Title: Work Smarter Not Harder
1Work Smarter Not Harder!
2Presented by Lake Shore Public Schools
- Martha Kliebert Director
- Bonnie Sanders Teacher Consultant
- Louise Ross Teacher Consultant
- Melanie Duletzke Teacher Consultant
- Noel Meyer Teacher Consultant
3Our Purpose
- 1. First we are going to tell you what were
going to tell you.. - 2. Then were going to tell you..
- 3. Then were gonna tell you what we told you!
4Work 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) -
5Who is Special Ed?
- The basis for entrance into special education is
adverse educational performance. - Adverse educational performance is a performance
assessment based on the students behavior in the
real curriculum.
6What 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.
7Initial Eligibility
- 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.
8So..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
9Step 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.
10Early 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.
11Referrals
12Step 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.
13Types of Curriculum Based Assessment
- 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
- GLCEs
14Step 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.
15Formal Asessments
- WISC III
- TORC
- TOLD
- WJR
- Kaufman
- Stanford
- Goldman Fristoe
- WRAT
- KBIT
- Vineland
- Gray Oral Reading Test
- MEAP
- Brigance
- Batelle
16Step 4Eligibility
- Eligibility is determined by the students
performance in the curriculum as measured on - curriculum based and formal assessments.
-
17Step 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 students disability on learning
- Student need
18Example 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.
19Example 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.
20Step 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).
21Goal 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.
22Short 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.
23Goal Statement(Secondary)
- John will be able to analyze, synthesis,
classify, predict, generalize, solve, relate,
interpret and simplify when constructing meaning
from texts.
24Short 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(No Transcript)
26Step 7Lesson Plans
- 1. Begin with the real curriculum
- 2. Underscore the specific STIOs
- 3. Use built in assessment to measure growth.
27An Example
- 1. Begin with the assessment used to obtain the
STIOs (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.
28Step 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
29Make 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.
30Comparisons 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.
31Continuous Improvement Monitoring
Standard(Elementary)
32Work 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) -
33So 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.
34For more information
- Please contact
- Martha Kliebert
- 21601 Lanse
- St. Clair Shores, MI. 48081
- 586-285-8610
- mkliebert_at_lsps.org