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Steve Whitmore's insight:
This features some nice examples of tools. Love the link to the Google Drive at the end.
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Scoop.it!
During COVID-19, FAPE and specialized academic instruction/specially designed instruction (SAI/SDI) and related services are still required under IDEA (as of 4/8). This means that progress monitoring of IEP goals is critical, as IEP meetings are still convening and the data that can be collected will inform progress and instruction once schools convene again in-person. However, due to distance learning, providing high-quality, evidence-based progress monitoring and reports can be difficult. Some goals won’t be able to be progress monitored in a virtual space, such as task-specific goals for behavior (e.g. sitting in assigned seats). Others may not be an area of need in a virtual learning space, including peer conflict resolution or behavior goals for school transitions. In those cases, IEP teams should discuss if the goal needs to be revised, and/or if an alternative form of data collection can be utilized.
Steve Whitmore's insight:
Good considerations for Virtual Times.
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The following language is specific to measurable goals and short-term objectives. This information applies to procedural compliance for measurable annual goals. For information that applies to the substantive issue of educational benefit, please review the supplement to this guidance that was issued 3/26/2019.
Steve Whitmore's insight:
This was released last month. The addition of a baseline is positive. Best practice would dictate conditions be mentioned as well.
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Steve Whitmore's insight:
This guide provides a few clear examples. It falls short, however, in giving examples of corresponding Present Level statements. Remember that the Present Level must contain the baseline data for your goal.
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Steve Whitmore's insight:
This was released from the Michigan Department of Education.
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Steve Whitmore's insight:
This is a great formula for creatings SEL Goals and Objectives. There are a number of great condition statements.
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Eight states will work collaboratively to create and implement plans to encourage social-emotional learning in their schools, the Collaborative for Academic, Social, and Emotional Learning announced this month. The organization, which is also known as CASEL, will assist the states through consultation with its own staff and a panel of experts. The participating states are California, Georgia, Massachusetts, Minnesota, Nevada, Pennsylvania, Tennessee, and Washington. And an 11 additional states that originally applied to join the collaborative will have access to the materials it develops. Each participating state has a unique plan, and many of those plans include creating developmentally sensitive standards that show how social and emotional skills are demonstrated at each grade level, developing materials to infuse traditional classroom concepts with social-emotional learning concepts, building strategies for state-level support, and implementing professional-development plans for schools about the subject.
Steve Whitmore's insight:
An update to the status of SEL Standards Nationally. Michigan is in process of creation and review, but not working with other states.
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Steve Whitmore's insight:
A good resource for gaining ideas for goal writing. You might have to add or adjust the measurement pieces.
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From
www
The standards describe the content and skills for students in grades K – 12 for Social/Emotional Learning.
Steve Whitmore's insight:
Use these standards to help guide your thinking about SEL Goals and Child Development. The standards set the backdrop and the descriptors give ideas of what might be appropriate at every grade level. Remember that measurement of each of these will have to be determine given your available skills, knowledge and resources.
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Steve Whitmore's insight:
This page features further breakdowns of the Illinois State Standards and Goals. Please note that they appear to not have measurements listed. But this document helps with the thinking of what a student should know.
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Each IEP is required to include measurable annual goals designed to meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum. Measurable annual goals must be in alignment with the child’s present level of performance.
Steve Whitmore's insight:
Handy one page resource on IEP requirements.
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Social Language Goal/Objective Ideas Given a hypothetical social situation presented that depicts someone potentially being taken advantage of, will discriminate if the situation is...
Steve Whitmore's insight:
These goals are generated by SLPs, but there are some that might be useful in developing socio-emotional goals from a SSW perspective.
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An overview of legal requirements of the No Child Left Behind Act with links to legal and advocacy resources.
Steve Whitmore's insight:
What advice do you give parents about IEP meetings? What would you agree with and disagree with in this article?
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Integration of ACEs into the development of IEPs for students through Grade 12.
Steve Whitmore's insight:
Looking at skills is always an important part of an IEP. This gives a thoughtful mindset when assessing for and creating an IEP.
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A clinical faculty member of the Department of Psychiatry and Behavioral Science at the Medical University of South Carolina, Libby Ralston, PhD, is
Steve Whitmore's insight:
Reviewing the handouts in this webinar spark thinking about IEP goals based on the skills that kids need to develop.
