Join Julia Wayne, Ann Dillenbeck and Lori Meyer as they walk you through SMARTIE Goal fundamentals as they apply to Children’s Integrated Services.
Here’s a breakdown of the content:
- Introduction 0:00
- Meet the Presenters 0:45
- Agenda 1:18
- Learning Objectives 1:57
- Why SMARTIE Goals? 3:28
- Whom do SMARTIE Goals Help? 4:53
- What are SMARTIE Goals in CIS? 6:01
- Goal Timelines in CIS 9:35
- Sharing Goals 10:55
- Your Outcomes Template 16:54
- SMARTIE 24:59
- Setting the Context 25:55
- Setting the Context Continued 26:47
- SMARTIE Acronym 27:58
- S: Specific 28:17
- S: Specific Continued 29:06
- M: Measurable 30:49
- M: Measurable Continued 31:23
- The Goal… So Far 33:37 A:
- Achievable 33:56
- R: Relevant or Routines-Based 34:56
- R: Relevant or Routines-Based Continued 35:37
- T: Time-Bound 36:25
- What is SMARTIE? 36:59
- I: Inclusive 38:11
- I: Inclusive Continued 38:34
- E: Equitable 39:55
- E: Equitable 40:29
- What’s SMARTIE About This Goal? 41:08
- Thank you! 50:40
SMARTIE Goal Fundamentals
00:00:00:00 – 00:00:31:10
Unknown
Hello and welcome to the Smart Eco Fundamentals Webinar for Children’s Integrated Services Professionals. The focus of today will be on applying the Smart Goals concepts when writing outcomes with clients and families in the context of children’s integrated services. Smarty is an acronym, so each letter stands for a concept. S is for specific and is for measurable. A is for achievable.
00:00:31:13 – 00:00:58:28
Unknown
R is for relevant or routines based. T is for timely. I is for inclusive and E is for equitable. We’ll hear more about that in a bit. My name is Julia Wade and I use she her pronouns and I am the personnel Development Coordinator for Children’s Integrative Services and I also work at UVM Center on Disability and Community Inclusion.
00:00:59:01 – 00:01:27:28
Unknown
And I’m joined today by my colleagues, Laurie Meyer, associate Professor for UVM College of Education and Social Services, and and Dylan Beck, who is the Seniors Program Improvement Manager for Children’s Integrated Services at the State of Vermont. So I’m going to give you an overview of the agenda for today’s webinar. First, we will discuss the purpose of outcomes or goals.
00:01:28:00 – 00:01:57:07
Unknown
Why are we writing them in children’s integrated services? We will review the This one plan outcomes form and we will discuss that there may be equivalents being used across the state as well. We will talk about an overview of the CRT concepts themselves and provide examples along the way. We will also have some reflection around the eye and the E of Smarties which are inclusive and equitable.
00:01:57:09 – 00:02:34:23
Unknown
We have three learning objectives for our webinar today. The learning objectives point to what we’d like participants to learn before the end of the webinar. What you’ll be able to have in mind after the webinar, participants will be able to name two benefits of setting goals. This these benefits are true for us in our everyday lives as well as in cities and the goals that we generate with clients and families.
00:02:34:25 – 00:03:11:18
Unknown
The second is to define the concepts behind the acronyms. Marty Juliano already went through the letters and the words that they stand for, and Lori will give more of an explanation of each concept associated with the letters. And the third is to give three diverse examples of SES, one plan or equivalent goals. We were purposeful in this webinar to give examples from different sets of services within SES as well as shared goals.
00:03:11:20 – 00:03:44:05
Unknown
So when we say diverse examples, that’s what we’re talking about. Examples that might reflect types of goals that clients or families receiving the different sets of services might identify. So why smart goals? Well, first we want to offer a framework. So developing smart goals has actually been part of the guidance for best practice in many fields since the 1980s.
00:03:44:07 – 00:04:14:10
Unknown
Started by a man named George Duran of Spokane, Washington, who first published a paper on writing Smart goals in 1981, and it was his attempt to help organize a water power companies management efforts to improve their business success. And he wanted to provide a few easy to recall concepts so that managers could take their vague aspirations and turn them into concrete action plans.
