Work Smarter Not Harder

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Work Smarter Not Harder!
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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

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Our 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!

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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)

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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 students behavior in the
  real curriculum.

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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.

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Initial 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.

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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

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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.

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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.

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Referrals
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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.

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Types 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

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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.

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Formal Asessments

• WISC III
• TORC
• TOLD
• WJR
• Kaufman
• Stanford
• Goldman Fristoe

• WRAT
• KBIT
• Vineland
• Gray Oral Reading Test
• MEAP
• Brigance
• Batelle

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Step 4Eligibility

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

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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 students disability on learning
• Student need

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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.

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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.

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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).

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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.

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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.

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Goal Statement(Secondary)

• John will be able to analyze, synthesis,
  classify, predict, generalize, solve, relate,
  interpret and simplify when constructing meaning
  from texts.

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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.

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Step 7Lesson Plans

• 1. Begin with the real curriculum
• 2. Underscore the specific STIOs
• 3. Use built in assessment to measure growth.

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An 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.

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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

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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.

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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.

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Continuous Improvement Monitoring
Standard(Elementary)
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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)

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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.

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For more information

• Please contact
• Martha Kliebert
• 21601 Lanse
• St. Clair Shores, MI. 48081
• 586-285-8610
• mkliebert_at_lsps.org