit a different way of how you're going to tackle or pick. So, for example, for an in-home perspective, sometimes it's just like talking to the parent. Okay, what is it that we can fix, or what is it that we can tackle?

If there's one thing that you can focus on, I know there's a ton on your plate. What's something that we can do for you? Right? So kind of like getting their input as well. From a clinical standpoint, that's a little bit more different because it's more of a controlled environment. You’re kind of like, okay, there's more that you can kind of tackle and take on. Of course, you want to make sure that you get the consent of the parent, but I think there is a little bit more.

I think from my experience, I think there's- because it is more of a controlled setting, you do have a little bit more freedom of what you can do, and I know that kind of sounds weird because I say control environment, but you have freedom. But I think for my BCBA folks out there, you're gonna be like, yes, I understand what she means. I hope. Now, for school, it's kind of the same thing for in-home. I think about that, working with teachers and staff and like, okay, I know there's a ton that you got to do between this time and this is your end time, and I know you're checked out by this time, but what is it that I can do for you or what we can do for you for this one specific student that you have?

My experience, I think, is like I cannot do my job alone, although I may have great ideas, and sometimes I would like to just take ownership of the situation just to alleviate some issues from my parents, for the staff, and for everyone else. However, because we were just talking about how we do these things because we want to see the student successful. I also want to see my team be successful, and it's not going to be helpful if I'm just kind of taking everything out of their hands, right? It's kind of, you know, It's negative reinforcement from me.

I think I also want to make sure that the team understands and that they also feel fulfilled and not defeated, which is why it's important to just also collaborate with them and talk to them and, like, okay, let's identify what's important, what's not so important. I know everything is important, but, like, we're humans. At the end of the day, we don't have special wands to make everything work.

But we can get it done. It just might take a little longer for us to get there. So, yeah, I think that's kind of like… It's unique, I think, in every type of setting. But I think the common theme is that you are collaborating with your team and making sure that everyone's on the same page.

Yeah. I love that you're driving home that collaboration piece, and it looks different in each of those settings. I mean, you're talking about even in a clinic, you've got other colleagues that you're collaborating with, but sometimes you've also got insurance companies that are also sort of driving what you can and can't do, right? There's all these different players that are either literally or figuratively at the table that are kind of driving what should or shouldn't be done. And I think as a practitioner, then we get pinched in the middle of all of them to try to do what's right for the kid.

But also, like, you're saying what's right for our teams. There's been a lot of times that I do school consults, and sure, it might be great for the kid, but it is not something that the team can effectively accomplish. And so, like, how else can we kind of creatively move in that direction? It might not be if I could just jump in and go for it. Here's how I would do it, and here's what I would do, and just roll that out. Well, if they don't have those skills or they don't have just even some time to do some of these things, just to increase their own skills, like what that looks like. Well, now my goals for that team is going to be completely different. Even though we might have the same long-term goal, the short-term goals are going to be completely different than if I could just jump in and do it.

But we've also sat at tables with teams that have a very different design for what they would want their long-term goal to be. And so then we're like, man, okay, so how can we maybe align some of our short term goals that would lead to our desired long term goal to get you to see some progress so that then maybe you can buy into the long term goal that we were trying to go for and, you know, maybe not be as steadfast on what you might think could be the long term goal, but a lot of times, it's just partnering. It's all in those communications.

Yeah. When you mentioned insurance, I was like, Oh, my goodness, I forgot about that because I'm no longer practicing doing in-home services, but that was something that I was in for a very long time. And you're right. Like, now that I'm thinking about it, certain insurances will tell you what's allowed, what's not allowed, what is, what does count as something that you can work on with this specific client, what things you cannot do.

So that's another component that you have to consider. But, yeah, and I think too, and I'm thinking of in-home, again, it also depends on what's best for that client at that time. If I have an older adult, right? At that point, okay, we kind of just need to teach them to survive at this point, right? Like, depending on their functioning level, right? And again, high leverage practices, it's where you assess, right?

The identification part.

Yeah, those identification parts, right? So again, what will be best for this young adult at 18 years old who has these certain skills and has these certain barriers? What is it that we can do right now? So sometimes I've had experiences where parents are like, you know what we know academics are not going to be a thing for my son or daughter. At this point, I just need my son or daughter to learn how to brush their teeth, how to do certain chores in their home, and that's it.

Sometimes I have other conversations where the parents are like, No, wait, we know that he or she is capable of getting a job. We know they're capable of getting their own place one day. And so those conversations will be different as far as identifying what it is that I can help him and her attain a certain goal that would be beneficial for them in the long run. So, again, going back to what we were just talking about earlier, it really just depends on who you're working with, the team that you have, you know? And I'm also thinking, as a BCBA, ethically, right? Like, how am I doing good to my client? Right? I feel like I'm not saying this in the best way, but maybe you can summarize what I'm saying, but, like, am I doing well by them? Am I doing- like, am I treating them with dignity, respect, and valuing them as I would value any other human being? So does that make sense? 

Yeah, no, it's are we doing right by our students?

There you go. Boom.

Are we doing right by them? And in order to do right by them, we have to do right by their people, which means we are going to have our own short-term and long-term goals for our people so that they can then meet and move along those short-term and long-term goals for their students. But that's like collaboration, right? There's so many different hands in the mix in making the actual work happen.