00:04:14:12 – 00:04:53:19
Unknown
So we also see that developing smart goals for clients and families has been part of Sears since the beginning, and it’s been a requirement of SES since the beginning and it has been updated to include the I and the E of the SMART acronym in 2022. And we see that in our bundled contract there is a requirement that one plans shall be developed in partnership between the CIA service providers and clients with planned goals created that are both smart and meaningful to the pregnant person, family and or early childhood education program.
00:04:53:22 – 00:05:23:21
Unknown
Now that we’ve talked about the benefits of smart goals, let’s highlight who receives those benefits. Since there is a broad population, one that includes pregnant people and people right after the birth of a child, or the addition of a child to a family, one that includes children ages four through five and through 12, through age 12 for specialized child care.
00:05:23:23 – 00:06:04:23
Unknown
And the third group is early childhood education and afterschool programs. That’s one of the reasons we say SES families and clients rather than children when we refer to whom we serve. In addition to benefiting SES clients and families, smart schools also benefit all one plan or equivalent team members. Smart goals help team members, focus be family or client centered and track and celebrate the progress as they collaborate The topics of smart schools in kids.
00:06:05:00 – 00:06:44:09
Unknown
The topics have a broad range. And so let’s here’s an opportunity for us for you to pause this webinar and think a little bit about your own experience. What topics have been identified by SES providers and families or clients partnering in your region? We also put together a collage showing a variety of topics, so I’m looking at a collage of photographs that include a man with a pile of books.
00:06:44:11 – 00:07:21:05
Unknown
Perhaps that’s my goal had to do with pursuing education and finding an early childhood education program for his children to attend so that he could enroll in classes. Another topic area might be feeding, whether it’s chest feeding or using a bottle. So I’m looking at a picture of, in this case, it’s a woman with a baby in a bottle as well as nutrition.
00:07:21:08 – 00:08:08:20
Unknown
As children grow and develop, another picture shows a cut out of a of an apartment building or or a house. And sometimes smart equals in serious address, stable and safe housing. Or they may address aspects of getting to that goal as finding housing can sometimes take quite a while and involve a lot of stages. Another picture in the collage is a woman helping looks like an infant learn to walk so that learning to walk may be a smart goal or some other aspect of motor development could be fine.
00:08:08:20 – 00:08:25:18
Unknown
Motor making using the small muscles in your hands to pick things up or gross motor or some kind of large muscle activity like walking or running or jumping.
00:08:25:20 – 00:09:10:23
Unknown
The second the last picture shows a man and a child in a swing, and the man is giving his child a kiss as he pushes the swing. And this is intended to emphasize positive relationships between adults and children, whether it’s educators, providers, family members, parents and their children. And that for some families or providers or educators, that involves some sort of behavior support which clients and families put into their own words.
00:09:10:25 – 00:09:47:12
Unknown
And the final picture is of a lunch box, looks like a healthy lunch. So healthy food and access to food may also be topics of schools. And this. I hope some of these topics match with the ones that you thought of and you may have many more. So here we have a timeline that shows us at the beginning of the development of a one plan that a plan must be written that includes at least one smart goal or outcome with clients and families.
00:09:47:15 – 00:10:09:21
Unknown
And then down the timeline, we see that at least every six months or as needed. The one plan must be reviewed and smart goals should be rewritten or revised. So we know that goals are not set in stone. Goals may be short term or long term. They might be shorter than this six month timeline that you see here.
00:10:09:24 – 00:10:41:18
Unknown
An example of a short term goal may be that ACA since strong families Vermont responsive home visitor might develop a goal with parents and they might choose to strategies to stay calm when feeling upset with their child. A long term goal might be moving beyond self-regulation to the interaction and choosing one or more positive parenting strategies when interacting with their child.
