HIGH-LEVERAGE PRACTICES IN Self-contained EBD and Alternative Education CLASSROOMS

What Matters Most:
Goal Setting with Purpose

Episode Description

This episode explores the process of identifying and prioritizing long- and short-term learning goals. The conversation emphasizes the importance of backward planning, starting with a student’s vision for life after high school and mapping the steps needed to get there. Mary shares how centering student voice, family input, and local partnerships creates more relevant and sustainable transition plans.
The discussion also highlights the reality that school-based supports often drop off dramatically after graduation, making it critical to equip students and families with skills to navigate systems independently. Listeners will hear how shifting from doing things for students to working with them fosters true autonomy skills and long-term success. Ultimately, the episode underscores that meaningful goal-setting is collaborative, flexible, and deeply tied to ensuring students thrive beyond school.

Key Points and Takeaways

  • Backward planning helps align students' educational journeys with their post-school ambitions, ensuring relevance and achievability.
  • Engaging families and local networks in educational planning fosters a supportive environment for students and enhances resource access.
  • Educators should focus on doing work with students rather than for them, empowering students to navigate systems independently.
  • Schools serve as vital safe havens providing resources, but there is a need to connect students with external network supports.
  • The importance of considering students' unique strengths and engaging them in goal-setting ensures intrinsic motivation and commitment to their learning path.
Podcast Guest

Mary Mangione, MA

Mary Mangione is a coach for school building leaders specializing in creating specialized programming, restorative practices, adversity-informed schools, school-based mental wellness interventions, and multi-tiered systems of support. She has been a private tutor for students with special needs, special education teacher for ED/BD/ASC, mentor for a social services organization, substance abuse case manager, and assistant principal and principal of specialized and public alternative schools. Outside of her professional work, she enjoys traveling, eating great food, providing taxi services for her two sons, binging Netflix, and is an active yogi. Mary is an Administrative Coach for Building Leaders with her Bachelors in Fine Arts with an Emphasis in Graphic Design and Painting, Master of Arts in Special Education, and Master of Arts in Principal Leadership.
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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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Our ultimate goal is to make sure that they're functioning and successful members of society after they leave our school system.

Mary Mangione

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Host: Heather Volchko

Guest: Mary Mangione

This week, we're talking about High-Leverage Practice 11, identifying and prioritizing long and short-term learning goals. So, Mary, for you, you work with students who have had a very mixed school experience, and you're in the situation of trying to pull all those pieces together and send them off in a meaningful way for what's after they exit your program. What does this practice look like for you?

So looking back at thinking about long-term and short-term goals for students, I always come back to this great experience I had when I was a classroom teacher. Our wonderful transition coordinator at the time had us present together, with me as the case manager, the parent, and the student, when they turned 14 and a half. We did this crazy thing where we backwards planned the students' educational journey.

So it's called mapping. Ultimately, the hardest thing is really getting the student to come up with a life after high school goal that is achievable. So, if it's something like being a basketball star or going to Hollywood and becoming a movie star, maybe we need to come down a little and come up with alternative goals. Like, maybe a screenwriter would be an adequate life after high school goal, right? So after the student has come up with a goal for after high school, you kind of look at the four years and you kind of map out what do we do in year four in order for the student to be a screenwriter. So we kind of map it out backwards so that we have a very clear picture of what the student might need to do for the next four years of high school.

That's so cool because so many times we're constantly talking about relevancy. Like, is what we're doing now connected to their interests or what they're going to do later in life, those kinds of things? And that just makes everything a given because you've already mapped it, you've already set out this like, okay, so this is where you want to go, then here's how you get there, and how this, right now, this short-term piece is actually connected to that long-term piece. It makes it so, so simple, it seems like.

