Technical Assistance Paper
Student Learning Plans (SLP) for Supplemental Educational Services (SES)
Issued by the
Florida Department of Education
Division of Public Schools
Bureau of Student Assistance
http://www.fldoe.org/bsa/
Dr. Eric J. Smith
Commissioner of Education
DPS: 2009-153
Date: September 11, 2009
Summary
:
The purpose of the SES Student Learning Plan (SLP) is to assist low-performing students in
meeting state and LEA expectations in academic proficiency in reading, language arts,
mathematics, and science. The SLP must reflect each student’s program with instruction that is
focused, intensive, and tailored to meet the individual needs of the student. The SLP is the primary
vehicle for communicating the parent, LEA, and provider commitment to addressing the unique
educational needs of a student.
Contact
: Anna Moore
anna.moore@fldoe.org
(850) 245-0726
Katrice Green
katrice.green@fldoe.org
(850) 245-9183
Status
:
New Technical Assistance Paper
Revises and Replaces Existing Technical Assistance (K12: 2008-137)
FLORIDA DEPARTMENT OF EDUCATION
Student Learning Plans (SLP) for Supplemental Educational Services (SES)
Table of Contents
INTRODUCTION............................................................................................................. 2
GENERAL INFORMATION.......................................................................................... 3
A-1.
What is a Student Learning Plan (SLP)? ................................................................ 3
A-2.
What is the purpose of the Student Learning Plan?................................................ 3
A-3.
How should the Student Learning Plan be framed?................................................ 3
A-4.
What is the responsibility of the LEA related to the development and
implementation of Student Learning Plans?........................................................... 3
A-5.
Must an LEA consult with parents in the development of the SLP?...................... 5
A-6. What are the responsibilities of state-approved SES providers related to SLP? .... 5
A-7.
What is the process for developing, implementing, and evaluating SLP?.............. 5
DEVELOPMENT OF THE STUDENT LEARNING PLAN....................................... 6
B-1.
What are the critical elements of the SLP?............................................................. 6
B-2.
What is meant by “consultation with parents?”...................................................... 7
B-3.
How should consultation between the SES provider, LEA, and the student’s
parent be documented? ........................................................................................... 8
B-4.
How should achievement goals be written?............................................................ 8
B-5.
How should objectives be written?......................................................................... 8
B-6.
What are specific examples of measurable objectives?........................................ 10
USING ASSESSMENT DATA TO DEVELOP STUDENT LEARNING PLANS .. 11
C-1.
What types of assessment data should be used in developing Student Learning
Plans? .................................................................................................................... 11
C-2.
What resources are available related to the FCAT that can be used to develop
Student Learning Plans? ....................................................................................... 11
REFERENCES AND RESOURCES ............................................................................ 13
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Student Learning Plans (SLP) for Supplemental Educational Services (SES)
INTRODUCTION
This guidance outlines the requirements for agreements between Local Educational
Agencies (LEAs) and state-approved Supplemental Educational Services (SES)
providers. These agreements, or Student Learning Plan (SLPs), outline the expectations
for the delivery of SES and must be developed by the LEA in consultation with parents
and the provider chosen by parents, pursuant to Section 1116(e)(3), Public Law (PL)
107-110.
This guidance is non-binding, but compliance with it will be deemed by the Florida
Department of Education (FLDOE) as compliance with applicable statutes and
regulations. Although this document outlines specific requirements for Student Learning
Plans, the examples provided should not be regarded as exhaustive or limiting. LEAs
may develop alternative approaches that are consistent with the Title I statute and
regulations but are more in keeping with their particular needs and circumstances.
Summary of New and Revised Items
The following are new questions that were not in the November 18, 2008 guidance: A-5
and C-1. The following questions have clarifying language: A-1, A-4, A-6, A-7, B-1, B-2.
The sample Student Learning Plan has been changed to reflect the updated guidance.
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Student Learning Plans (SLP) for Supplemental Educational Services (SES)
GENERAL INFORMATION
A-1. What is a Student Learning Plan (SLP)?