00:10:41:20 – 00:11:14:10
Unknown
Another example of a short term goal might be working with a parent and a baby to latch, and a long term goal might be weight gain. Here we have a draft image, an image that may give an idea of the integration within CPS. So if you think of this as a flower with the family or client at the center, you see how the petals of the flower, the colors are.
00:11:14:13 – 00:12:00:03
Unknown
They don’t stay in their own section of the flower and the Venn diagram to the right of the flower shows that there are four course sets of services in this early intervention. Specialized child care, strong families, Vermont home visiting and early childhood and family mental health. Each set of service is its own expertise and the services overlap or are integrated so that when families and clients are working with providers from those sets of services, they don’t feel like the provider is working only on one aspect of their lives.
00:12:00:03 – 00:12:34:23
Unknown
But it’s a holistic approach. And this means that goals the way this looks in cases that goals might be shared across providers and sets of services and the client and family. So thinking about a goal that has to do with smooth transition during drop off at child care or early childhood education program in the morning, you might have two different sets of expertise supporting the family around that goal.
00:12:34:25 – 00:13:19:28
Unknown
So one might be early intervention. Let’s say the child is a two and a half year old and drop ups have been difficult in part because of a need for support around communication and the child may use an augmentative or alternative communication system. In this case, it might be a simple picture system. Picture board, and the speech language pathologist on CPS team may support the caregiver and the child around using the picture board to review the schedule, and that helps guide them through the routine.
00:13:19:29 – 00:13:54:04
Unknown
So everybody knows what’s been done and what to expect. So maybe they open the door and there is a picture of putting their belongings away. They may then put put their photographs somewhere, whatever the routine is in that in this setting, and then join an activity. And by moving through that sequence, it may help that the child and the caregiver with their communication and ease the transition.
00:13:54:07 – 00:14:27:05
Unknown
There may be another approach to the same goal of smooth transitions at drop off, in which an early childhood and family mental health clinician supports the child and caregiver. So in that situation, the mental health clinician may be addressing how difficult it is for the child to leave their parent. And we won’t speculate about why that is, but it is a big challenge.
00:14:27:05 – 00:15:00:22
Unknown
And so the early child and family mental health clinician is supporting them in establishing some rituals. Maybe there’s a high five and then a hug and then, you know, something that the caregiver says to the child before the caregiver actually leaves. So the child knows exactly when that’s coming. And they’ve done something positive right before. So that’s one example of how it might look.
00:15:00:25 – 00:15:43:28
Unknown
Another example of a shared goal is if a family has been working with strong families, Vermont home visitor and they’ve been addressing perhaps some parenting skills, some some relationship strengthening the relationship between the parent and the child or the parents and the child and let’s say there’s a change in the family’s life and there’s a need to find and access and engage with a quality early childhood education program.
00:15:44:00 – 00:16:19:16
Unknown
The Family Support Home visitor may ask the family if they’d be interested in adding another team member, and perhaps that might be a specialized child care coordinator. And so there might be a goal around attending a quality early childhood education program and the the Family Support Home visitor may be working on issues of comfort with the program and adding caregivers to the family circle, having their child be cared for by other people.
00:16:19:18 – 00:17:00:09
Unknown
And the specialized child care coordinator might be working around identifying quality child care, child care programs that are accessible to the family. And so they may be working together in a variety of ways. It may not be separate visits or something. There might be some consultation or sharing of information over the phone together. But the goal itself could be shared, as has a form the outcomes page in the six one plan that gives a structure for writing smarty goals.
00:17:00:11 – 00:17:34:02
Unknown
It has four quadrants. The first one says we want, the second one says so that the third one says, How will we know we’re successful? And the fourth one says Resources. So during this part of the presentation, I’ll be talking about those four quadrants on the outcomes page in the CIC one plan. We know that some providers in sets of services within seniors are not using that exact form.
00:17:34:02 – 00:18:10:02
Unknown
They may be using an electronic health record, they may have their own forms. And what makes it an equivalent is if those four elements or quadrants are in that alternative or equivalent form or system. So it can be tricky. We asked providers to do the best they can to fit that the four quadrants into their own system. They wanted to talk through the four quadrants just a little bit.
