Learner Support Vertical Team

1. Learner Support Vertical Team 7:30 – 11:00 September 2, 2010

2. History • Moved from being included with content areas to being recognized as a unique group.

3. AccomplishmentsAt ground zero with implementing RtI! 2. Problem Analysis • Problem • Identification 3. Plan Development 5. Plan Evaluation 4. Plan Implementation

4. Response to Intervention (RtI) • Student Assistance Teams have evolved into Early Intervention Teams • Mapped Building/District Resources and Student Supports • Address special needs of learners • Health plans, § 504 Plans, IEPs, special programs, etc.

5. What’s next?

6. District 742 Mission Statement(our core purpose) • The mission of District 742 is to prepare all learners, in partnership with their families and the community, to live and contribute within a changing and diverse world.

7. Vision 2014(What we intend to create and experience) • Shared ownership for student success: Community, families, students, and district • Integrating technology as “What we do” at a pace with the world. • Excellence in teaching, learning and engagement assuring success for ALL • ALL students achieving and excelling

8. Vision 2014(What we intend to create and experience) • Well resourced, well managed, well governed • Culture and environment which is inclusive, attractive, respectful and reflective of all • Community partnership around a clear image, identity and value

9. Strategic Directions(Focused Allocation of our Resources) • Developing & implementing instructional district practices focused on diverse student needs • Responsible, efficient and effective management of our human, financial and physical resources, • Aligning and improving systems & structures to move towards our vision

10. Strategic Directions(Focused Allocation of our Resources) • Developing partnership processes & capacity to address the practices, assumptions and experiences of mistrust between the adults • Developing a clear & effective District 742 image

11. District Vision Cards • A1-ALL Student Learning • A2-Equity • A3-Improving Core Instruction for Each Student • Dr. Julia Espe, Executive Director of Curriculum and Development

12. District Vision Cards • B-Financial Oversight & Resource Stewardship • Kevin Januszewski, Executive Director of Business Services

13. District Vision Cards • C-Aligning & improving systems & structures to move towards our vision • Dr. Elisabeth Rogers, Executive Director of Student Services

14. District Vision Cards • D- Developing partnership processes & capacity to address the practices, transparency and collaboration between adults • Tracy Bowe, Executive Director of Human Resources

15. District Vision Cards • E- Developing a clear & effective District 742 image. • Bruce Watkins, Superintendent

16. C-Aligning & improving systems & structures to move towards our vision • Collaboration across subject and/or grade levels occurring in Learning Cohorts • Consistent and effective use of data in planning and prioritization by licensed staff • Quantifiable SMART individual professional development goals are met • RtI is used by licensed staff • PBIS Measure(s)

17. Integrated Service Delivery Model (ISDM)

18. Integrated Service Delivery Model (ISDM)

19. Integrated Service Delivery Model (ISDM)

20. Integrated Service Delivery Model (ISDM)

22. “SMART” Goals • S= Specific • M= Measurable • A= Achievable • R= Realistic & Relavant • T= Time Limited

23. Specific • SMART IEPs have specific goals and objectives. Specific goals target areas of academic achievement and functional performance. They include clear descriptions of the knowledge and skills that will be taught and how the child’s progress will be measured. • Example: ANNUAL GOALAfter being provided a cue by a staff member to take a break, Joseph will return to task and remain independently on task for structured independent learning for thirty minutes.

24. Measurable • SMART IEPs have measurable goals and objectives. Measurable means you can count or observe it. • Measurable goals allow parents and teachers to know how much progress the child has made since the performance was last measured. With measurable goals, you will know when the child reaches the goal.

25. ANNUAL GOALAfter being provided a cue by a staff member to take a break, Joseph will return to task and remain independently on task for structured independent learning for thirty minutes: (Measurable) Objectives: • Joseph will remain on task for structured independent learning 20 minutes for the first marking period 80 percent of the time. • Joseph will remain on task for structured independent learning twenty-five minutes for the second marking period 80 percent of the time. • Joseph will remain on task for structured independent learning thirty minutes for the third marking period. • Joseph will maintain the thirty-minute time frame for staying on task for structured independent for the fourth marking period.