The No Child Left Behind (NCLB) Act requires LEAs to enter into an agreement with
each state-approved supplemental educational services (SES) provider selected by a
parent. This agreement is recognized in Florida as the Student Learning Plan (SLP) and
must be developed in consultation with the student’s parents and the provider. The SLP
must include a statement of specific achievement goals/objectives for the student, how
the student’s progress will be measured, timelines for improving achievement, and
provisions for termination of the agreement if the provider is unable to meet the
goals/objectives and timelines. For student with disabilities, the SLP must be consistent
with the student’s Individual Education Plan (IEP) under the Individuals with Disabilities
Education Act (IDEA). The SLP must also describe how the student’s parents and
teacher(s) will be regularly informed of the student’s progress.
A-2. What is the purpose of the Student Learning Plan?
The purpose of the SLP is to develop goals for the academic gains students will achieve
as a result of SES. The SLP should reflect how instruction will be focused, intensive, and
tailored to meet the individual needs of the student.
The SLP is the primary vehicle for communicating the parent, LEA, and provider
expectations for addressing the unique educational needs of the student. The SLP
provides an opportunity for parents, providers, and LEAs to collaborate to ensure
students’ needs are appropriately addressed.
A-3. How should the Student Learning Plan be framed?
First, the SLP should document the student’s present level of educational performance,
his or her strengths, and his or her priority educational needs in reading/language arts,
mathematics, and science. Second, the SLP should identify those goals and objectives
for the student’s success in an appropriate curriculum or tutoring program. Finally, the
SLP should identify the supplemental educational services that are needed and will be
provided for the student to be successful.
A-4. What is the responsibility of the LEA related to the development and
implementation of Student Learning Plans?
LEAs are responsible for entering into an agreement with each SES provider chosen by
a parent. Section 1116(e)(3), PL 107-110, requires the LEAs to develop, in consultation
with parents (and the provider chosen by the parents), an agreement that sets forth the
expectations for student learning as a result of SES.
Pursuant to NCLB, it is the LEA’s responsibility to ensure that an agreement is
completed for each student participating in SES and that such agreement contains the
information required under the law. The requirements for the SLP include the following:
3
Student Learning Plans (SLP) for Supplemental Educational Services (SES)
•
specific achievement goals/objectives for the student, developed in consultation
with the student’s parents and the provider [Section 1116(e)(3)(A); 34 C.F.R.
§200.46(b)(2)(i)(A)]
•
a description of how the student’s progress will be measured and how the
student’s parents and teachers will be regularly informed of that progress
[Section 1116(e)(3)(A), (B); 34 C.F.R. §200.46(b)(2)(i)(B), (ii)]
•
a timetable for improving the student’s achievement [Section 1116(e)(3)(A); 34
C.F.R. §200.46(b)(2)(i)(C)]
•
a provision for terminating the agreement if the provider fails to meet the
student’s specific achievement goals and timetables [Section 1116(e)(3)(C); 34
C.F.R. §200.46(b)(2)(iii)]
•
provisions governing payment for the services, which may include provisions
addressing missed sessions [Section 1116(e)(3)(D); 34 C.F.R. §200.46(b)(2)(iv)]
•
a provision prohibiting the provider from disclosing to the public the identity of
any student eligible for or receiving SES without the written permission of the
student’s parents [Section 1116(e)(3)(E); 34 C.F.R. §200.46(b)(2)(v)]
•
an assurance that SES will be provided consistent with applicable health, safety,
and civil rights laws [Section 1116(e)(5)(C)]
In the case of a student with a disability, the achievement goals/objectives,
measurement and reporting of progress, and timetable described in items 1 through 3
above must be consistent with the student’s IEP under Section 614(d) of the IDEA.
In the case of a student covered by Section 504, the achievement goals/objectives,
measurement, and reporting must be consistent with the student’s individualized
services under Section 504. SES must be in addition to, and not a substitute for, the
instruction and services required under the IDEA and Section 504, and should not be
written into a student’s IEP or Section 504 plan.
