Transcript File - Speech

Goal Writing for SLPs in the
Common Core
October 29, 2013
Diane Barnes-Maguire
MSEd, CCC-SLP, L
[email protected]
Introductions
All in a Day’s Work
Snapshot of your average day in therapy:
Articulation
Pragmatics
Phonology
Expressive Language
Semantics
Receptive Language
Syntax
A.A.C.
Fluency
Processing
Voice
Executive Functions
Swallowing
Written Language
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?
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.
Don’t 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
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
SMART Goals
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Specific
Measurable
Attainable
Results-based/Relevant
Time specific
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
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)
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.
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.
• Review all assessment information available
on the student (both standardized and nonstandardized)
• 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?
• 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 Bloom’s 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
An Example in Action
• PLOP: “ He is able to understand simple synonyms,
antonyms, & homonyms but struggles with precise
use of grade level vocabulary. He is inconsistent in
being able to retell a story and struggles to speak in
complete sentences during academic tasks, which
affects his ability to write using complete compound
and complex sentences.”
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
Understanding the Common Core Standards & the
Relationship to Speech & Language
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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 6th – 12th grade Social Studies,
Science, and Technical Subjects
• Writing
• Mathematics
• Early Learning & Development (Published
10/2013)
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).
3 Components of Standards
• 1. Content – what students must know
• 2. Process – what the students should be able
to do (skill or process => Bloom’s Taxonomy)
• 3. Performance – how well the students must
perform; complexity
Standards establish WHAT students
need to learn. Standards do not
dictate HOW teachers should teach.
• 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.
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
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
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
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
• 6th-12th grade: Presentation of Knowledge & ideas
Goals for Grammar
Language Standards Possibilities:
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Prepositions: K1e;1st1i; 4th1e;3rd-6th3
Nouns:k1b& 1c; 1st 1b&1c; 2nd 1a&1b; 3rd 1b& 1c
Pronouns:1st1d; 2nd1c; 4th1a
Adjectives/Adverbs: 1st1f; 2nd1e; 3rd1g; 4th1d
Verbs: k1b; 1st 1e; 2nd 1d; 3rd 1d&e; 4th 1b; 5th1b,1c,1d
Conjunctions:1st1g; 3rd1h; 5th1e; 1st-6th
Goals for Pragmatic Skills & Problem
Solving
1. Let’s look at the Speaking and Listening
Standards
2. Now let’s look at Language Standards
3. Anywhere else?
Goals for Expressive Language
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Word Meaning
Use of Context
Use of Resources
Higher Level Language Skills
Word Relationships
Content in Speaking Tasks
Inflection, affixes, suffixes
Goals for Listening Skills
What standards fall under listening skills?
Goals for Questioning Skills
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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
• Possible Goal: “By the end of the 3rd 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.
What will I need to be successful?
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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
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
Time to Practice
• Working in groups, create a SMART goal that is
alligned to CCSS
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.