Writing Grade-level

Goals

Module II

CALIFORNIA DEPARTMENT OF EDUCATION

Tom Torlakson, State Superintendent of Public Instruction

http://www.fsgsg1688.com 涂塑钢管钢塑复合管衬塑复合管衬塑钢管钢塑管http://www.u51688.com http://www.qiwhy.comTOM TORLAKSONState Superintendent of Public InstructionCalifornia Department of Education2This module will cover . . .TOM TORLAKSONState Superintendent of Public Instruction•Review goals aligned to the Common Core State Standards•The components of standards-aligned goals•Provide the structure and process for goal writing•How goals provide access to the general education curriculumCalifornia Department of Education3TOM TORLAKSONState Superintendent of Public InstructionParticipants will:California Department of Education44Regulations for Goal Development(2)(i) A statement of measurable annual goals, including TOM TORLAKSONacademic and functional goals, designed to—State Superintendent of Public Instruction(A) Meet the child’s needs . ..make progress in the general education curriculum; and (B) Meet each of the child's other educational needs that result from the child's disability(ii) For children with disabilities who take alternate assessments . . . benchmarks or short-term objectives [34CFR§300.320(2)(i)(A)(i)(ii)]California Department of Education5Common Core State StandardsMulti-state CollaborativeTOM TORLAKSONState Superintendent of Public InstructionRigorousKnowledge and skillsGlobally completiveClear and consistentLogical progressionUniversal DesignCalifornia Department of Education6Common Core State Standards for English Language ArtsTOM TORLAKSONState Superintendent of Public Instruction•Comprehensive K-5 section–Standards for foundational skills•Reading, writing, listening, speaking •Two content-specific strands for grades 6-12•English language skills•Literacy in history/social studies, science, and technical subjectshttp://www.cde.ca.gov/ci/cc/California Department of Education7Common Core State Standards for MathematicsTOM TORLAKSONState Superintendent of Public Instruction•Comprised of clusters of standards and domains–Mathematical Practice•Recurring throughout the grades–Mathematical Content•Different at each grade levelhttp://www.cde.ca.gov/ci/cc/California Department of Education8Bridging standards to build goals…“Almost 30 years of research and TOM TORLAKSONexperience have demonstrated that two efforts, that of holding high expectations for these students, and ensuring them access to a standards-aligned education, in the general education classroom, to the maximum extent possible, go far toward helping students meet the developmental goals and expectations that have been established for all students.”Meredith Cathcart, 2011State Superintendent of Public Instruction9California Department of EducationOutcomes of standards-aligned goals TOM TORLAKSONState Superintendent of Public Instruction✓Meeting higher expectations✓Focusing on strengths✓Providing multiple pathways✓Targeting specific academic instruction✓Improving functional and academic achievementCalifornia Department of Education10Shared ResponsibilityTOM TORLAKSONState Superintendent of Public Instruction•Taking ownership of all students•Providing opportunities for professional development –general and special education together•Creating a culture where all students are general education students first . . . is the first hurdle to meeting the challenge11California Department of EducationCharacteristics of GoalsTOM TORLAKSONState Superintendent of Public InstructionGoals are:•Specific•Observable and Measurable•Accomplished in one year•Use Instructional strategiesGoals define:•••••Access to CurriculumAccommodationsSupportsServicesInstructional settingCalifornia Department of Education12Setting GoalsTOM TORLAKSONState Superintendent of Public Instruction•IDEA states . . . including academic and functional goals. . . –What do functional goals look like?–What do grade-level standards-based goals look like?•The greatest challenge faced by parents and educators is determining where and how to set goals.13California Department of EducationThe IEP Drives Student OpportunitiesTOM TORLAKSONState Superintendent of Public Instruction✓Access to the general curriculum✓Opportunities to develop and enhance communication, social and personal management skills✓Instructional opportunities that are consistent with the skill sets of their peersCalifornia Department of Education14Goal setting …Grade-level standardsTOM TORLAKSONState Superintendent of Public InstructionAchievement levelIdentified student skillsStandards-aligned GoalsIEP supports, and servicesCollaborative California Department of EducationCollaborative Special Education 156/28/20206/28/2020Special Education Practices1515Mapping to Educational BenefitTOM TORLAKSONState Superintendent of Public InstructionCalifornia Department of Education16Connecting Standards, Curriculum and The IEP TOM TORLAKSONState Superintendent of Public InstructionCalifornia Department of Education17Getting ready to write the goals . . .State Superintendent of Public InstructionGoals aligned to the content standards are the bridge from where the student is currently functioning to grade-level expectations.California Department of Education18TOM TORLAKSONCollaborative California Department of EducationCollaborative Special Education Practices19

