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.
What does this look like to you? Setting Norms • Norm One • Norm Two • Norm Three
Standards Exposed Objective All special education teacher and services providers will have a common understanding of academic and health standards for all students.
Academic Standards Standards Access Standards Professional Standards
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
Common Coreand its influence on the Colorado State Academic and Health Standards Evidence Based Aligned with college and work expectations Are informed by other top performing countries Clear, understandable and consistent Build upon strengths and lesson of current state standards
Common Coreand 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 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
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.
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. High, yet reasonable expectations Universal Design for Learning Co-Teaching; Co-planning; cross training for all teachers and service providers Accommodations, Modifications, and Assistive Technology Generalization of skills and knowledge beyond the special education setting
What is this child’s gift to the world? What is interfering with their ability to access core instruction? Can this barrier be overcome with accommodations, modification and assistive technology? If not what specific instruction is needed to support the student? 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 All Follow 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
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
DPS Student Learning 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 Objectives
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
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
Objective Statements: Non-Example #1 Compare this statement to the guidelines. In what ways does this notmeet 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.
Compare this statement to the guidelines. In what ways does this meet the guidelines? 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.
Compare this statement to the guidelines. In what ways does this meet the guidelines? 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.
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, 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
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?
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
Key Points: SLOs • Summary
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 • 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
DPS IEP Goals Objective • Special Education team members will understand how to write a standards based IEP goal.
Page 23-24 in Procedural Manual: The Colorado State Recommended IEP Requirements What will be accomplished in the next 365 days? Direct correspondence between present levels and needs What is the potential for learning and rate of development? 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 is needed to close the achievement gap?
Page 23-24 in Procedural Manual: The Colorado State Recommended IEP Strategic Prioritized Smart Goals 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.