Prioritizing standards for Standards Based IEP Development MJ
Prioritizing standards for Standards Based IEP Development MJ HART EXCEPTIONAL EDUCATION SPECIALIST, CITI BOCES MHART@CITIBOCES. ORG 315 -402 -9817
Today’s Plan: Ass ess ing Stu de nt Le arn ing A solid foundation for writing standards based IEPs, using prioritized standards and measurable learning targets Unpacking Prioritized Standards Determining Learning Targets Overview of Standards Prioritizing Standards
Change is coming
Overview: Overview • The English Language Arts Learning Standards are organized by grade-level from Prekindergarten through grade eight and by grade-band (9 -10 and 11 -12) at the high school level. • Anchor Standards represent the broad statements about student expectation PK-grade 12, positing them for college and careers. • There are 28 English Language Arts Anchor Standards in Reading, Writing, Listening & Speaking, and Language. • The Strands define the main organizational categories for English Language Arts (Reading, Writing, Speaking and Listening, and Language) • Range of Student Reading Experiences section explains the reading and text complexity expectations for each grade level. This is located at the beginning of the Reading Standards for each grade level or grade band. • All strands of the standards for a given grade level appear together.
Mathematics Learning Standards The New York State Next Generation Mathematics Learning Standards (2017) reflect revisions, additions, vertical movement and clarifications to the NYS P-12 Common Core Learning Standards for Mathematics (2011). Significant changes/modifications include the following: � High school standards listed by course (Algebra I, Geometry and Algebra II). � Standards moved to different grade levels to improve focus; providing more time for students to develop deep levels of understanding of major grade-level content and skills. � New standards were added to strengthen coherence. � Consolidation/removal of standards to improve coherence, focus and reduce redundancy amongst the grade levels. � Clarification of existing standards to more clearly identify the expectation of the standard; helping to improve the focus of instruction. Additional notes and illustrations were added to help further clarify standard expectations. � The term “explore” is now used in some standards so students can be introduced to a concept without the expectation of mastery or being assessed. � Maintenance of the rigor of standards by balancing the need for conceptual understanding, procedural skill and application. � Added the supplement “Glossary of Verbs Associated with the Next Generation Math Learning Standards” that contains an explanation of the context in which certain verbs are utilized in the standards.
Why Prioritize ELA Standards ? � Prioritizing certain standards over others does not mean eliminating those standards that do not make it into the starring roles. � Prioritizing the standards has nothing whatsoever to do with "lowering the bar, " and everything to do with focus. It is about "less" being more. The difference is in the degree of focus given to certain standards over others.
Priority Standards A priority standard is one that provides students with knowledge and skills that will endure throughout life, be valuable in multiple disciplines, and provide success in the next level of instruction. Ainsworth, Larry. (2010). Rigorous Curriculum Design. Englewood: Lead and Learn Press.
Supporting Standards A supporting standard is one that enables a student to perform the priority standard. Ainsworth, Larry. (2010). Rigorous Curriculum Design. Englewood: Lead and Learn Press.
Criteria for prioritizing: R-E-(A)-L Over Time (endurance) Toward Next Skill (readiness) Priority Standard Across Content (leverage) External Exams (assessment)
Readiness � Will this standard provide students with essential knowledge and skills that are necessary for success in the next grade level or the next level of instruction - for success in school and in life? � What knowledge and skills do this year’s students need so they will enter next year’s class with confidence and readiness for success?
Endurance � Will this standard provide students with knowledge and skills that will be of value beyond a single assignment, project or test date? � Which standards represent concepts and skills that endure?
Leverage � Will this standard provide knowledge and skills that will be of value in multiple disciplines? � Which standards are critical for our students to know and understand? Which standards, according to the state assessment, do we especially need to emphasize?
Assessments � External Exams � The concepts and skills that students are most likely to encounter on annual standardized tests, college entrance exams, and occupational competency exams students will need to prepare for.
Unpacking Standards – How? Follow these steps: 1. Choose a standard 2. Circle the verbs 3. Underline the nouns 4. Find all combinations to find each skill embedded in the standard
Unpacking standards – how? It’s all about the Nouns and the Verbs! Standard Verbs Nouns Skills Necessary STEP 1: Choose a Standard STEP 2: Identify the verbs STEP 3: Identify the nouns STEP 4: Identify the skills needed W. 6. 3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences • Write • Develop • Use • Narratives • Real experiences/events • Imagined experiences/events • Technique • Details • Event sequences • Write narratives • Develop real experiences/events • Develop imagined experiences/events • Use effective technique • Use descriptive details • Use well-structured events
Learning Targets § Statements of intended learning. § The building blocks for student attainment of the standards. § Principal driver of classroom instructional decisions. § The framework for classroom assessment practices.
Clear Learning Targets shift us away from what we, as teachers, are covering towards what our students are learning. “Teachers who truly understand what they want their students to accomplish will almost surely be more instructionally successful than teachers whose understanding of hoped-for student accomplishments are murky. ” -W. James Popham
Types of Learning Targets � Knowledge � Reasoning � Performance � Products / skills
Knowledge Targets • Factual information: verbs such as names, lists, identifies, recalls • Procedural knowledge: knowing a protocol or memorizing a series of steps • Conceptual understanding; can explain the concept clearly Example: Identify tenths in decimal form on a number line. Indicate the approximate location of thirds, fourths, and fifths on a number line.
Reasoning Targets • Specify thought processes students are to apply effectively i. e. , solve problems, make inferences, defend judgments. • Ability to apply knowledge in authentic contexts • Engage in reasoning using their knowledge Example: Compare fractions, decimals and mixed numbers by identifying their relative position on a number line.
Skill Targets • Real time demonstration • Physical performance Example: Use a protractor to draw acute and obtuse angles. Use a compass to draw concentric circles.
Product Targets § Creation of a product What is the intended learning? Example: Create a table, lab report, make a graph, scatter plots.
Without Clear Targets, We Can’t Do Any of the Following… ü Correctly identify what students know and don’t know, and their level of achievement. ü Plan next steps in instruction. ü Give detailed, descriptive feedback to students. ü Have students self-assess or set goals likely to help them learn more. ü Keep track of student learning: target by target or standard by standard.
Educators & Students must be able to answer…… q Where am I going? q Where am I now? q How can I close the gap? Students who can identify what they are learning significantly outscore those who cannot. Robert Marzano
Revisiting the Standards Based IEP We prioritize and unpack the standards, and develop specific and measurable learning targets We will be able to: Effectively assess and monitor critical skills and learning In order to: Develop instructionally appropriate standards based IEPs 25 If:
You can do it!
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