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State Superintendent of Public Instruction

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Examples of multiple measures that inform present levels of performance•District School TOM TORLAKSONAssessmentsState Superintendent of Public Instruction•Curriculum Based Measures•Intervention Program Progress Data (Read 180, Language!, Inside, Edge, etc.)•Reports–––––Classroom Progress and ObservationalServices ProvidersParent ReportsStudent21•Progress Monitoring Data (DIBELS, Aimsweb, iSTEEP etc.)•STAR Data –CST, CMA, CAPA•CELDT(ALPI)-Data•Standardized Assessments (When needed) •Transcript Data California Department of Education•Attendance RecordsMeet Casey . . .TOM TORLAKSONState Superintendent of Public Instruction•Casey is a 6thgrade student with a learning disability at a middle school. He receives his specially designed instruction in a co-taught English language arts class. thHe is in a general 6grade math class and is currently on diploma California Department of Educationtrack. 22Casey’s Strengths and NeedsStrengths TOM TORLAKSONState Superintendent •Strong decoding skillsof Public Instruction•Able to write five paragraph essay with organizational and visual support (graphic organizers)•Able to access the curriculum with specialized academic instruction: accommodations, technology, small group explicit direct instruction•Achieving passing grades in core classes•Good attendanceCalifornia Department of Education23Needs•CST Scores: Below Basic in reading comprehension •District benchmark Reading Test: 56%•Reading, Lexile level of 772-mid fourth grade •Greatest reading comprehension weakness: making inferences and summarizing informational text•Difficulty in organization and sequencingMeet Maria . . .Maria is an English learner in TOM TORLAKSONtenth grade with Down’s Syndrome. She attends ROP in veterinary medicine to learn about becoming a veterinary technician. She is in 10thgrade English, a special education math class, and drama. She is on a certificate track for graduation. She uses public transportation to/from work training and campus. She is able to complete tasks at work using a visual schedule.California Department of EducationState Superintendent of Public Instruction24Maria’s Strengths and NeedsTOM TORLAKSONState Superintendent of Public InstructionStrengthsNeeds•CAPA Scores: Basic•CELDT Score: Early Intermediate •Based on task analysis: –Asking for assistance from peers and adults–Unfamiliar with work related vocabulary and math skills •Based on task analysis: –Can follow a visual schedule–Initiates and completes tasks •Independent self-help skills •Good time management and strong work ethic•Modified district benchmark reading test (auditory supports, oral response): 69% •Reads 33 basic sight words•Reading, Lexile level of 25 -beginning first grade•Difficulties with dexterity 25TOM TORLAKSON

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AnalyzeTOM TORLAKSONState Superintendent of Public InstructionThinkOutcomes: What are the academic, behavioral, and functional outcomes based on the student’s strengths and needs?Skills: What skills are necessary to meet the desired outcomes?Standards: Which standard will accelerate skill acquisition across the content areas?Access: How will the student access the standard?California Department of Education27Think about Casey… TOM TORLAKSONState Superintendent of Public InstructionAreas of Need:•Comprehending informational textGoal Area: •Reading Comprehension California Department of Education28Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects TOM TORLAKSONState Superintendent of Public InstructionReadingStandards for Informational Text (RI) 6.RI.1 Cite textural evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.6RI.2 Determine the central idea of a text and how it is convened through particular details; provide a summary of the text distinct from personal opinions or judgments.6RI.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes) .29California Department of EducationThink about Maria… TOM TORLAKSONState Superintendent of Public InstructionAreas of Need:•Asking for assistance/clarification from peers and adultsGoal Area:•Listening and speaking California Department of Education30California’s Common Core State Standards for English Language Arts & Literacy in History /Social Studies, Science and Technical Subjects TOM TORLAKSONState Superintendent of Public InstructionSpeaking and Listening Standards 6-12 Grades 9-12: Comprehension and Collaborationc. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.California Department of Education31TOM TORLAKSON