00:18:10:04 – 00:19:11:24
Unknown
The first one we want has an accompanying question What would you like to happen? This can be a little tricky sometimes because it might not be straightforward. Not every family or client is ready to articulate something that is achievable and specific, so there may need to be some preparation for getting to this point of filling, of generating a smart goal where there is conversation about hopes and dreams, what with the family really wishes, what’s happening, or what they would like to see happen over the child’s lifetime or a pregnant person may be talking about how they’d like, how they’d like their delivery to go so or an early childhood educator might express their vision of
00:19:11:26 – 00:19:59:28
Unknown
the transition and routines in their setting, whether it’s classroom or outdoor based program. And also what’s very helpful is to have discussion of the client or families routines. So talking about what are the parts of the day that are most challenging and what are the parts that go that most smoothly. And in this way you can identify some specific goals because they’re tied to routines and and one thing we wanted to emphasize is that the we want section doesn’t have to be a quote from the family or a quiet or client.
00:20:00:00 – 00:20:38:24
Unknown
We’d like it to express family voice. So that doesn’t mean it has to say exactly what the client says, but should have the intent or the spirit of what the client is saying without using or family without using any professional jargon. There also may need to be conversation about if the goal is around a child, around what children that child’s age typically do or what what, given what the child’s doing now, what might be coming up.
00:20:38:27 – 00:21:23:02
Unknown
And we’re looking I think Julia already discussed how we’re looking for goals that have a six month to a year timeline. So let’s move to the next quadrant so that this is really looking at the family and child or child’s everyday life or your client. So tying into the difference that achieving this goal will make our goals in six aren’t around nine, you know, skills that researchers or people outside of the context in which the client and family live are interested in.
00:21:23:05 – 00:22:05:03
Unknown
But they’re really about what makes a difference in the client and family’s life. So it might be so that the child learns how to gain skills interacting with peers because we know that’s going to happen across their lifetime or so that the children in a classroom are able to maximize their learning. The third quadrant has to do with what is the criteria that will let more than one person know that success has been achieved, that the goal has been met.
00:22:05:05 – 00:22:30:10
Unknown
And so this is a little bit of a trick to think would two people agree that the criteria had been met or really could only one person tell? And this is the area in the outcomes development page where we see most of the elements of the SMARTY acronym. They may be in other in other quadrants or in other parts of the plan.
00:22:30:12 – 00:23:19:21
Unknown
And often we’re going to see here what is the specific thing that’s going to happen, when is it going to happen and the elements there you may generate with your clients or families and some unique way of measuring goals in order to know that they’re successful. For instance, it might be marking something on a calendar and or it might be showing pictures on a cell phone, or it might be having a CIC professional join you, join the family at playgroup in order to observe what the child is doing there.
00:23:19:23 – 00:23:52:09
Unknown
So things could and I could look a lot of different ways other than, you know, formal assessment. And finally, what resources do we have to help with this outcome that has to do with both formal and informal supports. So resources could be neighbors, family members could be parts of the community like a nearby park or a busy street where everybody is practicing getting it across safely.
00:23:52:11 – 00:24:32:11
Unknown
And it could be a more formal support, such as the SES providers on the team or other people that have more of a professional relationship in the client or family’s life. It really is whatever the client and family say is helpful to them in achieving the goal for seniors early intervention and the so that quadrant the why is this important may align nicely with the child outcomes.
00:24:32:13 – 00:25:17:09
Unknown
So that is a resource that seniors and providers have in developing goals. It wouldn’t say the outcome exactly, but how that how that child outcome relates to the priorities of the child and family. This summer celebrates May 10th in Vermont, and when I moved here, I already knew it was filled with amazing people who advocated for policies in implementing practices that supported environmental justice, social justice and disability rights, and that Vermont was very often at the forefront of leading policy and change for good.
