Dana Corriveau

Director of Student Services

North Haven Public Schools

It’s that time of year

To set some goals

And you’ve forgotten

how

Or don’t know where

to start

Let’s go through some reminders

CSDE. A guidebook for student and educator support specialists. (2015)

SLO with 2 IAGDs (45%)

Observation Performance & Practice (40%)

CSDE. A guidebook for student and educator support specialists. (2015)

Parent or peer feedback

10%

Whole school indicator

5%

CSDE. A guidebook for student and educator support specialists. (2015)

•

•

OR

SLO

Students with disabilities will be prepared and organized for

the school day.

IAGD 1

100% of my students will exhibit growth in the area of preparedness and organization as evidenced by the use of a checklist to be

filled out weekly (progress monitoring schedule) with student and case manager.

Each student will increase their weekly average by a minimum of 4 points for 3

consecutive weeks by May.

IAGD 2

100% of identified students will increase their work completion as evidenced by a weekly review of PowerSchool grades and student

filling out their tracking log. Identified students will increase by 20% each marking period.

CSDE 2013. Student and Educator Support Specialists, Guidance Document. Special Education Teacher

CSDE 2013. Student and Educator Support Specialists, Guidance Document. Special Education Teacher

SLOImprove Social Competency of ASD

students through initiating peer interaction(s).

IAGD 1

Three out of five students will successfully initiate 3 peer interactions with 3 different

peers in 3 different situations/environments on a daily basis as measured by frequency

data on daily point sheets and documented in observations by school

psychologist by January 2017.

IAGD 2

Two out of five students will successfully initiate 2 peer interactions in two different

situations/environments on a daily basis as measured by frequency data on daily point sheets and documented in observations by

school psychologist by May 2017.

CSDE 2013. Student and Educator Support Specialists, Guidance Document. School Psychologist

SLO

Students will increase respectful behaviors within a classroom

environment.

IAGD 1

Tier II 4th grade students will achieve an average 30% increase in daily points

earned for following the positively stated behavioral expectations of being

respectful in the classroom as measured by Positive Behavioral Interventions and Supports (PBIS) data from the fall to the

spring of the academic year.

IAGD 2

Tier II 4th grade students will decrease the amount of office referrals for disrespectful behaviors in the classroom by at least 25%

each marking period as evidenced by SWIS referral data.

CSDE 2013. Student and Educator Support Specialists, Guidance Document. School Social Worker

Goal setting October 31.

Baseline October 15. No reason to delay. Six weeks into the school year.

Get moving!

Assess as you go – progress monitor!!

Do not wait until January midyears to check the

data…..

… And then decide you want to change your IAGDs…

Without

a few

data

points

to

support

it

StudentPre Assessment

10/2014 Mid Year 2/2016

Final Assessment

5/2016 Gains

Danny 36% 88% 96% 60%

Mya 44% 100% 100% 56%

Max 40% 88% 96% 56%

Maeve 32% 84% 84% 52%

Will 48% 88% 100% 52%

Priul 48% 80% 96% 48%

Anthony C 56% 92% 92% 36%

Jamil 60% 92% 96% 36%

Ella 60% 84% 96% 36%

Jack 60% 80% 96% 36%

Gianna 68% 100% 100% 32%

Soli 68% 100% 100% 32%

Anthony P 64% 96% 96% 32%

Madison 76% 92% 100% 24%

Violet 84% 96% 100% 16%

Isabella 72% 84% Extended AB N/A

Mary 76% Moved Moved N/A

IAGD = 80% (28/34 students) in the grade 2 classes (Bxxxx/Mxxxx) will increase baseline scores by at least

20% on the Zones of Regulation curriculum based student survey. (Individual student scores are attached)

Total students available for the final progress update = 32 (Note 1 student moved earlier in the

year , 1 absent and on vacation for 2 weeks)

Of the 33 students who took the final assessment in grade 2 (Bxxxx/Mxxxxx) 1 did not achieved a

20% increase from baseline score. However it's important to note that the students baseline was

94% making her only able to 16%. Meaning 97% of the 2 grade 2 classess met goal for the year.

Final Progress Data Review:

Student Grade Primary

Disability

Target Social Skill Current Data - Midyear

H 2 AUT Given a list of questions, H will independently approach a peer, ask a

question, and then share the same information about himself,

followed by independently completing a checklist in 80% of

measured opportunities.

Task completed nine days since the beginning of December;

asked relevant questions to peers 15 times and answered

his own question 12 times (80%).

A 3 ID Given a small group of peers, A will ask a peer a question that is

relevant to the conversation with no more than one prompt in three

out of five sessions.

Improved from 2/5 to 3/4 measured conversations.

N 3 ID N will maintain a given topic for three minutes given one prompt

when an off topic comment is made

Achieved with therapist for last 3/3 measured

conversations.

