a principal’s guide to project...
TRANSCRIPT
A Principal’s Guideto Project SUCCESS
www.projectsuccessindiana.com
Welcome!
Today’s Presenters: Amy Howie and Meredith Keedy-Merk
Both Former Special Educators, Assistant Principals and Special Education Coordinators
Contact:
Today’s Power Point and Resources www.projectsuccessindiana.com
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Agenda
• What is Project SUCCESS?
• Transition of the Alternate Assessment (ISTAR) and Alternate Standards-Content Connectors
• Project SUCCESS Resources
• Project SUCCESS Best PracticeandClassroom‘look-fors’
• How Project SUCCESS can support teachers, principals and directors?
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Learning
Objectives
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Evaluators will be able to…
• Explain the role and support of Project SUCCESS.
• Understand how Content Connectors (alternate standards) are aligned to Indiana State Standards and how they guide classroom instruction.
• Identify Project SUCCESS Resources and how they canimpact classroom instruction.
• Discuss best classroom practice for teachers who administer ISTAR
Join the
Conversation
Poll Everywhere
• Text: 37607
• Message: MEREDITHKEED891
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Indiana Resource
Network
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Project SUCCESS provides
targeted PD to individual
districts and special
education cooperatives.
Regional SummerTrainings,
Guest Presenters
Summer Institute
On-site Professional Development
Past monthly WebEx Topics:
Content Connectors, ISTAR
Update, Classroom Formative
Assessments and Open
Office Hours
Webinars
Presented and Co-hosted the
PATINS Fall Conference, as well
as presented with a panel at the
National CEC Conference
StateConference
Unique Professional Development
Targeted for district need:
locally designed assessments,
unpacking Content Connectors
Technical Assistance
Targeted for unique needs of
districts/cooperatives, PD and
classroom coaching
Online Tools and
Resources
Website, parent letter, aligned
Content Connectors, LASSIS
and MASSIS
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Indiana's Alternate Assessment
Evolution
• ISTAR: Indiana Standards Tools for AlternateReporting
• AlternateAchievement Standards (Content Connectors)
• Student Response
• Academics- ELA, Math, Social Studies, and Science
• 3 windows-Fall, Winter andSpring
• 3 Tiers- Levels of Complexity
• Multiple Choice online test platform
2014-2015
• NCSC (ELA/Math)
• AlternateAchievement Standards (Core Content Connectors)
• Student Response
• Achievement based onstandards
Prior to 2014-15
• First alternate assessment in Indiana was in 1998.
• ISTAR (2002/2003)
• Functional Standards
• Teacher rated
• Growth based
2015 and
Beyond
http://www.doe.in.gov/assessment/alternate-assessments
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Office of Special EducationShort Share #1 (July
2016)
Watch Now: https://youtu.be/jUZHX8c-Te0
EVERY STUDENT SUCCEEDS
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G l e n d a Ritz, NBCT
Indiana Superintendent of Public Instruction
KeyMessages
Shared Responsibility
High Expectations
Meaningful Access
Grade Level Standards
High Expectations=Increased Outcomes
"If our children are not included in the regular classroom and excluded from the school community, why should we
expect them to be included in the
community that follows - LIFE."
DeeAnne Cantley Feulner mother of a son with Down Syndrome
Project SUCCESS
Websitewww.projectsuccessindiana.com
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Resources
• Website:www.projectsuccessindiana.com
• Content Connectors-Alternate Standards
• Aligned Content Connector Posters
• Project SUCCESS Community
• LASSIS and MASSIS
Content Connectors or
Alternate Standards
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Content Connectors are simplified
from the Indiana State Standards.
Identify priorities in each content
area to guide instruction of students
with significant needs and for the
ISTARAssessment.
Content Areas: English
Language Arts, Math, Science
and Social Studies.
*Highlight the necessary knowledge and skills within the
Indiana State Standards, in order for students to reach the
learning targets at each grade level.
