Standards Training Day for SPED and SSP • Colorado Academic Standards that include Common Core Shifts • Student Learning Outcomes • Standards Based Goals and Objectives • Department Specific Professional Development Aug 19-22
Dec 17, 2015
Standards Training Day for SPED and SSP • Colorado Academic Standards
that include Common Core Shifts • Student Learning Outcomes • Standards Based Goals and
Objectives • Department Specific Professional
Development
Aug 19-22
Welcome!
Name
School or Worksite
Position
One fun thing you did during
your vacation.
Setting Norms
•Norm One•Norm Two•Norm Three
What does this look like to
you?
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Developing SLO’s Overview- focus on the Objective Statement
Difference between SLO and IEP Goals
Sta
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oals Evidence Based
Practices on Writing an IEP Goal
Building your objectives designed to meet the goal
Enrich and Goals/Objectives
Standards Exposed
Objective
All special education teacher and services providers will have a common
understanding of academic and health standards for all students.
Standards
PROFESSIONAL STANDARDS
Academic Standard
sAccess Standards
Colorado Academic and Health Standards
Health Standards
Page 23-24 in Procedural Manual: The Colorado State Recommended IEP
Academic Standards
Literacy
CCSS EEO
Math
CCSSEEO
Science
EEO
Social Studies
EEO
Arts
World Language
s
PEMovement
Competence and
Understanding
WellnessPhysical and
Personal
WellnessEmotional and
Social
Prevention
Risk Managemen
t
The Standards
Common Core and its influence on the Colorado State Academic and Health Standards
Aligned with college and
work expectations
Clear, understandable and consistent
Build upon strengths and
lesson of current state
standards
Are informed by other top
performing countries
Evidence Based
Common Core and its influence on the Colorado State Academic and Health Standards
http://practice.parcc.testnav.com/#
Common Core and its influence on the Colorado State Academic and Health Standards
Literacy Mathematics
•Content rich non-fiction
•Gleaming evidence from the text
•Regular practice with complex test
•Prioritized concepts
•In-depth study •Strong foundations •Procedure and
fluency are necessary
•Application
Key Points: Standards Exposed
•Summary
Sta
nd
ard
s exp
ose
d The
Common Core State Standards heavily influence the Colorado Academic Standards
Sta
nd
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s exp
ose
d The main
purpose of the standards is to prepare students for college and career readiness
Sta
nd
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s exp
ose
d The
instructional shifts reflect college and career expectations
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Ob
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ives Why SLO
Developing SLO’s Overview- focus on the Objective Statement
Difference between SLO and IEP Goals
Sta
nd
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s B
ase
d G
oals Evidence Based
Practices on Writing an IEP Goal
Building your objectives designed to meet the goal
Enrich and Goals/Objectives
Implications for Special Education
ObjectivesSpecial education teams will calibrate
their understanding of the Colorado State Academic Standards and their implication
for students with a disability.
Special education teams will understand the shifts in their role under the Colorado State Academic Standards and how this
impact services for students with a disability.
http://www.leadered.com/pdf/Fewer_Clearer_Higher_CCSS_Special_Education_2014.pdf Read Pages 4-6 “Common Core State Standards
and Special Education”
Using Insert Method: √ = Yes I agree, ? = I though differently
Facilitated discussion
Goal 1
All students need to access the core curriculum.
Goal 2
All students in special education, qualified because they require specially designed instruction as one of the means to better
access the core instruction.
Goal 1
All students need to access the core curriculum.
1. High, yet reasonable expectations 2. Universal Design for Learning
3. Co-Teaching; Co-planning; cross training for all teachers and service
providers 4. Accommodations, Modifications, and
Assistive Technology5. Generalization of skills and
knowledge beyond the special education setting
1. What is this child’s gift to the world?2. What is interfering with their ability to
access core instruction?3. Can this barrier be overcome with
accommodations, modification and assistive technology?
4. If not what specific instruction is needed to support the student?
5. How can the team deliver the instruction while balancing the demand of the core
instruction?