00:25:17:12 – 00:25:58:10
Unknown
Since that time, I have developed a very healthy understanding and appreciation for the trailblazing spirit of Vermonters and delicious maple cream cheese. Of course, because it feels like we’re often the first to do something wildly innovative. Using smart goals within this keeps with that spirit. Before we dive into discussing smart goals and breaking down the acronym to support goal writing, I find it helpful to be thinking about a shared example together as a wise and wonderful e I service coordinator shared with me when developing goals for my 18 month old in our family.
00:25:58:13 – 00:26:37:25
Unknown
She said the best goals come from families own words or thoughts or intentions. So let’s start there. I want you to imagine a family member who, when asked, what would you like to happen, they say, I really want to sit down and eat a meal as a family so that we can enjoy time together. Now, there might be more there, and depending on your specialty at specialty and service, you may be listening to a family’s concerns, priorities and resources in hopes with various lenses and from a particular point of view.
00:26:37:28 – 00:27:14:28
Unknown
But we can imagine many scenarios from this example that could include a family member describing their child as a picky eater, the child experiencing difficulties sitting upright for longer periods of time due to low muscle tone. The family may include a pregnant person who is just diagnosed with gestational diabetes. The family may have unreliable transportation. The family may be experiencing food insecurity, along with feelings of stress and frustration related to not yet reaching their hopes of having a shared meal together where they can enjoy each other’s company.
00:27:15:00 – 00:27:47:00
Unknown
Setting the context reminds us that writing smarty goals does not occur in isolation. It’s through conversation that each of you are actively listening to the client’s hopes and dreams, along with their priorities, concerns, resources and supports and needs to begin the rather challenging work of thinking through and documenting a smarty goal within the outcomes section of the one plan or the equivalent.
00:27:47:02 – 00:28:20:26
Unknown
With that context set, let’s dive into and break down the acronym for Smarty. As Julia shared earlier, the smart part of Smarty has been around for nearly 40 years. In comparison, the newest addition to the acronym has been credited to being developed in 2021. Now we’re going to explore each element of the SMARTY acronym together, describing the goal and what it looks like when it’s accomplished, including the criteria begins with being specific.
00:28:20:28 – 00:29:00:20
Unknown
So what does it mean to be specific? It means state specifically the intended accomplishment to reach a client’s hopes and dreams. Being specific makes the goal focused and concrete. The goal becomes clear and understandable. It means to keeping it free from jargon and any specific disciplines or services. It also means avoiding words that are not specific. Nonspecific word examples include passive terms such as improve, decrease, increase, maintain, tolerate, among others.
00:29:00:22 – 00:29:31:24
Unknown
One approach to aid and specific goals is to use the third word rule identified by Russian Sheldon. The third word rule refers to the third word in the outcome or goal statement, and that third word, the outcome statement should be contextualized a contextualize action that is functional. Let’s take a moment to discuss what we mean by contextualized and functional, since those words will come up later.
00:29:31:26 – 00:30:08:09
Unknown
By contextualized, we mean the environment that impacts the client. By functional, we mean something that is meaningful and useful in the client’s everyday life. For example, Talia will eat with her family at mealtime, eating the food they eat. The word eat in this example, attire used in this guide meets the criterion of the third word rule. Another example of an outcome statement with a functional third word is tire will sit with your family at mealtime.
00:30:08:11 – 00:30:43:20
Unknown
Both eat and sit may be more contextualized. That is more concrete and clear than the word. Join, for example, join could mean many things. What does it mean to join in a family meal? One of the best things about finding the just right word to be specific and contextualized in an action word is that it will assist you in writing a goal that is measurable and we will discuss that next.
00:30:43:22 – 00:31:17:18
Unknown
We include measurement focus within the goal so that we are able to evaluate progress towards the goal. It answers the question How will we know success? With that in mind, we can ask ourselves what data can we collect that reveals progress and success? Keeping in mind that smaller short term goals, strategies or objectives may assist in breaking down a long term goal and making it easier to document and measure progress.
00:31:17:21 – 00:31:43:18
Unknown
These steps were adapted from a seven step process developed by Robin McWilliam that, among many things, includes steps for making a goal measurable. These are steps five through seven, which we will go over together. So when you’re looking at this slide, we’re going to read from left to right. The first column is the steps, and the second column is the outcomes associated with each step.