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Building GoalsTOM TORLAKSONState Superintendent of Public InstructionConditions: What conditions will provide access to meet the targeted standard?Observable Behavior: What will the student be doing?Generalization: How will skill be transferred across multiple environments?Practice: What opportunities are needed to attain skill acquisition?California Department of Education33Build –ConditionsTOM TORLAKSONState Superintendent of Public InstructionConditionsApplicationsGiven a teacher selected note-taking guide. . .Given a portable word processor. . .Instructional StrategiesAssistive TechnologiesCalifornia Department of Education34Build –Observable BehaviorsTOM TORLAKSONState Superintendent of Public InstructionStandardIdentify central ideaIdentify details supporting central ideaSummarize text••••••••Action WordsCompleteCreate IdentifyRequest Respond SequenceInitiate Summarize 35California Department of EducationBuild –GeneralizationTOM TORLAKSONState Superintendent of Public InstructionGeneralizationApplications. . . summarize informational text across content areas. . . asking and answering questions with peer and adult . . .Content areasWith different peopleCalifornia Department of Education36Build –PracticeTOM TORLAKSONState Superintendent of Public InstructionPracticeApplications. . . daily during content area instruction. . .FrequencyDifferent ways. . . making choices for what task to do next and who to work with. . .California Department of Education37Building a Compliant GoalTOM TORLAKSONState Superintendent of Public InstructionWHEN –By what dateGIVEN WHAT –ConditionsWHO –StudentDOES WHAT –Observable behaviorHOW MUCH –MasteryAssess Analyze Build MonitorHOW MEASURED –Criteria California Department of Education38Building the Goal, Casey6RI.2TOM TORLAKSONState Superintendent of Public InstructionGrade-level,Standards-aligned•When •Given what•Who •Does what•How much•By June 1, 2015 •given a teacher selected organizer and informational text •Casey•will complete the organizer by identifying the key details related to the text, presented or discussed, and use them to summarize information•with 100% independence •student summaries39California Department of Education•How will it be measuredBuilding the Goal, MariaTOM TORLAKSONState Superintendent of Public Instruction1.1C•By June 1, 2015 •Given visual supports•MariaGrade-level,Standards-aligned•When •Given what•Who •Does what•will spontaneously seek assistance/ ask for help/ seek additional information from peers/adults given visual supports to do so•with 100% independence •How much•How will it be measured•observationCalifornia Department of Education40Short-term ObjectivesSupport the Goal TOM TORLAKSONState Superintendent of Public Instruction•It is best practice to include short-term objectives for grade-level, standards-based goals, although federal law no longer requires them, except for students with significant cognitive disabilities. •Short-term objectives provide the steps for reaching the grade-level, standards-based goal. •Short-term objectives provide the opportunity to regularly monitor progress toward meeting the goal. California Department of Education41Short Term-Objective:TOM TORLAKSONState Superintendent of Public InstructionBy November 15, 2014 when given social narratives and visual supports, Maria will spontaneously seek assistance/ask for help/ seek additional information from peers/adults at least half of the time as measured by observation.California Department of Education42Short Term-Objective:TOM TORLAKSONState Superintendent of Public InstructionBy March, 2015 when given visual supports, Maria will spontaneously seek assistance/ask for help/seek additional information from peers/adults at two-thirds of the time as measured by observation.California Department of Education43TOM TORLAKSON

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Monitor –ProgressTOM TORLAKSONState Superintendent of Public InstructionProgressApplications. . . hallways, bus, cafeteria, classrooms, playground, work, community . . .. . .English Language Arts, Literacy in History/Social Studies, Science, and Technical Subjects, Mathematics, career . . .45Across environments Across content areasCalifornia Department of EducationMonitor –MeasuresTOM TORLAKSONState Superintendent of Public InstructionMeasuresApplications. . . writing response on white boards, performing in action, exit slip, oral response . . .. . . written work samples, text to symbol samples, projects, demonstration . . .Formative assessmentWork samplesCalifornia Department of Education46Monitor –Instructional ActivitiesTOM TORLAKSONState Superintendent of Public InstructionInstructional ActivitiesSelf-initiationApplications•Beginning writing tasks•Using graphic organizer•Seeking help appropriately•Problem solving•Task performance•Fading prompts i.e. verbal to gestural to following visual schedule47Level of independenceCalifornia Department of EducationMonitor –Levels of MasteryTOM TORLAKSONState Superintendent of Public InstructionLevels of MasteryMeeting progress monitoring criteriaApplications•SMART goal, •Reading fluency goal•Grade-level data points•Product•Writing assignment•Behavior i.e. initiating conversationRubricCalifornia Department of Education48Monitoring GoalsTOM TORLAKSONState Superintendent of Public Instruction•Goals identify the level of mastery and the evidence provides the data for progress monitoring of the goal. •With 100% independence•Goals identify the data that determine progress on goals.•Goals are monitored through regular curriculum based measures and classroom assignments and observations. •Weekly during content area instruction•Student work sample•Student demonstrations49California Department of EducationTOM TORLAKSONState Superintendent of Public InstructionCalifornia Department of Education50