26. Achievable • IEP goals include three components that must be stated in measurable terms: • direction of behavior (increase, decrease, maintain, etc.) • area of need (i.e., reading, writing, social skills, transition, communication, etc.) • level of attainment (i.e., to age level, without assistance, etc.)

27. Realistic and Relevant • SMART IEPs have realistic, relevant goals and objectives that address the child’s unique needs that result from the disability. • Example - Given a visual cue by staff, Joseph will utilize the permanent pass in his possession and seek out either the school social worker or the school psychologist to utilize relaxation tools and strategies to reduce his anxiety, and to reduce the chances of his becoming irritable, oppositional or disruptive. He will do this without protesting or complaining 80 percent of the time.

28. Time Limited • SMART IEP goals and objectives are time-limited. What does the child need to know and be able to do after one year of special education? What is the starting point for each of the child’s needs (present levels of academic achievement and functional performance)? • Time-limited goals and objectives enable you to monitor progress at regular intervals.

29. PRESENT LEVEL OF PERFORMANCEReports from Joseph's psychiatrist and parents show Joseph to have very low self-esteem. He often makes negative comments about himself or his work, and parents and staff are concerned about the impact of this low self-esteem on his academic and social engagement. ANNUAL GOALWhen Joseph makes a negative or self-deprecating comment, he will be redirected with a verbal cue to reframe his comments in a more positive light 50 percent of the time. Objectives: Joseph will convert his negative talk to positive commentary 25 percent of the time for the first quarter as measured by special education staff and teacher. Joseph will maintain the elimination of the negative commentary, replacing it with positive statements 25 percent of the time for the second quarter as measured by his special education staff and teacher. Joseph will convert his negative talk to positive commentary 50 percent of the time for the third quarter as measured by his special education staff and teacher. Joseph will maintain this 50 percent measurement for the fourth quarter as measured by special education staff and teacher.

30. The Stranger Test The Stranger Test refers to goals and objectives for students that are described in a fashion that a person unfamiliar with the student could read the description and understand it.  For example, if a student's goal was to decrease "hostility," a stranger might interpret it as hits, kicks, bites others while the student's team may have meant verbal threats or profanity directed toward peers.  On the other hand, the stranger might interpret "hostility" as any instance of hitting, whether or not it was provoked, while the teacher might have meant only unprovoked hits.  If the teacher had defined "hostility" for the stranger as "each instance of an unprovoked hit," where "unprovoked" means that it was not in retaliation for a physical or verbal attack from a peer, both the stranger and the teacher would be likely to obtain the same results, since they would both be looking for the same thing.

31. The Dead Man’s Test • The question posed by the dead man's test is this: Can a dead man do it?  • If the answer is yes, it doesn't pass the dead man's test and it isn't a fair pair; if the answer is no, you have a fair pair.  • For example, suppose that you wanted a fair pair target behavior for "swears at peers."  Let's say that you came up with the target behavior "does not swear at peers."  Does this pass the dead man's test?  • No.  A dead man could refrain from swearing at peers.  • What would be better?  How about "speaks to peers without swearing"?  This passes the dead man's test because a dead man does not have the power to speak.

32. Smart goals Worksheet Specific Measurable Achievable Realistic or Relevant Time Limited

33. Example #1Goal: Randy will stop getting in trouble with his peers 80% of the time. • Randy will increase his problem solving skills with peers and adults from a current level of shouting at them, walking away from the situation, using unkind words, crying or using self-injurious behaviors 40% of the time to problem solving calmly, using kind words and remaining in the area of the problem with peers and/or adults 80% of the time.

34. Example #2Goal: Randy will increase his ability to be in control of his emotions 90% of the time. • Randy will increase his ability to be in control of his emotions from a current level of making inappropriate comments and demonstrating verbal and physical acts of aggression when upset to a level of using strategies to remain in control, thinking through decisions before acting, and maintaining control 90% of the time.

35. Smart goals Individual Goal Setting