00:31:43:20 – 00:32:18:08
Unknown
So starting in the upper left hand corner, we have step five. It asks you to add a criterion for demonstration of the contextualized functional action that begins the goal. In our example, it is How will we know that Tiya has acquired the skill of eating with her family at a mealtime and eating the foods they eat. We can add the following criterion We will know Tire can do that when she is at least two of the foods that the rest of the family eats.
00:32:18:10 – 00:32:55:05
Unknown
Sub6 asks you to add another criterion for generalization, maintenance or fluency, if appropriate, across routine people, materials and places. We can do this by adding to the statement during each mealtime. Lastly, step seven asks you to identify over what amount of time. So how frequently does TYA need to demonstrate her skill of eating with her family and trying at least two of the foods that the rest of the family eat face up or conversations?
00:32:55:07 – 00:33:23:22
Unknown
Hey, a service provider decided that one week was reasonable. Part of measurement is working with your client or family and discussing how can we document data? How can families and providers show evidence? Families can rate things. They can show information from their cell phone. They can mark their calendars. Providers can mark observations in their progress notes. There’s many ways that data can be collected.
00:33:23:29 – 00:33:46:28
Unknown
What’s important is discussing that with your client or family about what methods work best for them. So here’s the goal so far. TYO eat with her family at mealtime by eating the foods they eat. We will know she can do this when she eats. At least two of the foods the rest of the family eats during each meal time.
00:33:47:01 – 00:34:25:29
Unknown
For one week. That brings us to a. Achievable as a goal as being written. It’s important to keep this letter a achievable in mind. The aspiration is to make a goal that is challenging, that is ambitious and simultaneously reasonable and achievable. Is two foods eaten that are the same between Tiia and her family reasonable? Is it realistic that tire could do this behavior or skill for an entire week across all family meals, breakfast, lunch and dinner?
00:34:26:02 – 00:34:59:05
Unknown
You can imagine how this goal could be to make it more realistic if that was necessary. For example, changing each mealtime to at least one meal time or decrease decrease from eating at least two of the same foods to be just one of the same foods as a goal as being written, it is important to keep the letter are relevant or routines based in mind.
00:34:59:07 – 00:35:24:21
Unknown
With this, we want to ensure that the goal is meaningful and functional to the client, family and child. The beauty of functional goals is that they support healthy development and wealth and the well-being of a client, family or child in everyday activities. Now we can examine the goal against the criterion that the goal is relevant and functional, since eating and mealtimes are extremely functional.
00:35:24:28 – 00:36:04:25
Unknown
This goal does meet the criterion when writing or examining a written goal. It is important to keep the idea of functionality in when considering to what extent the written goal is relevant and routines based. That is, identifying specific behavior and or knowledge that supports child, family and clients participation in their family school community life. A goal that is functional will enhance the client’s capacity and their participation in everyday activities or routines.
00:36:04:28 – 00:36:20:05
Unknown
It is meaningful and important. It is convenient and useful. It’s a part of their everyday life and based on personal interests, hopes, dreams and priorities.
00:36:20:07 – 00:36:43:22
Unknown
Finally, to include the last of the all smart acronym T stands for Time Bound. This means that the goal includes a clear end date and that it has been decided based on a reasonable, yet ambitious timeline. As you can see in the example on this slide, the goal has been improved by adding a clear and date of six months.
00:36:43:25 – 00:37:19:21
Unknown
Now let’s take a look at the newest editions of Smart Goals. That is the letters I and E. So what is smart? Smart was developed by the Management Center, an organization that. And this is taken from mission and history section of their website. It helps social justice leaders build and run equitable, sustainable and results driven organizations. They had the idea to improve upon the concept of smart by adding an AI standing for inclusive and an E standing for equitable.