Yeah, I do, I do think that when we look at IEP goals, it can be very complex. And then on top of that, we look at IEP goals and try to figure out how this fits into the big picture. And we're ultimately talking about what students are going to be doing and how we can build them up for success after they leave school-based services. The entire IEP really should be driven by their transition plan, to be honest with you

Our ultimate goal is to make sure that they're functioning and successful members of society after they leave our school system. We do know that after they leave school systems, the services and the supports they receive, like it drops off a cliff. And parents and students are left with very minimal support. So knowing that helping families and students come up with pathways to figure out how they can get to the goal, whatever that goal may be, I think that's really just a collaborative and educational learning effort on our part for the families, too.

And not only that, but the action steps can change. Things will adjust and ebb and flow throughout the four years or even after the four years if they are enrolled in transition programming. So I really think that that's a piece that everyone can work on something together, and a really great visual as to how to get the student to where they want to be, not where you want them to be. But where they want to be so that there's buy-in. And again, like you said, special interests and all those factors are included in the plan.

I'm loving how you're like bringing the families into this because so many times I see this High-Leverage Practice talked about in terms of what that kids, that specific student, what do they need to learn and how do we get them to learn those things, and that's cumulative over time. I love that you're just taking that transition bent with it and that you're including families as a natural piece of that. But I know you also do a lot of work with local organizations and other non-school-based service providers.

And I think you've had some reflections around like, what does that even look like either outside of school or after school. Do you want to share a little bit more about how that fits into this conversation, too?

Yeah, absolutely. So I feel like I've always worked with students in high-need situations, whether they are alternative students or students who have IEPs. And one thing that I've always wondered is, after they leave us, after they graduate, what will they be doing, and are they set up for success? So even while they're in high school, I work very closely with the Juvenile Justice Council within our county just because there's a lot of communication and collaboration behind making sure that the student is successful. If they got in trouble outside of school.

There was work that we did a couple of months ago where students did a panel and talked about their experiences in school. And that caught some attention, and we decided to showcase student voice and students' experiences for the juvenile Justice Council because we know that the justice system is not always restorative. I know that we are well on our way to ensuring that the system is focused on restorative measures. But when we continually see students or our kids coming and going in and out of the system, returning to school, and then summer hits, they get in trouble again. And I know that the juvenile system is trying its best to make sure that we are looking at it from the socio-emotional health perspective and the support perspective. But I can't say enough: the system still is very punitive.

So I have a unique ability and opportunity for our students to talk about what's worked, what's not, and our families to voice their past experiences on what's happening in their lives outside of school. I interviewed a couple of students in preparation for the panel, and many of the students were talking about how the resources that are available. Their answer was, well, I would come to school, like I would get that at school. So if school's out for the summer or if school's out for break, where are our kids accessing those resources? So these are just some of the things that I'm really excited to be partnering with our outside networks and organizations. I think it's really telling that schools are a place of safe haven for students and a place of resources. But at the same time, how do we come together to ensure that we are graduating our kids and exiting our students to their local network, and they know where to access those resources, who to go to, who to talk to. Right. Like all those things are the things that kind of keep me awake at night.

Oh, for sure. But like you're talking about bringing that voice into those systems, so that the systems, I think, in a way are maybe even better at understanding what those long-term goals are, so that they can set up better support in the short term to get there. If you're talking about, you know, your juvenile justice system, if you're talking about school systems, regardless, I think we've got people who are in positions of decision-making power that see what they see. And to no fault of their own, like they've just walked their professional and personal walks, and they have that vantage point that they have. And until some other perspectives are brought or are given the floor to be heard, we only know what we know. Like that's true for anybody in any position and in any role in life, too. All we see is what our life has given us to see.

So it's really, really neat that you're saying, well, if you're even going to consider what long-term goals may look like, well, you need to have all those voices at the table. And that's not just for the student or for their family to support that student. It's for the entire system around the student so that all those things can actually be available to them.

I think when thinking about short-term and long-term goals, what sometimes needs to come first in order to make the accelerated progress that you want to make, really is changing the mindset of individuals who are at the table. So, not to be cheesy or anything, but I think we really need to always go back to the why. I mean, we have to go back to the why to talk about this is what's happening. Are you in or are you not? Like, are you motivated by this work?

