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Standards:. Steps 1-3 SLO for SSP and SPED Teachers Fall 2014. Agenda. Welcome!. Name. School or Worksite. Name. A Unique Fact about You. Agenda. What does this look like to you?. Setting Norms. Norm One Norm Two Norm Three. SLO: Step 1-3 Overview/Objectives. Agenda.

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    1. Standards: Steps 1-3 SLO for SSP and SPED Teachers Fall 2014

    2. Agenda

    3. Welcome! Name School or Worksite Name A Unique Fact about You

    4. Agenda

    5. What does this look like to you? Setting Norms • Norm One • Norm Two • Norm Three

    6. SLO: Step 1-3 Overview/Objectives

    7. Agenda

    8. General Guidance Objective Participants will receive general guidance for development of an SLO

    9. Overview of SLO Process Our Focus for today

    10. Timeline for SLO Process BCC PL Aug – Objective Statement Sept – Performance Crit. & Rubric Oct– Baseline Data Nov – Baseline groups Diff. Targets Jan– Rigorous tasks Collect BOE Feb– Rigorous tasks Collect BOE April– Evaluate student growth

    11. What standards should I use for my objective statement? The Colorado State Academic and Health Standards Which include the Common Core State Standards http://www.cde.state.co.us/standardsandinstruction/coloradostandards

    12. Page 23-24 in Procedural Manual: The Colorado State Recommended IEP The Standards Colorado Academic and Health Standards Academic Standards Health Standards Literacy Wellness Physical and Personal Math CCSS CCSS EEO PE Movement Competence and Understanding EEO Prevention Risk Management Social Studies Arts Science EEO EEO Wellness Emotional and Social World Languages

    13. How do I choose standards? “What are the common needs of all of your students?”

    14. Some SSP groups might ask… “What are the common needs of a subgroup of your students?”

    15. SPED Teachers Automatically have a Common Need!

    16. Certain SSP Groups Automatically have a Common Need! See your department supervisors for additional guidance

    17. I have students at many grade levels. How do I choose the grade level standard? Start with the oldest grade level on your case load. Look at the standard for this grade level. Find the strand of this standards for each subsequent grade level. First Grade Third Grade Second Grade

    18. I am concerned about the statement, “All students will…” My student’s needs are too diverse. This is why they are on an IEP. • All teachers and ssps are faced with this same dilemma. • Think of the objective statement as a year long content language objective that reflects your overall goal for your case load. • You will be able to differentiate with your • Performance criteria • Baselines and Trajectories • Evaluation Rubric

    19. Can I still teach basic skills like math facts and spelling under a broad problem solving or comprehension goal?* YES! Problem Solving Written Composition Reading Comprehension L e a d s t o . . . Number Sense, Fact Fluency and Procedure Handwriting, Spelling and Grammar Phonological Awareness, Phonics, Fluency *This is most applicable to schools that might ask you to write your SLO based on an Essential Learning Goal.

    20. 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 Isn’t an SLO the same as an IEP goal? NO! IEP Goal SLO

    21. Key Points: General Guidance • Summary

    22. Agenda

    23. State of the State Objectives Participants will review the Objective statement

    24. Objective Statement: What will students know and be able to do at the end of the course (services)?

    25. 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)

    26. 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

    27. Objective Statements All students will be able to orally and in writing, analyze the interrelationship of physical, mental, emotional, and social health for self and others. (Based on 12th grade social emotional wellness standard) Standards Based: Yes Language Domain: Orally and Writing Critical Skill: YES Language Function: analyze Span the Course: YES

    28. Objective Statements All students will be able to orally and in writing, determine or clarify the meaning of unknown and multiple-meaning words by choosing flexibly from a range of strategies (based on 8th grade reading standard) Standards Based: Yes Language Domain: Orally and Writing Critical Skill: YES Language Function: determine and clarify Span the Course: YES

    29. Student Impact Objectives • Objective Statement : All Students will receive strong suicide prevention supports and students needing interventions and assessments will receive strong culturally appropriate suicide intervention and assessments. • Objective Statement: All students receiving a special education evaluation for possible Serious Emotional Disability will receive a culturally responsive appropriate cognitive and social-emotional assessment

    30. Speech Language Objective Statements- articulation All students will effectively and clearly present information, findings and supporting evidence in formal and informal setting using appropriate method such as articulation/enunciation (12th grade Oral Expression and Listening standard). Survey back to the standards for your oldest grade level student

    31. Speech Language Objective Statements- language All students will effectively and clearly use verbal and non-verbal language to impact their intent of communication such as syntax, semantics or pragmatics, combination, etc.)(11th grade Oral Expression and Listening standard).