Flexible Mind Sets and Creativity • “Those who develop a fixed
mindset accepts the premise that we are born smart or not smart- able or not able…”
• “By contrast, people who develop a fluid or growth mindset...believes that while genetics might sketch out a starting point in our development, one’s own determination and persistence, with persistent and determined support- are really what predicts success.”
-Sousa and Tomlinson “Differentiation and the Brain”
• Observe and use all your senses
• Challenge your interest and try something new
• Having strong judgments limits your creativity ability
• Let idea incubate by taking a “Brain Break”- usually AHAH! moments occur
• Look where others are not looking
• Experience as much as you can
-Burrus “…Strategies for Increasing your Creativity”
What is our plan?ECEA
ALL MEANS ALLFollow Up Training -Accommodations
-Assistive Technology-Universal Designs for Learning
-MTSS-Multi-disciplinary Reports
Key Points: Implication of the CAS w/CCSS for SPED and Services •Summary
Imp
lica
tion s The role of
special education will need to shift in order to meet the rigor of the standards
Imp
lica
tion sGreater emphasis is placed on supporting students in access to the core curriculum
Imp
lica
tion sThis will
require flexible mind sets and a lot of creativity
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ives Why SLO
Developing SLO’s Overview- focus on the Objective Statement
Difference between SLO and IEP Goals
Sta
nd
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s B
ase
d G
oals Evidence Based
Practices on Writing an IEP Goal
Building your objectives designed to meet the goal
Enrich and Goals/Objectives
DPS Student Learning Objectives Objective
Participants will understand the two purposes of Student Learning Objective in
DPS
WHY SLOS?
To increase achievement based on the
Colorado State Academic and
Health Standards
To become one possible student growth measure as a part of the performance management
system
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Developing SLO’s Overview- focus on the Objective Statement
Difference between SLO and IEP Goals
Sta
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s B
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d G
oals Evidence Based
Practices on Writing an IEP Goal
Building your objectives designed to meet the goal
Enrich and Goals/Objectives
DPS Student Learning Objectives Objectives
Participants will understand that SLOs are tied to the goal of accessing the core
curriculum and supporting district wide deep standards implementation.
Participants will have tools to begin developing objective statements as the first
step in the development of SLO’s
Getting to the Heart of SLOs:The Teaching & Learning Cycle
Standards Knowledge• What do my
students need to know and be able to do?
Measure/Analyze• What do my
students know now?
Plan• What do I need
to do to promote rapid learning?
Implement• How do I
differentiate instruction to target students' needs?
Evaluate• What did my
students learn?
Reflect• What
worked? What didn't work?
Shifting from SGOs to SLOs
•SLOs leverage more than a decade of learning about SGOs
•Primary distinctions of SLOs:▫Beginning with the Standards▫Using a Body of Evidence▫Collaboration▫Tiered rating system
Overview of SLO Process
Question Generation…
Objective Statement:
What will students know and be able to do at the end of the course (services)?
Step 1: Creating an Objective Statement
Guidelines: •Written in the form, “All students will be
able to…”▫Should include at least one language
domain (reading, writing, listening and speaking)
▫Should include at least one language function (describing, making request, giving instructions, etc.)
▫Comprised of standard(s) and/or grade level expectation(s)
Step 1: Creating an Objective Statement
Guidelines, continued: •Reflect the knowledge and/or skills in both
content and language that are critical for students’ success in the current course and future courses (including other content areas).
•Cover standard(s) and/or grade level expectation(s) that span the duration of the course, i.e., are covered in multiple units throughout the course
Hold on… I have a diverse set of students… what do you mean ALL students Non-Center Teachers Center Based
Teachers SSP
What are the SLO’s the general education teacher is doing? Can you align with general education?
What are the needs of your students? Is there a common need among the group?
What standards aligned with your oldest student? Look at the strands of that standard in each grade level.
Include a matrix to allow for individual students at each grade level. (examples coming)
What are the needs of your students?
-One literacy SLO- (reading, writing, listening or speaking)-One SLO related to your students needs DHH Center- LanguageMIA- Social Skills, Communication MI/MIS- Adaptive Functioning MIA- Social Emotional
-Predetermined domains and standards to pick from (SSP’s add your predetermined domains here for your respective group)
Objective Statements: Non-Example #1
Students will read at a lexile level of 890.