At the end of the day, are we serving our students? And we can't serve our students if we aren't serving our staff. So thank you so much for this conversation. I know it's kind of like a wild thing. It seems so cut and dry. Just identify what the needs are and prioritize how you're going to meet them. But it is such a more complex conversation and there's so many nuances in it. A few minutes isn't going to scratch the surface on that. So thank you so much for taking it on with me. I appreciate it.

Thank you. I appreciate it.

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I cannot do my job alone, although I may have great ideas.

Marla Watts-Pacheco

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Teaching students with disabilities is a dynamic and thoughtful process that demands a blend of content expertise, pedagogical strategies, and keen insight into individual student needs. Effective special education teachers navigate this process by using their deep understanding of general and contextually relevant curricula, coupled with evidence-based practices and individualized education program (IEP) goals. This approach helps them set meaningful long- and short-term learning objectives, ensuring that instruction is both targeted and effective.


At the heart of this approach is well-designed instruction. Teachers create learning experiences that maximize academic engagement and actively involve students in meaningful activities. This involves not only following standards and learning progressions but also making informed decisions about the intensity and focus of instruction. By integrating evidence-based practices with their professional judgment, teachers craft lessons that are both proactive and positive, aimed at fostering robust academic growth.


Special education teachers also consider a range of factors when setting learning goals. They align their goals with the IEP requirements and broader educational policies, such as those outlined in the Individuals with Disabilities Education Act (IDEA) and the Every Student Succeeds Act (ESSA). These laws ensure that students with disabilities are included in the general education curriculum and held to the same standards as their peers, with appropriate accommodations as needed.


Additionally, the implementation of standards like the Common Core State Standards (CCSS) further guides instructional practices. These standards are adapted to meet the needs of students with disabilities, and districts often provide pacing guides to structure the curriculum effectively. Despite the focus on grade-level standards, there is also significant emphasis on foundational skills, which are crucial for students' overall success.


In essence, the role of special education teachers is to blend these various elements—curriculum standards, legal requirements, and individualized needs—to design instruction that not only addresses students' specific challenges but also ensures they have the opportunity to meet the rigorous academic standards set for all students.


When it comes to developing and implementing effective instruction and intervention, educators must start by identifying and prioritizing well-defined long- and short-term learning goals. These goals should align with grade-level standards, the needs outlined in each student's IEP, and reflect their current performance levels. Effective educators, when implementing HLP 11, utilize their understanding of essential curriculum components to pinpoint foundational prerequisites and assess student performance to ensure these goals are both ambitious and achievable.


HLP 11 is not just about academic goals; it also applies to setting behavioral objectives. By focusing on what’s most crucial for students to learn and how they can access and benefit from the general education curriculum, educators intersect with several other High-Leverage Practices. This includes using assessment data to make instructional adjustments (HLP 6), systematically designing instruction towards specific goals (HLP 12), and providing intensive instruction (HLP 20). Additionally, goal-setting is most effective when done collaboratively. The team involved can vary from a diverse group including families for IEP goals, as specified by IDEA, to just the teacher and student for short-term goals. Engaging students in setting and owning their own goals often boosts their motivation and engagement, aligning with HLP 18.


Teachers who effectively identify and prioritize long- and short-term learning goals begin by linking these goals to the essential knowledge and skills outlined in standards and curricula. They use a combination of formative and summative assessments to track student progress, ensuring that goals are ambitious yet attainable and meaningful for students with disabilities in inclusive classrooms.


These teachers thoughtfully consider each student's unique strengths and needs, setting goals that challenge them appropriately while remaining achievable. Collaboration with families is key, as it helps educators understand the instructional priorities valued at home. Teachers are well-versed in grade-level standards, focusing on key concepts or "big ideas" and teaching these foundational elements first. They consistently connect content back to these big ideas throughout the year for continuity and depth.


Moreover, effective teachers break down standards into teachable components, identifying the prerequisite and component skills students need to master. This detailed approach ensures that instruction is targeted and effective, laying a strong foundation for meaningful learning and success.


To support teachers effectively, school leaders should focus on several key areas. First, it’s crucial to offer instruction, professional development, or coaching that equips educators with the skills to craft high-quality, specific long- and short-term learning goals. This guidance should help teachers ensure their goals meet relevant benchmarks and align closely with standards and individual education plan (IEP) requirements.


School leaders should also evaluate these goals to make sure they are not only ambitious but also practical and well-connected to the necessary benchmarks. Providing constructive feedback is essential; leaders should review the quality, specificity, and accountability of goals, offering support for any needed revisions.


Additionally, it’s important to make sure that teachers have robust plans for assessing how well students are meeting their goals. School leaders should offer support with data collection and management to help teachers track progress effectively and adjust their strategies as needed.


Prioritized short- and long-term learning goals are the driving force behind effective instruction, yet these goals are influenced by grade-level standards and mandates that ensure students' access to the general education curriculum. Not all standards carry the same weight; similarly, not every conceptual understanding or skill holds equal importance. For some students, out-of-level instruction may be necessary to address their unique needs. Effective teachers must focus on critical content by aligning students' goals with their current performance levels, strengths, and needs, ensuring that the instruction remains relevant and impactful.

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