00:37:19:23 – 00:37:55:19
Unknown
To the best of my knowledge, no other state is using the concept of smart within their systems similar to Vermont. This system that again makes Vermont a trailblazer in this area, and as such it will be collectively understood and further defined, as we put it into action in our state, our systems and our circles of influence. Let’s take a closer look at the ideas making goals smart, measurable, achievable, relevant routines based, time bound and inclusive and equitable.
00:37:55:22 – 00:38:06:18
Unknown
Together, we’re making sense of what these new concepts mean and how they apply to our work.
00:38:06:20 – 00:38:46:01
Unknown
The Racial Equity Tools Glossary defines inclusion as authentically bringing traditionally excluded individuals and our groups into processes, activities and decision policymaking in a way that shares power. What does inclusive mean when it comes to writing goals? One way is to think of sharing power and voice by creating goals that reflect and honor the client or family’s culture, customs, rituals and routines to fully bring individuals who might traditionally be excluded into goal the goal writing process.
00:38:46:03 – 00:39:15:23
Unknown
We want to write goals that are jargon free, positive and strengths. Based Inclusion is about who has the power, the power to make decisions or the power to participate in a meaningful way. With that in mind, inclusive may also mean reflecting on some key questions. In particular, when it comes to writing the actionable part of the goal. So that is the strategies and actions part of the outcomes page.
00:39:15:25 – 00:39:49:03
Unknown
So first, where might power and differences impact the strategies and actions identified for this goal? Second, in what ways can we share power and help develop somebodys power from within so that they have the agency to feel their own power when it comes to achieving this goal? Third, in what ways can we engage with one another so that everyone involved feels a sense of belonging within the process.
00:39:49:05 – 00:40:41:27
Unknown
That brings us to Equitable the Racial equality tools. Glossary defines equitable as to treat everyone fairly. An equity ethicist seeks to render justice by deeply considering structural factors that benefit some social groups, communities and harms other social groups or communities. Sometimes justice demands for the purpose of equity and unequal response. So what does equitable mean when it comes to writing goals to ensure we’re developing outcomes with clients and families and to keep in mind the issues of fairness, justice, or systemic inequities that could contribute to challenges for achieving identified goals.
00:40:41:29 – 00:41:23:12
Unknown
There are several reflection questions that we can take into consideration. First, how can we understand the histories of marginalized communities so that the strategies and activities plan to achieve this goal? Also address systemic injustices, inequities or oppression? We’re going to share with you two example outcomes for the first one. We’ll talk about all four quadrants in the outcomes page of the six one plan or the elements we’d like to see in an equivalent outcome.
00:41:23:14 – 00:41:56:09
Unknown
So for that one, we’re talking about a child name chair. This mother named Amina. A CIA Strong families Vermont family support home visitor named Kaia. And the way the four quadrants read is we want charities to have an opportunity to play with other children her age so that charities will learn to use her words with children as well as adults.
00:41:56:12 – 00:42:32:24
Unknown
The outcome is Ameena will take charities to playgroup twice a month for two months, and the resources to help with the outcome are via the six strong families Vermont home visitor Laura, the playgroup facilitator and Amina’s calendar for marking when they go to playgroup. Our question for you is how is this outcome? Specifically, Amina will take charities to playgroup twice a month for two months.
00:42:32:27 – 00:43:10:12
Unknown
How is it, smarty? What smarty about it? So maybe pause the webinar for a minute and think through that. You might want to write out the acronym and list how this this outcome. Amina will take charities to playgroup twice a month for two months fits the criteria. And when you’ve done that, you can compare what you thought of to these ideas and it’s specific and it says it uses the third word rule.
00:43:10:14 – 00:43:49:04
Unknown
It’s kind of stretched a little bit over a number of words, but it says take charities to playgroup. So that’s the specific action we would like to see. It’s measurable in that it says we can tell if Amina did that or not by looking at her calendar and seeing that she marked two times. Perhaps this is a system that Amina suggested, or that Amina and the home visit are kind of developed together and they’ve used for other things, so they know it will work.