S 5 ID S will keep her “brain and body in the group” during semi-structured

social situations, such as CoF and lunch groups.

Achieved in CoF last 3/4 groups.

C 5 ID C will name 3 questions she could ask and 3 comments she could

make related to a given topic for 4 out of 5 conversation topics

presented.

Completed with minimal assistance last 2/2 topics

presented.

Goal: As a result of participating in weekly targeted intervention using an evidence-based social skills curriculum, identified students will improve their ability to understand the rules for interacting with peers and improve their ability to build and sustain meaningful relationships with their peers. AIGD #1: Students will show a 20% improvement in their overall score on the Test of Adolescent Social Skills Knowledge (TASSK) from baseline. The TASSK is a multiple choice test from the PEERS curriculum the students completed at the beginning of the year.AIGD #2: Students will increase their standard score by at least one point on the CELF-5 Pragmatics Profile from baseline. The Pragmatics Profile is a standardized behavior rating scale which will be completed by the students' parents.

Student Fall Close Rdg Dec Close Rdg RW – Oct RW – Nov RW - Jan

PB Below Basic Basic 40 60 20

LB Basic Proficient 50 50 40

CB Basic Basic 50 80 50

AC Basic Basic 40 50 70

VG Basic Proficient 60 70 70

SL Basic Goal 80 100 --

KL Basic Proficient 90 70 70

SM Basic Below Basic 40 50 40

MS Basic Proficient 60 80 70

IE Proficient Basic 60 80 60

EG Proficient Proficient 100 70 80

SR Proficient Basic 60 80 70

Beginning Results: Below Basic: 1, Basic: 8, Proficient: 3, Goal: 0Midyear Results: Below Basic: 0, Basic: 5, Proficient: 5, Goal: 1

SLO: Identified students will demonstrate progress on close reading skills.

IAGD 1: Of the eight students who scored at basic, at least six of them will score at Proficient. Of the three

students who scored at Proficient, at least two of them will score at Goal.

IAGD 2: On the Read Works assessment, student will achieve at least a 20% improvement over the course of the

year.

Work Behaviors Rating Form Data

Student Sept. Dec. March June

SP 68% 72% ex ex

CK 46% 68% 71% 72%

RS 72% 47% 56% 59%

RN 61% 66% 72% 75%

BTW:

You have to

collect data

frequently

enough to be

able to say

something

about it with

confidence.

Where

Do

I

Start?

Your

students’

IEPs

How they

did last year

Data from an

initiative you are

responsible for

Your

colleagues

What are their

goals and

objectives?

Anything

common? Trends?

What kinds of

services did they

get last year?

Look at their

grades, their IEP

data, evaluations,

assessments,

behavioral data,

progress

monitoring from

last year

PBIS, SWIS, a Tier of

Intervention,

implementation of

a strategy, Universal

service delivery,

Will you work as a

group? How are

they going to

collect the data?

Are you thinking of

looking at the same

thing on the same

student(s)?

A focus on your performance & practice

TENURED TEACHERS

These indicators will be determined at the beginning of the year.

proficient or better at the end of last

yearobservers will focus on 3 indicators

when conducting formal and informal

observations.

You select an indicator from that domain.

This becomes your practice and

performance focus area.

You then select an

indicator from that

domain as a second

practice and

performance focus area.

SUPERINTENDENT’S DOMAIN

2: PLANNING FOR ACTIVE LEARNING

Teachers plan instruction in order to engage students in rigorous and relevant learning and promote their curiosity about the world at large by:

2a. Planning instructional content that is aligned with standards, builds on students’ prior knowledge and provides for appropriate level of challenge for all students;

2b. Planning instruction to cognitively engage students in the content;

2c. Selecting appropriate assessment strategies to monitor student progress

DIRECTOR’S DOMAIN

2: PLANNING FOR ACTIVE LEARNING

Teachers plan instruction in order to engage students in rigorous and relevant learning and promote their curiosity about the world at large by:

2a. Planning instructional content that is aligned with standards, builds on students’ prior knowledge and provides for appropriate level of challenge for all students;

2b. Planning instruction to cognitively engage students in the content;

2c. Selecting appropriate assessment strategies to monitor student progress

Is there an area that you want to grow?

Is there an area that

you and your

evaluator discussed

at the end of last

year?

Is there an

something you feel

you’re weak at and

want to improve?

• September 6, 2016– Goal Setting Conference on BloomBoard. 45 minutes.

• October 7, 2016- last day to input SLO/IAGDs Parent/Peer Feedback

Goal, Performance and Practice Focus Area. - By this date, all teachers must submit and share this

information via BloomBoard with their evaluator.

• October 11- 28, 2016 – Goals Setting Conferences• October 31, 2016 – Everything approved and closed out

Resources

colleagues – knock on the door, make time

administrator

coordinator

director

internet – you can find anything out there!

• CSDE SEED Website: http://www.connecticutseed.org/