Transcript of Goal Writing for SLPs in the Common Core October 29, 2013 Diane Barnes-Maguire MSEd, CCC-SLP, L...
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- Goal Writing for SLPs in the Common Core October 29, 2013 Diane
Barnes-Maguire MSEd, CCC-SLP, L mdmaguire@sbcglobal.net
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- Introductions
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- All in a Days Work Snapshot of your average day in therapy:
ArticulationPragmatics PhonologyExpressive Language
SemanticsReceptive Language SyntaxA.A.C. FluencyProcessing
VoiceExecutive Functions SwallowingWritten Language
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- How do we Know what to Focus On? GAN Greatest Area of Need The
GAN is evident from data regarding the child. What are our sources
of data? How important is Present Level of Performance? When do we
collect data?
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- And it is Always Changing!!! Name some changes within the
profession that have been implemented since you began. Now rank
those changes to determine which change has had the biggest impact
on your duties as an SLP.
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- Dont let the Paperwork and Regulations Overshadow working with
Students! Tools to help you: 1.SMART goals format 2.Common Core
Standards charts 3.Technological Advances/Data collection 4.Develop
new strategies to align practice with Common Core Standards
5.Networking
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- Working Goals for Today Working in groups, please write down a
goal that you typically write (pick one area): a.Articulation
b.Grammar c. Vocabulary d.Pragmatics e.Your choice
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- SMART Goals Specific Measurable Attainable
Results-based/Relevant Time specific
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- Key Components for Goals Summative = yearly Formative =
quarterly/each trimester Progress Monitoring = more frequently than
quarterly/each trimester Specific Subject/Grouping noted Linked to
Curriculum Based Assessment/Task Analysis Linked to Common Core
Standard
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- SMART Goal Template By month/year, when given subject/task at
level, student name will increase/decrease (what we want them to
do) from present level to projected level using
assessment/curriculum based measurement as measured by schedule
(weekly, biweekly, monthly) assessment (nationally normed progress
monitoring assessment/criterion referenced assessment) and reported
quarterly/each trimester. Objective: By month/year, using
assessment/CBM at level, student will increase/decrease what we
want to happen. (criteria, procedure, schedule)
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- Sample Articulation Goal By September 2014, when given an
articulation probe at the four year old level, Josie will increase
the percentage of initial plosive sounds she is able to articulate
in 3-6 word sentences from 40% to 70% accuracy as measured by
weekly data probes based on a criterion-referenced speech sounds
assessment and reported quarterly.
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- Sample Comprehension Goal By May 2014, when given a sixth grade
level informational text discussed in general education subject
areas, Eric will increase his comprehension scores from 40% to 70%
as measured by monthly curriculum based measurements and reported
quarterly. 7/English Language Arts/ RL/ Key Ideas and Details
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- Only use/change one criteria per goal As measured by ___ and
reported q/t must be in the goal statement If a student has a
functional goal, indicate Activities of Daily Living as the subject
Place Summative assessment in the GOAL statement Place Formative
assessments in the OBJECTIVE statements Note Progress Monitoring in
the Procedure/Criteria/Schedule boxes; must occur more than once
per q/t (weekly, bi-monthly, monthly) For speech language therapy
(and other related services), the location of the goal worked on
can be the subject (during group therapy, during individualized
therapy sessions, during general education class, during group
class work, etc.) Current level of functioning is stated in the
PLOP (Present Level of Performance) statement in relationship to
what other students at this grade level are able to do. Goals
should address the gaps between what is expected and where the
child is currently functioning.
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- Review all assessment information available on the student
(both standardized and non- standardized) Collaborate in advance of
writing the IEP, including collaboration with the parent and the
teachers You will evaluate strengths and areas of need related to
the CCSS What do you think is needed for him to be successful?
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- If you just copy the CCSS, you are not making an INDIVIDUALIZED
goal, you are just rewriting what everyone else is expected to do
You can paraphrase the CCSS and focus on what is needed from Blooms
Taxonomy (understand, apply, analyze, evaluate, create) in order
for the student to be successful The goals help direct what gaps
need to be filled for the student to be successful
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- An Example in Action
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- Our work must support student success in the Classroom! Create:
assemble, construct, formulate, develop, write Evaluate: justify a
decision/argue & defend, judge Analyze: distinguish between 2
parts/compare & contrast Apply: use info in a new
way/demonstrate, solve, operate Understand: explain ideas or
concepts/classify and describe Remember: recall or remember the
information/define, list
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- Understanding the Common Core Standards & the Relationship
to Speech & Language Common Core addresses Language Skills
-Narratives -Comprehension -Phonological Awareness
-Conversation/Discourse -Grammar -Sentence Structure
-Vocabulary
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- Language (including Vocabulary) Listening and Speaking Reading
Literacy for 6 th 12 th grade Social Studies, Science, and
Technical Subjects Writing Mathematics Early Learning &
Development (Published 10/2013)
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- Standards Set of shared goals & expectations for what
knowledge and skills will help students succeed. Set the goals for
what students should know and be able to do by the time they
complete a grade level (and eventually graduate from high
school).
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- 3 Components of Standards 1. Content what students must know 2.