It is the responsibility of the LEA, not the responsibility of a provider, to ensure that an
agreement is completed for each student participating in SES and that each agreement
includes the information required under the statute. In general, this is a collaborative
effort involving a student’s parent, a representative from the student’s school or the LEA,
and the provider selected by the parent. However, an LEA and a provider may agree
that the provider will complete, on behalf of the LEA, the agreement for each student the
provider serves. An LEA cannot require a provider to develop the agreements for the
students it serves, absent the provider’s consent. Ultimately, the LEA is responsible for
reviewing and approving all agreements, and for making sure that all agreements,
whether developed by the LEA or by a provider on behalf of the LEA, are completed for
all students participating in SES and include the required information.
The LEA and provider should function as a team to develop the SLP. Each team
member is responsible for bringing information to the process, including, but not limited
to, the most recent results of each student’s performance on state and/or district-wide
assessments, the student’s classroom performance, provider assessments,
observations by the teacher or parent, and other existing and relevant student plans
such as an individual education plan (IEP) or English language learners (ELL) plan.
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Student Learning Plans (SLP) for Supplemental Educational Services (SES)
A-5. Must an LEA consult with parents in the development of the SLP?
Yes. Section 1116(e)(3)(A) of PL 107-110 requires consultation with a student’s parents
in developing the SLP. The term “parent,” as defined in Section 9101(31) of the PL 107-
110, includes a legal guardian or other person standing in
loco parentis
(such as a
grandparent or stepparent with whom the child lives, or a person who is legally
responsible for the child’s welfare).
A-6. What are the responsibilities of state-approved SES providers related to
SLP?
A provider is responsible for meeting the terms of its agreement with the LEA, including
the following provisions:
•
conducting pre- and post-assessments (unless there is a prior agreement
with the LEA);
•
meeting student achievement goals for the selected subject areas within the
specified timelines;
•
enabling the student to attain his or her specific achievement goals
•
measuring the student’s progress and regularly informing the student’s
parents and teachers of that progress; and
•
submitting electronic student assessment data to FLDOE (unless a prior
agreement has been made).
The provider must ensure that the instruction and content of supplemental educational
services are consistent with the instruction used by the LEA and aligned with the
Sunshine State Standards (SSS) and consistent with the student’s IEP under Section
614(d) of the IDEA, as applicable. The curriculum and instruction must be designed to
help students attain proficiency in meeting the state’s academic achievement standards.
A-7. What is the process for developing, implementing, and evaluating SLP?
The first step in developing the SLP is to gather information related to a student’s current
level of academic performance and establish a baseline of the student’s current
functioning level. This information should be based upon:
•
strengths and weaknesses of the student identified by the LEA and/or teacher
based on available LEA assessment data;
•
informal information from parents regarding their child’s learning style and
needs; and
•
pre-assessment data collected by the SES provider.
After this information is gathered, the LEA and provider, in consultation with parents,
should generate the SLP. The SLP should include:
•
goals and SMART objectives by subject area;
•
current level of mastery for each student achievement goal/objective;
•
projected level of mastery for each student achievement goal/objective;
•
instructional delivery model;
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Student Learning Plans (SLP) for Supplemental Educational Services (SES)
•
timeline and schedule for achievement of the goals/objectives;
•
provision for quality instruction and monitor progress;
•
alignment of instruction with student achievement goals/objectives;
•
how student’s progress will be reported to parents and teachers on a monthly
basis; and
•
how final student progress outlining student achievement goals/objectives
mastered will be reported.
After SES has concluded, LEAs and providers should evaluate the program by:
•
analyzing student post-assessment results; and
•
analyzing specific information about the student’s achievement and
performance through observations, if available.
DEVELOPMENT OF THE STUDENT LEARNING PLAN
B-1. What are the critical elements of the SLP?