Does this move you? If it does, then let's work on this together. In education, when working with people, if we don't have that innate ability or that desire really to help and change and to make it better for our kids, you're not going to be as motivated. I do what I do because it just sometimes makes me a little, like a little upset. Right? So when I'm angry or upset, then I'm like, okay, I have to do something about this.

Yes, that's what makes me want to do this work. That's what makes me excited to do this work. And I have access to kids as a principal. So then I get to see the kids and interact with the kids, and also I get to see what progress we're making. So immediately, I get that feedback from the work I'm doing. So it's going to be hard for other people who are constantly in environments where you're telling kids that you're doing this wrong. So how do we change that?

But more than anything, if the team members or whoever is on the team, if they are not motivated to make change, if they don't understand why behind we're doing this work, then those small action steps and that bigger picture, I don't know that you're going to be able to get there at the rate that you want to get there. Just because when we're talking about making that level of progress, we're talking about changing the environment and the outcome and the lives of our kids so that they're better members of our society. So this is a really important work that we're doing.

Well, I think the long-term outcomes of the population that you and I just get fired up around, they're not good. And so, what the systems are currently doing is not leading them to those long-term outcomes that people like you or I can say, ‘hey, there's another option here. Can you see this for yourself? Can we help you get there? Is that something that you're motivated to go for, and can we surround you by people that are also motivated to get you there?’ We know the long-term outcomes are just abysmal.

So we have to show up with that belief that there is something different, so that we can actually help them see those things to create those long-term goals for themselves. And then we can back that up, and we'll get the little baby steps to go there. And like you've said, the whole way along is like, and then we'll nudge it and we'll change it, and when things happen, we'll adjust. Like all of that's part of the story, but because we know that it's the outcomes that they're already getting, the baby steps are already there. That's the walk that they're already walking. vSo we have to be able to do something different, which means we have to be able to see different outcomes so that we can figure out what we can try differently to get them to that different place.

I like, you're actually triggering me to think about so many different examples right now.

Okay.

Because oftentimes what ends up happening is we do things for our kids. We create these goals, we do all this work, whether we make our ultimate goal, like a bigger goal or not. We expect students to exit school-based services and then continue to make progress towards that goal, whatever their lifelong goal is. But when we do things for kids or to kids, they are not well-equipped. Especially when we think about the support system at home may not be there.

So sometimes I hear comments from educators like, ‘well, he is old enough, or she is old enough, she's a high school student now, she should be able to do this XYZ,’ whatever the situation might be. So I often think about how much we're doing for kids versus doing with kids. We really need to start equipping our families and our kids to start learning the system. So we need to be doing it together so that when they leave, they're able to navigate that. Because we also don't want them to completely rely on schools and then not be able to problem solve afterwards. Because the system can be tough.

Yeah. And I mean, if the system, especially if we've just done everything for you and we think we are empowering you by doing things for you, then all of a sudden the bus stops showing up, and now you're supposed to be empowered, go do all these things by yourself. Where have you gotten the reps in? How have you practiced that? Do you even know that you can do that? Or you just know other people do that for you? How are we truly doing right now so that they can continue to do that when we are no longer part of their story?

Yeah, I agree.

Well, thank you so much for this perspective. I know one of the things that I tend to run into pretty frequently is adults defining these things for students, and I love that that was not even part of our conversation. It's not even part of how you see your students or the work that you do or the opportunities that are available to them that they may not even have noticed yet.

So thank you so much for bringing just this perspective and really breathing life into what it means to plan intentionally for those long-term outcomes that our students may not even see for themselves at the moment.

Thank you for having me.




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If they don't understand the why behind we're doing this work, then those small action steps and that bigger picture, you're not going to be able to get there.

Mary Mangione

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Teaching students with learning differences 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 data-informed 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 IDEA and the Every Student Succeeds Act (ESSA). These laws ensure that students with learning differences 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 learning differences, 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 range from a varied 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 learning differences in supportive 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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