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Work Smarter Not Harder!

Work Smarter Not Harder!. Presented by Lake Shore Public Schools. Martha Kliebert Director Bonnie Sanders Teacher Consultant Louise Ross Teacher Consultant Melanie Duletzke Teacher Consultant Noel Meyer Teacher Consultant. Our Purpose….

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Work Smarter Not Harder!

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  1. Work Smarter Not Harder!

  2. Presented by Lake Shore Public Schools • Martha Kliebert Director • Bonnie Sanders Teacher Consultant • Louise Ross Teacher Consultant • Melanie Duletzke Teacher Consultant • Noel Meyer Teacher Consultant

  3. Our Purpose… • 1. First we are going to tell you what we’re going to tell you.. • 2. Then we’re going to tell you.. • 3. Then we’re gonna tell you what we told you!

  4. Work Smarter not Harder Model Assessment (Step 8) Lesson Plan Early Intervention (Step 7) (Step 1) Goals Curriculum Based Assess. (Step 6) (Step 2) PLEP Formal Assessments (Step 5) (Step 3) Eligibility (Step 4)

  5. Who is Special Ed? • The basis for entrance into special education is adverse educational performance. • Adverse educational performance is a performance assessment based on the student’s behavior in the “real” curriculum.

  6. What is the “REAL” curriculum? • The “real” curriculum is the district/state curriculum found in general education. • The only alternative curriculum is that curriculum specific to the needs of the cognitively impaired student.

  7. Under current rules Discrepancy Model Not required in the federal statutes Is artificial Does not provide useful information for instruction Under new rules Response to Instruction Given scientifically based instruction the student fails to demonstrate mastery on grade level standard and benchmarks. Initial Eligibility

  8. So..How do you know who is special education eligible? • Beginning with kids for whom performance is an issue you evaluate for: • 1. Ability to perform • 2. Level of performance • 3. Specific deficiencies in performance • 4. Preferred learning style

  9. Step 1Early Intervention Services • Title One services as well as other services are used to help determine those students who are struggling to make progress on grade level standards and benchmarks. • Title One assessments and/or assessments from other forms of early intervention services become the basis for the referral to child study.

  10. Early Intervention.. • 1. Is recognized in the federal rules (eligibility) • 2. Is reflected in IDEIA funding. • 3. Has the power to decrease the need for special ed services thereby controlling costs and reducing sub-group numbers.

  11. Referrals

  12. Step 2Curriculum Based Assessments • Curriculum based assessments are used to determine the students progress on the standards and benchmarks in the general education curriculum. • The curriculum based assessments will illuminate the students concise instructional deficits and provide a basis for more formalized testing for eligibility.

  13. MLPP DIBELS SIP rubrics ELA rubrics Curriculum Based Rubrics Read Naturally MEAP writing rubrics Writing portfolios Sight word reading lists Readability quotients Math Inventory TOWRE GLCE’s Types of Curriculum Based Assessment

  14. Step 3 Formalized Assessment • 1. Is based on the data obtained through early intervention and directs the content of the formal assessments. • 2. Indicates student potential to learn and currently provides discrepancy. • 3. Provides data relative to the students ability to organize and process information. • 4. Can provide data relative to the breakdown of instructional skills. • 5. Provides observational data relative to students classroom performance.

  15. WISC III TORC TOLD WJR Kaufman Stanford Goldman Fristoe WRAT KBIT Vineland Gray Oral Reading Test MEAP Brigance Batelle Formal Asessments

  16. Step 4Eligibility • Eligibility is determined by the students performance in the curriculum as measured on curriculum based and formal assessments.

  17. Step 5PLEP(Present Level of Educational Performance) As a result of your curriculum based assessments and formalized assessments you should be able to determine: Data sources Student specific areas of concern Impact of the student’s disability on learning Student need

  18. Example of PLEP(Elementary) Based on the MLPP assessment, John is demonstrating difficulty in the area of reading. His scores on the MLPP assessment indicate that he is able to recognize 8 of 26 sounds, is reading 2 of 20 words from the Sight Word/Decodable Word List at the pre-primer level and successfully can blend 1 of 5 single syllable words.

  19. Example of PLEP(Secondary) • Based on the secondary reading rubric John, when read grade level text material, is able to identify the main idea of the text 10% of the time, he can distinguish fact from opinion 20% of the time and can make inferences from the reading with only 10% accuracy.

  20. Step 6Goal Statements Goal statements are derived directly from the students present level of performance and are reflective of the grade level curriculum standards/benchmarks. Goal statements must be measurable and be able to be achieved in one year (Continuous Improvement Monitoring Standards).

  21. Goal Statement(Elementary) John will develop basic phonetic analysis. (Initial and final consonants, two letter blends and CVC word patterns.) John will read and use sight words.

  22. Short Term Instructional Objectives(Elementary) • 1. John will identify and produce 15 of 26 letter sounds on the MLPP sound identification checklist. • 2. John will name 15 of twenty sight words on the pre-primer Sight Word/Decodable Word List. • 3. John will orally blend sounds to form single syllable words.

  23. Goal Statement(Secondary) • John will be able to analyze, synthesis, classify, predict, generalize, solve, relate, interpret and simplify when constructing meaning from texts.

  24. Short Term Instructional Objectives(Secondary) • John will be able to name the main idea in text material 30% of the time • John will be able to discriminate fact from opinion in text material 25% of the time. • John will be able to make appropriate inferences from text 20% of the time.

  25. Step 7Lesson Plans • 1. Begin with the real curriculum • 2. Underscore the specific STIO’s • 3. Use built in assessment to measure growth.

  26. An Example • 1. Begin with the assessment used to obtain the STIO’s (ex: MLPP or curriculum based rubrics) • 2. Include the instruction of language first. • 3. Breaks learning down into achievable tasks. • 4. Identifies the instructional strategies • 5. Ends with the initial measurement tool.

  27. Step 8Return to Assessment • By measuring student learning on curriculum based assessments as you provide instruction you are always ready for: • 1. Quarterly progress • 2 Annual reviews • 3. Continuous Improvement Monitoring Standard • 4. Re-Determination

  28. Make the Comparison! • In the first grade curriculum the students should be able to: • know all of the letter sounds, • successfully sound out one syllable words 3. sight read the first grade list of MLPP decodable/sight word list.

  29. Comparisons at the Secondary • John is be able to • 1. recognize the main idea in text 30% of the time. • 2. discriminate fact from opinion 25% of the time • 3. make appropriate inferences 20% of the time.

  30. Continuous Improvement Monitoring Standard(Elementary)

  31. Work Smarter not Harder Model(Revised) Assessment (Step 1) Lesson Plan Quarterly progress (Step 8) (Step 2) Goals Annual Review. (Step 7) (Step 3) PLEP CIMS (Step 6) (Step 4) Re-determination (Step 5)

  32. So what's the point? • 1. Cost (whose in and whose out) • 2. AYP (less sub group) • 3. Improved student learning • 4. Clearer targets for instruction • 5. Improves communication among parents and other professionals. • 6. Promotes continuous growth toward benchmarks.

  33. For more information • Please contact: • Martha Kliebert • 21601 L’anse • St. Clair Shores, MI. 48081 • 586-285-8610 mkliebert@lsps.org

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