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Steve Whitmore's insight:
This guide is a good primer on SEL and includes information on goal writing and progress monitoring.
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We call on educators, policymakers, business leaders, families, and community members to work together on a whole child approach to education.
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In this day and age the impact of a student's mental health on his/her ability to learn and achieve academically is becoming more and more mental healthwidely understood, accepted, and addressed. In order for students to achieve at their greatest potential they must be educated in a safe and emotionally healthy environment. This page offers resources, links, materials, and websites that are related to mental health and its importance in the school setting. For further information about mental health and youth, see the Centers for Disease Control.Michigan Department of Education -
Steve Whitmore's insight:
Finally! These have been in the works for quite some time. Thank you, Lauren Kazee, who has work so hard in creating these.
Look for two documents. 1) Connecting Social and Emotional Learning to Michigan’s School Improvement Framework Guidance and Resources for K–12 and Early Childhood Settings; and 2) Michigan Department of Education Early Childhood to Grade 12 Social and Emotional Learning (SEL) Competencies and Indicators.
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Steve Whitmore's insight:
Could these verbs be worked into Socio-Emotional Learning Goals and Objectives?
Anna Singer's curator insight,
January 22, 2016 1:30 PM
Great visual reference when designing lessons.
Jim Lerman's curator insight,
August 20, 2016 12:55 PM
I'm on a personal campaign to add 2 levels above Creating to Bloom's Cognitive Taxonomy (don't forget he wrote about 3 domains of learning...Cognitive, Affective, and Psychomotor). I believe our field tends to overemphasize the Cognitive domain at the expense of the other 2, and to the detriment of learners.
Anyhow, the 2 levels above Creating that I'm concerned about are: Reflecting and Sharing. My reasoning goes like this:
Reflecting - Once we go through all 6 levels (and they are not hierarchical, a learning sequence can start or end with any of them), if we want students to enhance their metacognition, it is important for us to build in reflective experiences. Such experiences enhance students' abilities to be more self-aware of how they learn and the strategies that do or don't work well for them. Sharing - We teachers often remark that our knowledge of a particular topic solidifies when we teach it to someone else...the act of sharing brings out our awareness of nuances, relationships, perceptions, modes of expression/communication, and our interpersonal skills of working with others; all things that are very important to people's success in our current era. Our students deserve to become proficient in sharing effectively.
My 2 cents.
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Steve Whitmore's insight:
Speaking and Listening Common Core Standards have many SEL related skills listed in them.
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Steve Whitmore's insight:
The NEW OS Special Education Compliance Page has many resources for goal writing and guiding your thinking.
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If you are set on mastering assessment language, here are some tips and resources to help you use the best words at the right times.
Steve Whitmore's insight:
I am wondering how helpful this might be in writing SEL related goals and objectives. Many times we have troubles coming up with measurable verbs. These might be helpful, but I can see in some cases where we would still need to add some examples. How might you use this list?
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Do you ever over promise and under deliver? Come on . . . raise your hand. Raise it high. Maybe you’ve done it to others. Maybe to yourself. Take new year’s resolutions for example: January first arrives and you resolve to “lose weight this year”. Then February rolls around: You miss 6 workouts. You nosh on chips, queso …
Steve Whitmore's insight:
While not about client goal writing, this blog delivers the message of why writing goals down is important.
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Social Thinking has always stressed the importance of the connection between social learning and the core academic standards and now the latest version of the academic standards, called the Common Core Standards (CCSs), recognizes Speaking and Listening as an integral part of learning. Standards included in the new CCSs include concepts related to collaboration, cooperation, understanding other’s minds or point of view, analysis of fiction, understanding bias in our media and science, just to name a few! For those of you who've struggled to convince others about the importance of including a social component to the academic day or write goals/objectives related to this, the broader adoption of the CCSs may be of help. Finally, social relatedness, group listening, and conversational skills will be recognized as part of the academic day.
Steve Whitmore's insight:
This gives a good example of how SEL is woven throughout the curriculum. It also offers some intervention insights.
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Steve Whitmore's insight:
These standards are based on the CASEL Standards and were developed by School Social Workers. @oaklandssw
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