The SLP must:
•
Identify specific and measurable achievement goals and objectives for the
student in reading, language arts, mathematics, and science. Academic goals
and Florida Comprehensive Assessment Test (FCAT) tested benchmarks should
be stated specifically for each deficiency that will be addressed. Goals and
objectives should be prioritized based on educational need in the content area
using appropriate diagnostic assessments. The measurable goal(s)/objective(s)
should focus on the knowledge or skills that will enhance the student’s
performance and assist in achieving the desired outcome.
•
It is recommended to establish no more than five student achievement
goals/objectives per subject area to ensure the student masters the goals within
the prescribed length of the program.
•
Provide the process and schedule for frequent monitoring of student’s progress.
Continuous progress monitoring of academic performance is necessary for many
reasons. It enables educators to detect students’ academic difficulties early and
modify or accommodate the curriculum and instruction. Students should be
aware of their progress and can use the information for goal-setting and
motivation. Information from progress monitoring will reinforce the efforts of
educators and parents who are supplying the supplemental instruction and
increase the probability that such services will be effective. Frequent progress
monitoring will help inform tutors, teachers, and parents of the student’s progress
toward meeting the projected level of mastery of each stated student
achievement goal/objective. It is recommended that a student’s progress be
monitored at a minimum once each month.
•
Describe how the provider will regularly inform the student’s parents and
teachers regarding the student’s progress.
Progress reports to parents and
teachers must be provided regularly, and the format should provide information
that is directly related to the specific goals/objectives for an individual student in a
way that is easy to understand. It is recommended that a student’s progress be
reported to parents at least once a month.
•
Provide a timetable for improving the student’s achievement that ensures
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Student Learning Plans (SLP) for Supplemental Educational Services (SES)
services are provided to students as soon as possible in the school year, but no
later than October 15 of each school year. The timetable should include the
length of each tutoring session, the frequency of the sessions, and the duration
of the prescribed program.
•
Provide information on terminating the agreement if the provider fails to meet the
student’s specific achievement goals and timetables. For example, if a parent
feels that their student is not going to meet the goals within the specific timeline,
a provision should be included allowing the parent to request services from
another provider.
•
Provide information regarding payment for services, which may include
provisions addressing missed sessions.
•
Include a prohibition from the provider from disclosing to the public the identity of
any student eligible for or receiving SES without the written permission of the
student’s parents.
•
Include an assurance that SES will be provided consistent with applicable health,
safety, and civil rights laws.
B-2. What is meant by “consultation with parents?”
Section 1116(e)(3), PL 107-110, requires consultation with a student’s parents as part of
the development of the student’s individual agreement. LEAs and providers must offer
parents a genuine opportunity to consult on the terms of their child’s individual student
agreement.
The LEA should be able to demonstrate that the LEA and provider have made
reasonable efforts to consult with the parent of each student who has requested SES.
This may include attempts to reach parents through telephone, email, home visits,
school events, or other means. For example, some LEAs accept three different and
genuine attempts to reach a student’s parent. The school site facilitator may also
attempt to contact the parent via phone or backpack reminder.
To facilitate parents’ participation in the consultation process, the LEA could indicate on
its SES application that the LEA is required to consult with parents during the
development of individual SLPs and that parents’ participation in this process is
expected and appreciated. Additionally, the LEA could provide an opportunity for parents
to express their preferred method of consultation on the SES application.
LEAs and providers should develop and offer additional opportunities for parents to
become involved with the development of the SLP. Some practices may include an SLP
Fair where parents and providers can meet with school-level personnel to develop the
SLP and a policy that authorizes consultation over the telephone, which allows school
personnel to document the telephone consultation.
The statute does not specifically require a parent signature as evidence that consultation
has occurred. Rather, an LEA must offer parents a genuine opportunity to consult on the
terms of their child’s individual student agreement, but an LEA cannot use the
consultation requirement to deny SES to a child whose parents have not participated in
the development of their child’s SES plan but who have otherwise requested that their
child receive SES.