Compare this statement to the guidelines. In what ways does this not meet the guidelines?
Guidelines for Objective Statement
“All Students will”-Language domain-Language function
Standards or grade level expectation
Critical skill for success
Span the duration of the course
Students will be able to set the table.
Students will be able to produce the /s/ sound.
Objective Statements: Example #1- sped
All students will be able to trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not , orally or in writing, using academic language.
Guidelines for Objective Statement
“All Students will”-Language domain-Language function
Standards or grade level expectation
Critical skill for success
Span the duration of the course
Compare this statement to the guidelines. In what ways does this meet the guidelines?
Objective Statements: Example #1- center
All students will be able to analyze the interrelationship of physical, mental, emotional, and social health , orally or in writing, using academic language.
Guidelines for Objective Statement
“All Students will”-Language domain-Language function
Standards or grade level expectation
Critical skill for success
Span the duration of the course
Compare this statement to the guidelines. In what ways does this meet the guidelines?
Objective Statements: Example #1- ssp
All students will be able to Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation., orally using academic language.
Guidelines for Objective Statement
“All Students will”-Language domain-Language function
Standards or grade level expectation
Critical skill for success
Span the duration of the course
Compare this statement to the guidelines. In what ways does this meet the guidelines?
Step 1: Creating an Objective Statement
• Working with a partner: ▫ Identify focus standard(s) or focus ELGs (related to the
needs of your students) Non-center teachers look at academics standards Center teachers look at academic or your specific niche
standards (e.g. MIA- VB MAPPS, DHH- Expanded Core, MIS- Communication Matrix, etc.)
SSP- Ask your supervisor for guidance▫ Review standards trajectory for 3 years, if feasible
Or look to the standards of the oldest child on your case load and survey back
▫ Identify changes in expectations over time▫ Write objective statement and rationale ▫ Use the template available here: http://goo.gl/xZ95K2
Step 1: Creating an Objective Statement
•Together with another pair (4 people total): ▫Exchange Objective Statements▫Compare their Objective Statement to the
criteria. In what ways does this meet the criteria?
▫What recommendations would you make to strengthen their Objective Statement?
Hold on… I have multiple grades on my case load… so I picked the oldest child but the expectations are different for each grade?
All students will be able to report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace, orally, using academic language. (written from a 3rd grade standard)
-describes people, places, things and events -relevant details -express ideas and feeling clearly
-tell a story or recount an experience-use appropriate facts -is relevant-has descriptive details -speaks audibly -coherent sentence
-report on a topic-report on text-recount experience with facts and details-speaks clearly -speaks at a understandable pace
1st Grade (6 children) 2nd Grade (8 children)
3rd Grade (5 children)
Next Steps… • 5 content-area specific professional learning sessions are planned for the 14-15 school year.
• Coming soon: Performance Criteria and Rubric, Baseline Data
Plan
Non Center Teachers Center Based Teachers
SSP
Continue to receive support from your building teacher leaders
Participate in 15 hours of paid additional sessions scheduled through out the school year
Continue to receive support in your universal meetings.
Key Points: SLOs
•Summary
SL
O The main
purpose of SLO’s is to support standards based instruction
SL
O The objective statement is the first step on the SLO
SL
O More instruction around SLO’s is forthcoming
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Stu
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Ob
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ives Why SLO
Developing SLO’s Overview- focus on the Objective Statement
Difference between SLO and IEP Goals
Sta
nd
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s B
ase
d G
oals Evidence Based
Practices on Writing an IEP Goal
Building your objectives designed to meet the goal
Enrich and Goals/Objectives
DPS SLO verses IEP Goals
Objective
Special education teams will understand the distinction between an SLO and an IEP
goal and why the distinction must be made.