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Poll Everywhere
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• Text: 37607
• Message: MEREDITHKEED891
Evaluating Teachers who administer ISTAR
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Things you should see in planning
• Content Connectors (standards) listed
• IEP Goals-Aligned to Content Connectors whenappropriate
• Instructional activities designed around standards and IEP goals (aligned with districtmaps)
• Less focus on schedule and more focus on instruction
• Supports for specific students includingAAC devices and communication needs
• Embedded social activities within academic tasks
• Use of academic vocabulary aligned with Content Connectors and ISTAR
• Instruction focused on Critical and Important Content Connectors
• Academic ‘rich’ resources in the classroom ie anchor charts, posters, number line, andcalculator
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Use in daily academic settings.
Teach students how to respond to vocabulary.
Embed academic vocabulary into daily
lessons.
Understanding the assessment vocabulary is key to students being effectively assessed on
content.
Share academic vocabulary with
teacher assistants for consistent use.
Academic Vocabulary
Are you
Balanced?• We are going to take 10minutes
to work through theactivity.• Use your schedule from last
schoolyear.
Questions:• Are your tasksbalanced?• Which isheavier?
● Making sure there are approximately equal amounts of academic and functional activities
● Balancing the activities throughout a.m.and
• p.m.
● Balancing time with teacher and timewith instructionalaides
Are You BalancedActivity:Things to
Remember
Sample Life Skills Classroom Schedule
Time Activity
7:35-7:50 Locker/unpack/NameActivtiy
7:50-8:00 ShareTime
8:00-8:15 Calendar
8:15-8:25 Break/Reinforcement/XtraMath
8:25-8:45 Mathgroup
8:45-9:15 Language ArtsGroup
9:14-9:30 Snack(Communication)
9:30-10:10 Personal Care Goals & functional Goals/ Art Class
10:15-10:50 Jobs/ SensoryRoom
10:50-11:00 Preparelunch
11:00-11:20 Lunch
11:20-11:45 Hygiene &Rec/Leisure
11:45-12:30 Groups (Social Skills, Concepts, Reading, Goals)
12:30-1:00 Core VocabularyGroup
1:00-1:40 PE
1:40-1:45 Break/Reinforcement
1:45-2:15 Reading Group/News2You
2:15-2:25 Whole ReadingActivity
2:25-2:30 Pack to go home andClean-up
2:30 Walk todismissal
Red- AcademicBlue- Functional Purple- Bothfunctional and academic
Evaluating Teachers who give
ISTAR
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Things you should seeobservation/walk-through…
• Academic Instruction with Content Connectors
• Age appropriate materials
• Multiple means of communication
• Support staff with clear focus on goals
• Formative assessments
• Consistent behavior strategies
• Social skills instruction integrated into lessons
• Clear expectations and procedures-visual of procedures and constant modeling/practice
Things you should not see…
• Instructional strategies that you would notwant in general education classes
• Movies
• Materials that are not age appropriate
• Underutilized or counterproductive support staff
• Stand alone “leisure activity” time without academic purpose-free time
• Lack of exposure to curriculum and peers
• Staying in the functional classroom all day
Project SUCCESS: Best
Practice
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• Identifying skills within the Content Connectors. Unpacking Content Connectors and using academic vocabulary.
• Delivery of instruction should mirror best practice and expectations ofgeneral education and resource classrooms.
• Include ‘life skills/essential skills’ teachers in all school wide professionaldevelopment, ie curriculum mapping, planning instruction, book studies,and grade level meetings.
• Use of Indiana Resource Centers, part of Indiana Resource Network.
• On-going planning time with support is important. Time for teachers tocollaborate with general educators and subject matter experts, as wellas district wide teachers teaching in the same areas.
Best Practice…continued
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• Recognize that PD will shift as teams grow.
• This is a process! We are looking for the evolution.
• Know who to contact: OT’s, PT’s, district support, Indiana Resource Centers
• Don’t be afraid to ask for help!
• Federal expectations
Project SUCCESS
Community
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Project SUCCESS
Webinars
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LASSIS-Continued
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