SMART Goals

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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. - PowerPoint PPT Presentation

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  • SMART Goals

    Living Sky School Division #202

  • KUDKnow UnderstandDo

  • KnowFacts, names, dates, places, information, vocabulary, definition

  • UnderstandBig ideasGeneralizationsPrinciplesIdeas that transfer across situations (students should understand...)

  • DoSkills of the disciplineSocial skillsProduction skillsProcesses

  • RTI

  • Todays expected outcome95% of todays 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 todays 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.

  • Historical ContextJanuary 2000 Special Education Review.

  • Two Prong Approach

    RTI Service Delivery ModelStaffing Model *Sufficiency *Efficiency *Effectiveness *Appropriateness*Strengths *Procedures *Performance *Supports*Outcomes *Differentiated*Objectives *Collaborative *ParentalSystemic ChangeIntensive Support

    Individual Students

  • PurposeProvincial LevelAssessment for Learning for students on PPPsAggregate outcomesInform policyDirect planningMonitor outcomes

  • PurposeSchool Division/School LevelAggregate outcomes for students on PPPsEncourage questionsSets the stage for dialogue

    Provides one piece of data toinform procedures and guidelinesplan (program, allocate resources/funds)inform effective practices

  • PurposeIndividual LevelStudentsInvolvement 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).

  • PurposeIndividual Level cont...

    TeamForward planningSame pageProvides a visual to see even small, incremental progressPromotes consistency (eg: prompts, specific directions)Facilitates reporting to parents.

  • Checklist for PPP

    Checklist for Intensive SupportDocument

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

  • 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 programStudents who are identified by the school division as requiring Intensive Supports Level I or II

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

  • 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.

  • 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.

  • ePPPWhen?Glitches?If not using....

  • Student Outcome RubricsWhich Students?Which Outcomes?

  • 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.

  • 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.

  • Priority annual outcomes...Questions to askHow relevant is this considering the students age and ability level?Is this important for the students future?Is this a priority for the student & family?

  • Not all outcomes make good rubrics.

    However, all outcomes can be written in a SMART format.

  • SMART GoalsSpecific: written in clear languageMeasurable: allows students achievement to be described, assessed and evaluated.Achievable: realistic for the studentRelevant: meaningful for the studentTime-related: can be accomplished within a specific time period; typically one school year/semester.

  • Where do Student Outcome Rubricsfit with PPPs

  • Link SORs to PPPsAll 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.

  • Current Level of PerformanceAnnual Student Outcome

  • Link SORs to PPPs cont...Selected outcomes will have a rubric attached. Remember the rubric is an evaluation tool.

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

  • Developing the Student Outcome RubricIdentify the area of development and indicator (target skill).Define current level of performanceBased 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.

  • Areas of DevelopmentAcademicCommunicationIndependence/Problem Solving/Work HabitsMotor Skills/SensorySafetyPersonal/Social Well-beingPhysical Health/Medical/Personal CareTransition

  • Current Level of PerformanceBe skill specificUse 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 PPPCLP is a baseline for future growth.

  • Current Level of PerformanceVague: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.

  • Current Level of PerformanceWhen 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.

  • SMART:Key Points

  • SpecificOne 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 phrasesLevel of support clarified

  • MeasurableUse 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.

  • Levels of attainment can be based on..AccuracyFrequency of responseComponents or steps involved in the task.ConsistencyNecessary supports (material, personnel, technical)Increase in independence (decrease in guidance/supports)

  • Levels of attainment can be based on...Stage of learningAcquisition: 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.

  • Levels of attainment...Consider....Current level of performanceAnticipated rate of progressInvolvement of team members for specific outcomes.

  • Relationship to Instructional ProcessThe 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?

  • Relationship to Instructional ProcessWhen levels of support are clearly delineated, the rubric also acts as a guide for support staff to indicate theType AmountFading of support.

  • Achievable and RelevantDependent onTeams knowledge of the studentStudents past rate of progressScope and sequence of targeted skills

  • Achievable and RelevantWhat 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?

  • Time-RelatedBe consistent for all 5 levelsEnd of May or end of first or second semester

  • Rubric Analysis Tweaking ActivityIn groups of two or three, choose two of the yellow SORs in your handout package.Use the Rubric Analysis Criteria chartRevise and improve the rubric.

  • Make it real: Use your current studentsComplete 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.

  • Challenges and SolutionsWith your table group discuss the challenges you faced this year in ppp/SORs/SMART Goal development.Brainstorm a solution for at least one challenge...be creative!

    The KUD is part of differentiation strategy that can be used in the classroom. It taps into prior knowledge about a subject and will help develop where you need to go as a teacher. So...I want to get to know what you already know, understand and do with the students in your class when it comes to planning for your s