IEP Goal verses and SLOIEP Goal SLO
• Based on individual students needs
• Developed by the IEP team
• Is an annual goal (e.g. December to December) that multiple teams might address over two school years
• May have multiple team members working on this goal
• Based on a need that your collective case load has (or at least a majority of your case load)
• Developed by an individual teacher or SSP
• Is an objective for the
school year (e.g. Aug to May)
• Is typically going to be worked on by the individual
AgendaC
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Stu
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Ob
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ives Why SLO
Developing SLO’s Overview- focus on the Objective Statement
Difference between SLO and IEP Goals
Sta
nd
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s B
ase
d G
oals Evidence Based
Practices on Writing an IEP Goal
Building your objectives designed to meet the goal
Enrich and Goals/Objectives
DPS IEP Goals
Objective
Special Education team members will understand how to write a standards based
IEP goal.
Page 23-24 in Procedural Manual: The Colorado State Recommended IEP
Direct correspondence between present levels and needs
Consider the standards but not
written verbatim of the standards
Ages 15+ have annual goals and post-
secondary goals. Annuals goals have a direct link to the post-
secondary goal.
What will be accomplished in the
next 365 days?
What is the potential for learning and rate
of development?
What is needed to close the
achievement gap?
Requirements
Page 23-24 in Procedural Manual: The Colorado State Recommended IEP
Results-driven
Strategic
Describe an improvement from current level
Reflect an area of need related to progress in Gen Ed
PrioritizedSmart Goals
Describe conditions under which the student will perform
Measurable level of attainment
…all IEP goals must have short
term objectives orbenchmarks,
regardless of the disability.
In order to close the achievement gap and provide
a strong roadmap for
specially designed
instruction…
Goals and Objectives
CEC Guidance on Writing Standards based Goals. Start with the
grade level standard.Using your BOE of,
determine base line of function Survey back into the standards to
determine where the students baseline occurs Reflect on the
students typical rate of progress Can they meet the grade
level standard or is that too unrealistic?What levels would reflect
realistic yet high expectations?
Angela Reading Informational Text 6th grade
Key Ideas and Details -cite textual evidence to support analysis -draw inferences from the text-determine central idea -summarize the text -analyze the details
Craft and Structure-determine meaning of words in text-analyze text structure -determine authors point of view
Integration of Knowledge and Ideas -integrate multi-media-trace evidence and claims-distinguish claims that are supported -compare and contrast difference authors perspective
Range of Reading Level of Text Complexity -reads and comprehends 6-8 grade level text
Angela Baseline of Functioning (BOE Interpretation)
-Literal meanings of words, phrases and sentences -Identify the main idea if it is explicit in the text but cannot support the main idea with details -Draws literal connections but cannot infer connections-Understands the role of a sentence and paragraph -Struggles with point of view -Beginning to understand compare and contrast -Comprehends 3rd grade text
Baseline- 3rd Grade Level
The gap
Angela
Kinde
rgar
ten
2nd
Grade
4th
Grade
6th
Grade
0
1
2
3
4
5
6
7
Angelas Expos-itory Text Comprhension Typical Growth
Ranges from 1 month to 6 month growth
in one year
Angela Based on her history do we think we could
get her to grade level this year? At the most she has
only shown 6 months growth in
the past.
She really struggles finding
the main idea when it requires
making an inference..
The 6th grade
curriculum is very
different and requires
a deeper understandi
ng
I believe we can increase her level to a 5th grade level if
we concentrate on her biggest need which is
identifying key ideas and details. She has never been
taught the visualizing strategy as well as a few
others. It might be a struggle but am confident
we can do this.
Angela
Angela will improve her expository text
comprehension levels by citing textual
evidence to support analysis of text to a
5th grade level as measured by the
following objectives…
You do…Choose one of your students you anticipate to work with this fall. Look up his/her grade level expectation in a standards that he/she is not achieving
Based on what you know about their current level of functioning, survey back in the standards to find their current level of functioning.
Can they achieve grade level expectation? If not what would be a high but realistic goal?
Share out.
