This study leveraged Toolkit usage data and school district data from 2021-22 to explore the impact of Goalbook Toolkit usage on student literacy outcomes. The analysis provides strong evidence that Goalbook Toolkit usage is positively associated with student outcomes across all student groups (grades 6-8). Correlational analysis found evidence of a positive association between the frequency of Goalbook Toolkit use and student outcomes on the Maryland Comprehensive Assessment Program (MCAP) reading test among students of Goalbook Toolkit teachers.  

Weekly usage of Goalbook Toolkit during the school year is predicted to have a positive student impact of a 9-percentile gain on the reading assessment.  A significant positive impact of Goalbook Toolkit usage on student reading outcomes was identified when special educators’ used Toolkit at least weekly. Aligned to ESSA Evidence Level 3.

This study was the first of a multi-year study using quantitative and qualitative means to explore the relationship between Goalbook usage and special educator self-efficacy across key areas of instructional practice, job satisfaction, and retention.  Aligned to ESSA Evidence Level 4.

Key findings included:

• Educators with the highest usage of Toolkit showed significantly more growth in self-efficacy ratings across all areas of practice in comparison to educators in the lowest quartile of Toolkit usage.

• 87% of educators reported they are extremely likely or somewhat likely to stay in their same position for the next two years.

This study, conducted by The SERVE Center at the University of North Carolina at Greensboro, used a quasi-experimental design that compared student outcomes in North Carolina schools/districts where special educators had access to Goalbook with student outcomes of similar students in similar districts where special educators had no access to Goalbook Toolkit.

At school and district levels, special educators’ access to Goalbook Toolkit had a statistically significantly positive impact on students’ scores on the regular reading assessment. Students with special needs in these schools/districts with educators' Goalbook Toolkit access, overall and across all student groups, had statistically significantly higher reading scores than the comparison group student outcomes. A 0.07 standard deviation increase corresponded to moving a student from the 50th to the 53rd percent of the distribution. Year 2 findings increased from year 1, suggesting that student gains may increase over time with educators’ access to and usage of Goalbook Toolkit.  Aligned to ESSA Evidence Level 2.

A Present Levels statement is the heart of the IEP, and the findings from this study support its importance. This study, conducted by Dr. Erica Lembke and Dr. Matthew Burns of the University of Missouri College of Education, may well be the first to examine the relationship between the quality of a Present Levels statement and student achievement. Data from 211 special education teachers from 23 school districts in Missouri, along with one corresponding student for each teacher, were analyzed as part of this correlational study.  

Findings showed a positive relationship between educators’ usage of Goalbook Toolkit resources and higher-quality Present Levels statements, which were positively associated with increased student achievement outcomes in reading and math for students across grades 1-11.  Aligned to ESSA Evidence Level 3.

Goalbook conducted a year 1 Toolkit implementation evaluation for Earlywood Educational Services of Indiana to explore special educator efficacy in using and providing high-quality resources and strategies to address the varied learning needs of students and meet the needs of general education teachers in serving students with special needs in the least restrictive environment.  Teachers’ levels of efficacy increased across all practice areas with the greatest percent increases in using Goalbook as a resource when planning instruction (28%) and creating standards-aligned goals (16%).  An equivalent rate of increased growth (12%) was noted in two areas: 1) unpacking standards and 2) creating measurable goals.  Aligned to ESSA Evidence Level 4.

An external study of educators in Evergreen Public Schools (WA) found Goalbook increases educator efficiency and efficacy when it comes to creating IEP goals and aligning instruction. Goalbook Toolkit has enhanced educator practice in writing standards-aligned, measurable IEP goals and in planning and co-planning instruction using research-based universal strategies that effectively address student needs. Aligned to ESSA Evidence Level 4.

Goalbook earned certification as a Research-Based Design Product, using the rigorous criteria and competencies developed by Digital Promise.  Toolkit met the standards of research and evidence, aligned to the federal Every Student Succeeds Act.  Only 13 companies of an initial 30-applicant pool were awarded this distinction.  Aligned to ESSA Evidence Level 4.

In partnership with WestEd, this qualitative study explored how Goalbook’s resources impact collaboration and instructional practice for related service providers with other educators on a school campus, including general education and special education teachers.  This study found Goalbook tools and resources increased effective collaboration between related service providers and teachers, translating into positive outcomes for students. Aligned to ESSA Evidence Level 4.

Goalbook, in conjunction with WestEd, examined how the Universal Design for Learning (UDL) framework is used to design instruction and facilitate differentiated lesson planning supported through a co-learning cycle with instructional coaches in DC Public Schools.  The study found that a structured coaching support plan for teachers integrating training on using Goalbook’s UDL-rubric alongside Toolkit usage increases differentiation in teachers’ instructional planning and delivery.  (DC Public Schools,2014).  Aligned to ESSA Evidence Level 4.

Dr. Susan J. Courey, professor of special education at SFSU, along with faculty member Dr. Phyllis M. Tappe, conducted a study to support student teachers in developing more personalized learning goals for their students.  Goals written with the support of Goalbook contained 2.5 times more information for planning and measuring an individual student’s success. Aligned to ESSA Evidence Level 4.