Standards Training for SPED and SSP Aug 19-21

Report
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!
Position
School or
Worksite
Name
One fun thing
you did
during your
vacation.
Setting Norms
• Norm One
• Norm Two
• Norm Three
What does this
look like to you?
Implication of the
CAS w/CCSS for
SPED and Services
Why SLO
Developing SLO’s
Overview- focus on
the Objective
Statement
Difference between
SLO and IEP Goals
Standards Based Goals
Standards
Exposed
Student Learning Objectives
Colorado Academic Standards
Agenda
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.
Page 23-24 in Procedural Manual:
The Colorado State Recommended IEP
The Standards
Colorado Academic and
Health Standards
Academic Standards
Math
Literacy
CCSS
Social
Studies
Health Standards
CCSS
EEO
EEO
Arts
EEO
Physical and
Personal
PE
Movement
Competence
and
Understanding
Science
EEO
World
Languages
Wellness
Prevention
Risk
Management
Wellness
Emotional and
Social
Common Core
and its influence on the Colorado State Academic and Health
Standards
Aligned with
college and work
expectations
Evidence Based
Are informed by
other top
performing
countries
Clear,
understandable
and consistent
Build upon
strengths and
lesson of current
state standards
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 nonfiction
• 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
The main
purpose of
the standards
is to prepare
students for
college and
career
readiness
Standards exposed
The Common
Core State
Standards
heavily
influence the
Colorado
Academic
Standards
Standards exposed
Standards exposed
• Summary
The
instructional
shifts reflect
college and
career
expectations
Implication of the
CAS w/CCSS for
SPED and Services
Why SLO
Developing SLO’s
Overview- focus on
the Objective
Statement
Difference between
SLO and IEP Goals
Standards Based Goals
Standards Exposed
Student Learning Objectives
Colorado Academic Standards
Agenda
Evidence Based
Practices on Writing
an IEP Goal
Building your
objectives designed
to meet the goal
Enrich and
Goals/Objectives
Implications for Special Education
Objectives
Special 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/Few
er_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 Technology
5. 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.”
• 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
-Sousa and Tomlinson “Differentiation and the
Brain”
-Burrus “…Strategies for Increasing your
Creativity”
What is our plan?
Key Points: Implication of the CAS
w/CCSS for SPED and Services
Greater
emphasis is
placed on
supporting
students in
access to the
core
curriculum
Implications
The role of
special
education
will need to
shift in order
to meet the
rigor of the
standards
Implications
Implications
• Summary
This will
require
flexible mind
sets and a lot
of creativity
Implication of the
CAS w/CCSS for
SPED and Services
Why SLO
Developing SLO’s
Overview- focus on
the Objective
Statement
Difference between
SLO and IEP Goals
Standards Based Goals
Standards Exposed
Student Learning Objectives
Colorado Academic Standards
Agenda
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
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
Implication of the
CAS w/CCSS for
SPED and Services
Why SLO
Developing SLO’s
Overview- focus on
the Objective
Statement
Difference between
SLO and IEP Goals
Standards Based Goals
Standards Exposed
Student Learning Objectives
Colorado Academic Standards
Agenda
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
Reflect
• What do my students
know now?
• What worked?
What didn't work?
Implement
• How do I differentiate
instruction to target
students' needs?
Plan
• What do I need to do to
promote rapid learning?
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?
-Predetermined domains and
standards to pick from (SSP’s
add your predetermined
domains here for your
respective group)
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)
-One literacy SLO- (reading,
writing, listening or speaking)
-One SLO related to your
students needs
DHH Center- Language
MIA- Social Skills,
Communication
MI/MIS- Adaptive
Functioning
MIA- Social Emotional
Objective Statements:
Non-Example #1
Compare this statement to the guidelines. In what ways does this not meet the
guidelines?
Students will read at a lexile level of 890.
Students will be able to set the table.
Students will be able to produce the /s/ sound.
Guidelines for Objective Statement
“All Students will”
Standards or grade
-Language domain level expectation
-Language function
Critical skill for
success
Span the duration
of the course
Objective Statements:
Example #1- sped
Compare this statement to the guidelines. In what ways does this meet the
guidelines?