Key Points: Standards Based IEP Goals
•Summary
Sta
nd
ard
s B
ase
d I
EP
G
oals If access
core instruction is critical, then the goals need to be aligned with the standards that the core instruction teaches
Sta
nd
ard
s B
ase
d I
EP
G
oals You can use the standards to determine the gap
Sta
nd
ard
s B
ase
d I
EP
G
oals This does
require intimate knowledge of the standards
AgendaC
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s Standards Exposed Implication of the CAS w/CCSS for SPED and Services
Stu
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earn
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Ob
ject
ives Why SLO
Developing SLO’s Overview- focus on the Objective Statement
Difference between SLO and IEP Goals
Sta
nd
ard
s B
ase
d G
oals Evidence Based
Practices on Writing an IEP Goal
Building your objectives designed to meet the goal
Enrich and Goals/Objectives
DPS IEP Objectives
ObjectiveIEP team members will be able to complete a task analysis.
IEP team members will understand and be able to articulate how task analysis relates to IEP goals.
IEP team members will be able to develop IEP goals for their students using the task analysis process
What is Task Analysis?
•Task analysis is the process of breaking a skill into smaller, more manageable steps in order to teach the skill.
•As the learner masters the smaller steps, he/she becomes more independent in his/her ability to perform the larger skill.
How do I perform a task analysis?
• Task analysis can be completed using the following steps:
1. Identify the target goal or skill the student will learn. 2. Determine the prerequisite skills needed to perform the target
goal. 3. Break down the target goal into smaller steps so that the
student can successful meet the target goal by first mastering the needed skills.
4. Determine what instructional materials are needed to teach the skills.
5. Determine what method of assessment/progress monitoring will be used at each step to determine whether the student is showing growth toward the target goal.
6. Teach & assess the skills.
TASK: Making a PB & J Sandwich
• Step 1: Open the jar of peanut butter• Step 2: Dip the knife into the peanut butter jar• Step 3 Move the knife in a circular motion• Step 4: Remove the knife from the jar• Step 5: Spread the peanut butter onto one piece of
bread. • Step 6: Put the lid back on the peanut butter jar. • Step 7: Open the jelly jar. • Step 8: Dip the knife into the jelly jar.• Step 9: Move the knife in a circular motion.• Step 10: Remove the knife from the jar. • Step 11: Spread the jelly on the 2nd piece of bread. • Step 12: Put the lid back on the jelly jar. • Step 13: Put the 2 pieces of bread together. • Step 14: Eat your sandwich.
Try it Out!
Use the provided task analysis template to conduct a task analysis for setting the table.
TASK: Setting the Table
•Step 1: Put down a place mat. •Step 2: Put the plate in the middle of the place mat•Step 3: Put the napkin to the left of the plate.•Step 4: Put the fork in between the napkin and the
plate.•Step 5: Put the knife to the right of the plate•Step 6: Put the spoon to the right of the knife.•Step 7: Set the glass above the knife and spoon.
How does this a
pply to IE
P
goals?
TASK: Expository Text Comprehension- Key Ideas and Details
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
3rd grade
4th grade
5th grade
6th grade
Angela Angela will improve her expository text comprehension levels by citing textual
evidence to support analysis of text to a 5th grade level as measured by the following
objectives…Angela will ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers from 1/5 of the time to 5/5 times on 3rd grade text as measured by retell progress monitoring.
Angela will refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text from 0/5 of the time to 5/5 times on 4th grade text as measured by retell progress monitoring. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text from 0/5 of the time to 5/5 times on 5th grade text as measured by retell progress monitoring.
You do…
Go back to the student you wrote a goal for previously.
Pick on area of the standard to work on. Go back to their baseline.
Determine the steps needed to achieve the goal. These become your objectives. Make sure they are measureable.
Share out.
Key Points: Objectives
•Summary
IEP
O
bje
ctiv
es Writing
goals requires doing a Task Analysis
IEP
O
bje
ctiv
es Most of the time, the task analysis has already been done for you in the standards
IEP
O
bje
ctiv
es The
objectives the helps the team to know exactly what needs to be taught
The shifts in the Colorado State
Academic standards that contain the
Common Core impact our role in special
education
Standards are critical to our job in public
school
The greatest emphasis is now placed on
providing the supports to access the core
instruction
Most of the time, objectives are aligned
with the different grade level
expectations.
IEP goals must contain objectives.
The IEP goals is another way to deliver
standards based instruction.
Key Ideas for the morning
Student Learning Objectives are one
way to deliver standards based
instruction