standards training day for sped and ssp colorado academic standards that include common core shifts...

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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s Standards Exposed Implication of the CAS w/CCSS for SPED and Services

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Developing SLO’s Overview- focus on the Objective Statement

Difference between SLO and IEP Goals

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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


http://practice.parcc.testnav.com/#

http://practice.parcc.testnav.com/

http://practice.parcc.testnav.com/


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

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Common Core State Standards heavily influence the Colorado Academic Standards

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d The main

purpose of the standards is to prepare students for college and career readiness

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d The

instructional shifts reflect college and career expectations

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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

http://www.leadered.com/pdf/Fewer_Clearer_Higher_CCSS_Special_Education_2014.pdf




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

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tion sThis will

require flexible mind sets and a lot of creativity

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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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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)


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.






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.







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.








• 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

http://goo.gl/xZ95K2


•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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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

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DPS IEP Goals

Objective

Special Education team members will understand how to write a standards based

IEP goal.

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

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

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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

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EP

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oals If access

core instruction is critical, then the goals need to be aligned with the standards that the core instruction teaches

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EP

G

oals You can use the standards to determine the gap

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EP

G

oals This does

require intimate knowledge of the standards

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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

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es Most of the time, the task analysis has already been done for you in the standards

IEP

O

bje

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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

standards training day for sped and ssp colorado academic standards that include common core shifts...

Documents

summary standards

iep goals standards

common core state standards

health standards http

health standards page

career readiness standards

goalsobjectives slide

necessary application