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SMART Goals

SMART Goals. Living Sky School Division #202. KUD. Know Understand Do. Know. Facts, names, dates, places, information, vocabulary, definition. Understand. Big ideas Generalizations Principles Ideas that transfer across situations (students should understand...). Do.

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SMART Goals

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  1. SMART Goals Living Sky School Division #202

  2. KUD • Know • Understand • Do

  3. Know • Facts, names, dates, places, information, vocabulary, definition

  4. Understand • Big ideas • Generalizations • Principles • Ideas that transfer across situations (students should understand...)

  5. Do • Skills of the discipline • Social skills • Production skills • Processes

  6. RTI

  7. Today’s expected outcome • 95% of today’s participants will draft at least 3 student outcome rubrics (using annual outcomes which meet SMART criteria) for a current student by the end of the workshop. • 95% of today’s participants will embed at least 3 SMART goals or short-term objectives using a central office student services member or outside agency member for a current student by the end of the workshop.

  8. Historical Context • January 2000 – Special Education Review.

  9. Two Prong Approach Intensive Support Individual Students RTI Service Delivery Model Systemic Change *Strengths *Procedures *Performance *Supports *Outcomes *Differentiated *Objectives *Collaborative *Parental Staffing Model *Sufficiency *Efficiency *Effectiveness *Appropriateness

  10. Purpose • Provincial Level • Assessment for Learning for students on PPP’s • Aggregate outcomes • Inform policy • Direct planning • Monitor outcomes

  11. Purpose • School Division/School Level • Aggregate outcomes for students on PPP’s • Encourage questions • Sets the stage for dialogue Provides one piece of data to inform procedures and guidelines plan (program, allocate resources/funds) inform effective practices

  12. Purpose • Individual Level • Students • Involvement provides insight and ‘buy in’ Parents - promotes cross-environment teaching (home, school & community) - Explores with parents the expected annual outcome & beyond (and the steps to get there).

  13. Purpose • Individual Level con’t... • Team • Forward planning • ‘Same page’ • Provides a visual to see even small, incremental progress • Promotes consistency (eg: prompts, specific directions) • Facilitates reporting to parents.

  14. Checklist for PPPChecklist for Intensive SupportDocument

  15. Identification of Students Requiring Intensive Supports • Fill out prior to beginning PPP. • How to fill out.... • How to include school division team and outside agency within PPP?

  16. Who needs a PPP? • Saskatchewan Learning policy: • Students who require continuing special education interventions and individualized supports (beyond the adaptive dimension) to participate in and benefit from the educational program • Students who are identified by the school division as requiring Intensive Supports Level I or II

  17. Who needs a PPP? • Students who have objectives that differ substantially from a provincially approved curriculum for their grade level.

  18. How long should a PPP be? • Only as long as it needs to be. • Outcomes and objectives are written only for those Areas of Development/Subjects which are considered a priority.

  19. How long should a PPP be? • Students who require ongoing intervention in only one or two areas, a very succinct PPP may be written. • For students with intensive educational needs, the PPP typically addresses several or all areas of instruction.

  20. ePPP • When? • Glitches? • If not using....

  21. Student Outcome Rubrics • Which Students? • Which Outcomes?

  22. For SORs, consider students who... • Appear to make very little progress from year to year. • Require behavioral outcomes. • Require personal care outcomes that overlap between home and school. • Appear to have no buy-in to their programs.

  23. For SORs,consider annual outcomes that... • Involve more than one professional. • Include parent participation and/or student participation. • Can be envisioned beyond the annual outcome (at least a two year plan) • Are a priority as determined by the team.

  24. Priority annual outcomes...Questions to ask • How relevant is this considering the student’s age and ability level? • Is this important for the student’s future? • Is this a priority for the student & family?

  25. Not all outcomes make good rubrics. • However, all outcomes can be written in a SMART format.

  26. SMART Goals • Specific: written in clear language • Measurable: allows students achievement to be described, assessed and evaluated. • Achievable: realistic for the student • Relevant: meaningful for the student • Time-related: can be accomplished within a specific time period; typically one school year/semester.