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Student Learning Plans (SLP) for Supplemental Educational Services (SES)
B-3. How should consultation between the SES provider, LEA, and the student’s
parent be documented?
The LEA and provider are encouraged to document the required consultation of all three
parties. Consultation can be documented several ways. The LEA and the provider
should make a reasonable effort to ensure face-to-face consultation occurs; however if a
face-to-face meeting is not possible, the LEA should provide alternate methods. The
LEA should be flexible and offer several meeting times and locations to meet the needs
of a parent. If physical attendance of a student’s parent is not possible, the LEA may
permit a telephone consultation between the SES provider, LEA personnel, and the
student’s parent.
The LEA may allow other forms of documentation to ensure the consultation took place,
such as e-mail documentation. According to the United State Department of Education
policy letter dated August 21, 2008, the LEA cannot use the consultation requirement to
deny a student access to SES.
B-4. How should achievement goals be written?
Achievement goals should provide statements of what is expected in the form of a
measurable objective that is an
individualized, specific statement of what the student
needs to learn and how it must be accomplished.
The measurable objectives must clearly communicate what the student is expected to
accomplish and the criterion or measure that will be used to determine whether or not
the student has achieved the objective. Measurable objectives should reflect the
student’s most critical academic needs that will be addressed during the tutoring
sessions. The measurable objectives set up the process for how progress can be
measured and reported to meet the requirements of the SLP. To be measurable, an
objective must include a clear description of what the student is expected to learn and
the criterion or measure that will be used to show if the objective has been achieved.
Bateman and Herr (2003) suggest four indicators to test whether or not an objective is
measurable.
B-5. How should objectives be written?
Objectives should be written following the SMART formula:
S
- specific, significant, stretching
M
- measurable, meaningful
A
- agreed upon, attainable, achievable, acceptable, action-oriented
R
- relevant, realistic, reasonable, rewarding, results-oriented
T
- time-based, timely, tangible, trackable
Specific
objectives
should be straightforward and emphasize what the team wants to
happen for the student. A specific objective outlines the what, why, and how of the
SMART model.
•
WHAT
are you going to do? Use action words such as direct, organize,
coordinate, lead, develop, plan, build etc.
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Student Learning Plans (SLP) for Supplemental Educational Services (SES)
•
WHY
is this important to do at this time? What do you want to ultimately
accomplish?
•
HOW
are you going to do it?
Measurable
objectives
should show a change in student performance. A measurable
objective addresses how the team will know when the student has reached his or her
objective. For example, the student will show a 25 percent increase in the correct
number of words read in one minute on grade level probes. A measurable objective
shows the specific target to measure and the instrument used to measure it. “The
student will improve his or her reading skills” is not a measurable objective. A
measurable objective has the following benefits:
•
keeps students and teachers on track;
•
helps students and tutors reach the target dates; and
•
allows parents and students to monitor the progress toward reaching the
objective.
Agreed upon
objectives
support the collaborative effort involving a student’s parents, a
representative from the student’s school (or the LEA), and the provider selected by the
parent. These individuals should function as a team to develop the SLP and agree upon
the objectives. Each team member is responsible for bringing information to the process,
including but not limited to the most recent results of each student’s performance on pre
and post-assessments, the student’s classroom performance, provider assessments,
observations by the teacher or parent, and other existing and relevant student plans
such as an academic improvement plan (AIP), individual educational plan (IEP), or
English language learners (ELL) plan. It is the responsibility of the LEA to develop
procedures consistent with the requirements of NCLB related to the development,
implementation, and evaluation of students’ SLPs.
Relevant objectives
are objectives which are tied to the Sunshine State Standards and
help students reach or exceed grade level achievement. The benchmarks for the
Sunshine State Standards refer to a description of the content or skill that must be
learned to achieve the standard. The Sunshine State Standards, benchmarks, and
grade level expectations provide the framework for the curriculum used in Florida
schools. It is not necessary to duplicate this information on the SLP.
Realistic objectives
are written to bring the student closer to achievement at or above
grade level. Realistic objectives are not written to be easy to ensure student success.