    32. Communication SLO – MI,MIA,DHH, SPED, AN, ECE, etc. All students will effectively and clearly use verbal and non-verbal language to impact their intent of communication (11th grade Oral Expression and Listening standard). Survey back to the standards for your oldest grade level student

    33. Social Emotional Wellness SLO – MIA, AN, Psy, SW All students will orally and in writing, advocate to improve or maintain positive mental and emotional health for self and others (12th grade social emotional wellness standards). Survey back to the standards for your oldest grade level student

    34. Motor SLO – MIS, OT/PT All students will orally explain and demonstrate the application of rules, principals, problem-solving skills, and concepts to traditional and non-traditional movement settings (12th grade social emotional wellness standards). Survey back to the standards for your oldest grade level student

    35. You do… Using the SLO Planning Sheet • Identify your standards for the highest grade level, and one grade level above and below • Skip the changes from the years… • Write your objective name • Write your objective statement • Write your objective Rational • Share in small/large group

    36. Key Points: Objective Statement • Summary

    37. Agenda

    38. Performance Criteria and Rubric Objectives Participants will know where to find the performance criteria from the standards or develop performance criteria if the standard doesn’t have details

    39. Performance Criteria & Rubric Guidelines: • Each SLO must include at least 3 criteria that adequately describe the content, rigor and language in the Objective Statement • Each criterion should describe what a proficient student will be able to do at the end of the course • Each criterion should clearly describe a distinct skill or task and be measurable/observable • There should be a correlating rubric that defines the various levels of development students move through as they progress toward the Objective. • The “proficiency” level on the rubric should use the same language as the criterion itself.

    40. Most of the time, it is written in the details of the standard. Where can I find the performance criteria? Objective Statement 5th Grade Literacy All students will use key ideas and details to understand and interpret literacy text they have read • Quote accurately from a text • Draw inference from a text • Determine theme from details • Compare and contrast two ore more characters point of view

    41. One more example Where can I find the performance criteria? Objective Statement High School Social Emotional Wellness All students will orally and in writing analyze the interrelationship of physical, mental, emotional and social health. • Analyze characteristic of a healthy individual • Describe how mental and emotional health affect behaviors • Evaluate effective strategies for stress • Analyze symptoms of depression

    42. Objective Statement 5th Grade Literacy All students will use key ideas and details to understand and interpret literacy text they have read Objective Statement High School Social Emotional Wellness All students will orally and in writing analyze the interrelationship of physical, mental, emotional and social health. Performance Criteria • Quote accurately from a text • Draw inference from a text • Determine theme from details • Compare and contrast two ore more characters point of view Performance Criteria • Analyze characteristic of a healthy individual • Describe how mental and emotional health affect behaviors • Evaluate effective strategies for stress • Analyze symptoms of depression

    43. Essence of Performance Criteria “What is the evidence to prove your students have met the standard?”

    44. Rubrics to measure the performance criteria 4 Point Rubric (expanded) Individual Student Matrix Traditional Rubric • Not meeting • Partially met • Met • Exceeded • Can be expanded for multiple grades Who: • Sped Teachers • PSY/SW • Nursing • Individual Trajectories • Each student on a separate line • Set individual targets • Check off as skills are mastered Who: • Teachers who serve 3 -21 yo • SLP • OT/PT

    45. 4 point rubric (expanded) 4 point rubric (expanded)

    46. Example Rubric All students will use a plan, draft, and write a variety of informational text (3rd grade standard)

    47. Example Student Matrix List of skills to be mastered S T U D EN T S Progress through the skills Being developed for SLP, OT/PT and Hearing and Vision Itinerant Teachers Appropriate when you are serving 3 to 21 year old students on your caseload

    48. You do… Using the SLO Planning Sheet • Identify your performance criteria • Create a rubric • For SLP, OT/PT, and Itinerant Teachers refer to your department supervisor for the individual students matrix • Share in small/large group

    49. Key Points: Performance Criteria • Summary

    50. Agenda