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”
Standards or grade
-Language domain level expectation
-Language function
Critical skill for
success
Span the duration
of the course
Objective Statements:
Example #1- center
Compare this statement to the guidelines. In what ways does this meet the
guidelines?
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”
Standards or grade
-Language domain level expectation
-Language function
Critical skill for
success
Span the duration
of the course
Objective Statements:
Example #1- ssp
Compare this statement to the guidelines. In what ways does this meet the
guidelines?
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”
Standards or grade
-Language domain level expectation
-Language function
Critical skill for
success
Span the duration
of the course
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, MISCommunication 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
The
objective
statement is
the first
step on the
SLO
SLO
The main
purpose of
SLO’s is to
support
standards
based
instruction
SLO
SLO
• Summary
More
instruction
around
SLO’s is
forthcoming
Implication of the
CAS w/CCSS for
SPED and Services
Why SLO
Developing SLO’s
Overview- focus on
the Objective
Statement
Difference
between SLO and
IEP Goals
Standards Based Goals
Standards Exposed
Student Learning Objectives
Colorado Academic Standards
Agenda
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 SLO
IEP Goal
SLO
• Based on individual students
needs
• Based on a need that your
collective case load has (or at
least a majority of your case
load)
• Developed by the IEP team
• Developed by an individual
teacher or SSP
• Is an annual goal (e.g.
December to December) that
multiple teams might address
over two school years
• Is an objective for the school
year (e.g. Aug to May)
• May have multiple team
members working on this goal
• Is typically going to be worked
on by the individual
Implication of the
CAS w/CCSS for
SPED and Services
Why SLO
Developing SLO’s
Overview- focus on
the Objective
Statement
Difference between
SLO and IEP Goals
Standards Based Goals
Standards Exposed
Student Learning Objectives
Colorado Academic Standards
Agenda
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.
Requirements
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 postsecondary goal.
Page 23-24 in Procedural Manual:
The Colorado State Recommended IEP
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?
Page 23-24 in Procedural Manual:
The Colorado State Recommended IEP
Smart Goals
Strategic
Prioritized
Results-driven
Describe conditions under which the student will
perform
Measurable level of attainment
Reflect an area of need related to progress in Gen Ed
Describe an improvement from current level
 Goals and Objectives
In order to close
the achievement
gap and provide a
strong roadmap
for specially
designed
instruction…
…all IEP
goals must have short
term objectives or
benchmarks, regardless
of the disability.
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
Angela
7
6
5
4
3
2
1
0
Angelas
Expository Text
Comprhension
Typical Growth
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
understanding
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
You can use
the standards
to determine
the gap
Standards Based IEP
Goals
If access core
instruction is
critical, then
the goals need
to be aligned
with the
standards that
the core
instruction
teaches
Standards Based IEP
Goals
Standards Based IEP
Goals
• Summary
This does
require
intimate
knowledge of
the standards
Implication of the
CAS w/CCSS for
SPED and Services
Why SLO
Developing SLO’s
Overview- focus on
the Objective
Statement
Difference between
SLO and IEP Goals
Standards Based Goals
Standards Exposed
Student Learning Objectives
Colorado Academic Standards
Agenda
Evidence Based
Practices on Writing
an IEP Goal
Building your
objectives
designed to meet
the goal
Enrich and
Goals/Objectives
DPS IEP Objectives
Objective
IEP 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!
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.
TASK: Expository Text ComprehensionKey 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.
Quote accurately from 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.
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
Most of the
time, the
task analysis
has already
been done
for you in
the
standards
IEP Objectives
Writing
goals
requires
doing a Task
Analysis
IEP Objectives
IEP Objectives
• Summary
The
objectives
the helps the
team to
know
exactly what
needs to be
taught
Key Ideas for the morning
Standards are critical to
our job in public school
Most of the time,
objectives are aligned
with the different grade
level expectations.
The shifts in the Colorado
State Academic standards
that contain the Common
Core impact our role in
special education
IEP goals must contain
objectives.
The greatest emphasis is
now placed on providing
the supports to access the
core instruction
Student Learning
Objectives are one way
to deliver standards
based instruction
The IEP goals is another
way to deliver standards
based instruction.

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