  27. Where do Student Outcome Rubricsfit with PPP’s

  28. Link SORs to PPP’s • All outcomes on a PPP can be written in SMART format. • Some outcomes are selected for rubric development. • All outcomes can be put in this PPP format.

  29. Annual Student Outcome Current Level of Performance

  30. Link SORs to PPPs con’t... • Selected outcomes will have a rubric attached. Remember the rubric is an evaluation tool.

  31. Defining Annual Student Outcomes Annual Outcomes & Short-term Objectives are written in SMART format.

  32. Developing the Student Outcome Rubric • Identify the area of development and indicator (target skill). • Define current level of performance • Based on the current level of performance and what is known about the student, set the expected level of outcome (level 3). • Specify somewhat more (level 4) and somewhat less (level 2) • Specify much more (level 5) and much less (level 1) • After a specified period of time, assess and record progress.

  33. Areas of Development • Academic • Communication • Independence/Problem Solving/Work Habits • Motor Skills/Sensory • Safety • Personal/Social Well-being • Physical Health/Medical/Personal Care • Transition

  34. Current Level of Performance • Be skill specific • Use descriptive language: “What does it look like now as it relates to the target skill?” (positive and/or negative) • Diagnostic information is available elsewhere in the PPP • CLP is a baseline for future growth.

  35. Current Level of Performance • Vague: The student makes disruptive noise in class. More specific The student burps 3 and descriptive or 4 times every 15 minutes during independent work time.

  36. Current Level of Performance When requested to change activity, such as putting away the activity and leaving the resource room, the student will ignore the request and continue the activity until the teacher provides hand over hand assistance. This occurs on 4 out of 5 times in a week.

  37. SMART: • Key Points

  38. Specific • One skill or routine. • Standardized tests frequently combine several skills into a single score. • Avoid or define the use of ‘appropriate’. • Uses clear action verbs or qualifying phrases • Level of support clarified

  39. Measurable • Use a measurement of trials when numbers are small and easily counted. • Use percentages when numbers are larger. • Consider using a consistency measure with the accuracy measure. • Use ‘at least’ to avoid gaps between levels of attainment. • Avoid 100% unless it is a health or safety issue.

  40. Levels of attainment can be based on.. • Accuracy • Frequency of response • Components or steps involved in the task. • Consistency • Necessary supports (material, personnel, technical) • Increase in independence (decrease in guidance/supports)

  41. Levels of attainment can be based on... • Stage of learning • Acquisition: skill is absent or minimally known. • Fluency: increasing speed, productivity or quality of response. • Maintenance: opportunities for practice and use. • Generalization: apply the skill in a variety of environments.

  42. Levels of attainment... • Consider.... • Current level of performance • Anticipated rate of progress • Involvement of team members for specific outcomes.

  43. Relationship to Instructional Process • The best rubrics outline a clear instructional sequence fro the CLP to expected annual outcome. • Where is the student now? • Where is the student going? • How is he/she going to get there?

  44. Relationship to Instructional Process • When levels of support are clearly delineated, the rubric also acts as a guide for support staff to indicate the • Type • Amount • Fading of support.

  45. Achievable and Relevant • Dependent on • Team’s knowledge of the student • Student’s past rate of progress • Scope and sequence of targeted skills

  46. Achievable and Relevant • What is the leap between CLP and the annual outcome (level 3)? • Is the annual outcome congruent with the stated level of curriculum? • Is the outcome one of the priorities set by the team?

  47. Time-Related • Be consistent for all 5 levels • End of May or end of first or second semester

  48. Rubric Analysis Tweaking Activity • In groups of two or three, choose two of the yellow SORs in your handout package. • Use the Rubric Analysis Criteria chart • Revise and improve the rubric.

  49. Make it real: Use your current students • Complete the expected annual outcome (level 3) on each of your rubric forms. • With a partner, review and revise (if necessary) to meet SMART criteria. • With a partner, complete one rubric each and review using the Rubric Analysis Criteria chart. • Continue with the remaining rubrics.

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