Process what the students should be able to do (skill or process
=> Blooms Taxonomy) 3. Performance how well the students must
perform; complexity
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- Standards establish WHAT students need to learn. Standards do
not dictate HOW teachers should teach.
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- The success will be depend upon how common core standards are
used by the special educators. Through Universal Design for
Learning we create goals and interventions for the unique needs of
our students. SLPs are experts in adapting and differentiating
curriculum based on students needs. Provide functional
accommodations and modifications that are related to the selected
goals.
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- How to fit what SLPs do to the Common Core Standards Language
Standards -Conventions of standard English -Vocabulary Acquisition
and Use -Knowledge of Language (effective use of language and
recognition of types of language) -Syntax, grammar, sentence
structure, vocabulary, & conversation
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- Listening & Speaking Standards -Comprehension and
Collaboration (day to day interaction in small group, larger group,
and one-on-one settings) -Presentation of knowledge and Ideas
(formally sharing ideas and concepts) -Discourse, pragmatics,
describing, retelling, summarizing, presenting, adapting speaking,
point of view
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- Reading Standards -Key Ideas and Details -Structure and
Crafting -Integration of Ideas and Knowledge -Reading Skill
Foundations: print concepts, phonological awareness, phonics and
word recognition, fluency -Reading complexity and range -Literature
& Information Texts grades 6-12 -Comprehension, narratives,
questioning, summarizing, analyzing, inferences, story elements,
evaluating, point of view, central idea, theme
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- Aligning Standards with IEP Goals Articulation and Phonology
are aligned with Reading Skills: Foundations Kindergarten: 2a, 2b,
2c, 2d, 2e, 3, 3a, 3b, 3d First grade: 2a, 2b, 2c, 2d, 3a, 3e
Second grade: 3e, 3c Fourth grade: 3a Fifth grade: 3a 6 th -12 th
grade: Presentation of Know- ledge & ideas
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- Goals for Grammar Language Standards Possibilities:
Prepositions: K1e;1 st 1i; 4 th 1e;3 rd -6 th 3 Nouns:k1b& 1c;
1 st 1b&1c; 2 nd 1a&1b; 3 rd 1b& 1c Pronouns:1 st 1d; 2
nd 1c; 4 th 1a Adjectives/Adverbs: 1 st 1f; 2 nd 1e; 3 rd 1g; 4 th
1d Verbs: k1b; 1 st 1e; 2 nd 1d; 3 rd 1d&e; 4 th 1b; 5 th
1b,1c,1d Conjunctions:1 st 1g; 3 rd 1h; 5 th 1e; 1 st -6th
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- Goals for Pragmatic Skills & Problem Solving 1. Lets look
at the Speaking and Listening Standards 2. Now lets look at
Language Standards 3. Anywhere else?
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- Goals for Expressive Language Word Meaning Use of Context Use
of Resources Higher Level Language Skills Word Relationships
Content in Speaking Tasks Inflection, affixes, suffixes
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- Goals for Listening Skills What standards fall under listening
skills?
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- Goals for Questioning Skills Understanding and using question
words Confirm understanding Ask and answer questions in order to
seek help Ask for clarification and further explanation Ask and
answer questions to demonstrate understanding of material
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- Possible Goal: By the end of the 3 rd grading period following
the annual review, he will demonstrate use of grade level
vocabulary by defining and using new words in complex sentences,
using core curriculum vocabulary, story grammar vocabulary, and
word lists for 15/20 target vocabulary words.
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- What will I need to be successful? 1. Review CCSS for the
grades you teach 2. PLOP 3. Review IEP goals, accommodations,
modifications 4. Review classroom material and instructional styles
5. Collaboration with teachers 6. Time to design & implement
interventions
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- Moving from pull-out to the room Student sees connections
between the classroom and any pull-out situations you have with the
student. Materials are relevant to the academic expectations of the
general curriculum. A new level of collaboration with teachers:
-Jointly decide on nature of interventions -Co-teaching -Small
targeted groups within the classroom -Direct instruction by
SLP
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- Time to Practice Working in groups, create a SMART goal that is
alligned to CCSS
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- References Flynn, P., Rudebusch, N. (2013). Shift happens: New
IEP language for a common core world. Retrieved from Presence
Learning.com October 19, 2013. Georgia Organization of School Based
Speech Language Pathologists: Common Core for SLPs. www.gosslp.org
(2012). Accessed on August 13, 2013. Images retrieved from
http://goggle.com /images on September 7, 2013. Lincoln-Way Area
Special Education Cooperative.(2013). SMART goals rubric.
Frankfort, IL National Governors Association Center for Best
Practices & Council of Chief State School Officers.
(2010).Common Core State Standards for English language arts and
literacy in history/social studies, science, and technical
subjects. Washington, DC: Authors. National Governors Association
Center for Best Practices & Council of Chief State School
Officers. (2010). Common Core State Standards for Mathematics.
Washington, DC: Authors. Power-deFur, L & Flynn, P. (2012,
March). Unpacking the standards for intervention. Perspectives on
School-Based Issues, 13, 11-16. doi:10.1044/sbi13.1.11 Universal
Design for Learning. Retrieved from http:www.cast.org/udl on
September 7, 2013.