00:43:49:07 – 00:44:29:23
Unknown
It’s achievable. And Amina has been to playgroup before with charities and so we know that she can get there and she has said, Amina has said that she thinks this is something that they develop together. And so it isn’t something that someone else came up with in isolation. But I’m, you know, as a partner in it’s relevant because Amina has prioritized charities, learning, having time with other children and learning how to interact with them.
00:44:29:25 – 00:44:35:14
Unknown
And we know that’s the skill that charities will need throughout her life.
00:44:35:17 – 00:45:14:23
Unknown
And it’s time bound. This is something maybe to think about because it says twice a month for two months. So it gives some time parameters. However, it doesn’t really say when, like next year or, you know, over what time period. It’s not a time bound in that way. So maybe if you were developing this, you might add and an end date or by a certain period this will happen and inclusive and equitable.
00:45:14:24 – 00:45:51:08
Unknown
I think some things to consider there are look I mean has been to playgroup with charities but can they get there twice a month for two months or does that cost money? And when Amina does that with charities, what will their experience be at playgroup? Will they be welcomed and included and want to go back again and those are some of the considerations and and also perhaps the quality of the playgroup.
00:45:51:08 – 00:46:36:16
Unknown
And we know there is one, but in Amina and charities is, you know, community. And so that covers the, the SMARTY acronym. Let’s look at another example in this second example we won’t go through all the quadrants will focus on the quadrant called the outcome or how will we know when we’re successful? And that quadrant reads. Naomi will report that she feels very informed about how children grow and learn during their first six months, and she’ll do that after Three home visits.
00:46:36:18 – 00:47:12:08
Unknown
So again, please think for a minute about the Smarty acronym and whether or not this outcome meets the criteria. You may have some ways it does in some ways that it doesn’t. If we consider that as in Smarty, it follows the third word role that Naomi will report. So we know what the specific thing is that we’re going to measure, and that is that she reports feeling very informed.
00:47:12:10 – 00:47:48:10
Unknown
So we also know something about measurable. Perhaps Naomi and her ethicist provider who supporting Naomi have come up with a system, perhaps that’s even a homemade rating scale that goes from not at all informed to very informed. So she’ll report she feels very informed about how children grow and learn. And it’s limited to a specific time period during their first six months.
00:47:48:10 – 00:48:23:01
Unknown
So child development during that period, it’s achievable again. Like the previous example, because they’ve developed it in partnership and both the provider and the client feel like this is something they can achieve within three home visits. And it’s relevant because this is one of the primary areas of concern Naomi expressed when talking about talking to the home visitor about her pregnancy and delivery.
00:48:23:04 – 00:49:03:06
Unknown
She is worried about what to expect after the baby is born and how she will care for the baby during that time. And so giving her some information when asked what would help her. She’s described, well, you know what happens? What what what should I expect? So laying out for her some early milestones in child development, whether it’s by sharing videos or sharing printed materials, bringing another person on the home visit, a trusted person who maybe can share that information verbally.
00:49:03:08 – 00:49:38:09
Unknown
There are a variety of ways that that could happen. It’s time bound because it says during their first six months after three home visits, again, it doesn’t really give an end time. So that might be a question to ask when you’re developing your own smart equals and inclusive and equitable. Some questions you might ask is are whether or not the material presented to give the information is in.
00:49:38:09 – 00:50:10:23
Unknown
Naomi is a first language is accessible to her in terms of processing information fits in her time frame that she has for reviewing it. Things like that might be things to consider. And also child development has quite a range to it and there are some things that we consider milestones that we may consider to milestones that might be culture specific.
00:50:10:25 – 00:50:42:01
Unknown
And so taking into account maybe when describing being able to pick up the toy or an object and hold it, grasping something and holding onto it. The examples that are used might be toys or objects that Naomi might use with her child. We conclude training today with an invitation. We invite you to find a way to discuss smart goals that you develop with families and clients.
00:50:42:04 – 00:50:58:19
Unknown
Perhaps there’s a way to add discussion time to your regular team meeting agenda like your case intake team. Thanks for listening to our webinar today. If you want to contact us information is included with this recording.