The objective must be based on the current academic performance of the student. For
example, an objective of learning to use every Latin prefix and suffix with 100 percent
proficiency in two days is not realistic for an elementary student. It is more realistic to set
an objective of learning the Latin prefixes of pre-, post-, and non- in context. The student
can then work toward mastery of these prefixes gradually and build upon these
successes.
Timely objectives
should specify a clear timeframe such as “by the end of the tutoring
sessions,” “in twelve weeks,” “by the end of the year,” etc. Putting an end point on the
objective provides a clear target to work toward. If a timeframe is not established, there
is no urgency to take action.
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Student Learning Plans (SLP) for Supplemental Educational Services (SES)
B-6. What are specific examples of measurable objectives?
Measurable objectives are derived directly from the pre-assessment data to reflect the
student’s current level of mastery for academic performance. All members of the SLP
team are involved in developing the objectives, which will be used by tutors to focus on
instruction and measure progress. The measurable objectives must be written based on
the specific pre-assessment data. There may be several student achievement objectives
but no more than five per subject area.
The SLP team may elect to use short-term objectives, benchmarks, or a combination of
the two. The difference between the overall goal and short term objectives is subtle.
Short-term objectives describe sub-skills or intermediate steps toward reaching the
overall goal and are generally written using the same format as a measurable objective.
Regardless of whether overall goals or short-term objectives are used, the SLP team
must be able to monitor the progress the student is making toward the objective and to
report that progress to parents.
Measurable Objectives
By the end of 25 tutoring sessions, Johnny Jones’ oral reading fluency will increase
from current mastery of 60 percent to 75 percent as measured by the XXXX pre-
assessment.
By the end of the first month of tutoring, Johnny Jones will show an increase from
mastering 20 percent in sight words recognized using teacher-created flash cards to 40
percent mastery.
Sample objectives from Student Learning Plans
Examples of Non-Measurable
Objectives
Examples of Measurable Objectives
Identifies words and constructs
meaning from text, illustrations,
graphics, and charts using the
strategies of phonics, word structure,
and context clues.
By the end of 10 tutoring sessions, Sally will
be able to verbally identify the meaning of
words in context when reading grade level
texts from 70 percent accuracy to 80 percent
accuracy.
The students will increase their
knowledge of grade appropriate
vocabulary.
By the end of 20 tutoring sessions, Bobby’s
Dolch sight word recognition will improve
from 55 percent when assessed orally using
flashcards to 70 percent mastery.
Increases comprehension by rereading,
retelling, and discussion.
By the end of 20 hours of tutoring, Desiree
will be able to answer in writing at 80 percent
mastery or above specific questions recalling
details from grade level passages, an
increase of 10 percentage points.
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Student Learning Plans (SLP) for Supplemental Educational Services (SES)
Student will use basic elements of
phonetic analysis including hearing,
segmenting, substituting, and blending
sounds in words.
By the end of 30 hours of tutoring, Jamal will
be able to orally segment words of five
phonemes from 65 percent accuracy to 80
percent accuracy.
The student will improve grade level
math skills.
By the end of the 2009-10 school year,
Johnny will make at least one year’s growth
in mathematics as measured from increasing
60 percent to 75 percent mastery.
The student will read better by the end
of the tutoring sessions.
By the end of 10 tutoring sessions, Sylvia’s
oral reading rate will improve from 60
percent to at least 85 percent mastery.
USING ASSESSMENT DATA TO DEVELOP STUDENT LEARNING PLANS
C-1. What types of assessment data should be used in developing Student
Learning Plans?
Ideally, provider-administered pre-assessment data should be used in development
measurable objectives for student achievement in the SLP. LEAs and providers may use
the Florida Comprehensive Assessment Test
®
(FCAT) data when developing SLPs prior
to the administration of the pre-assessment. If LEAs and providers utilize FCAT data,
achievement goals/objectives should be revisited after the administration of the pre-
assessment to ensure they are an accurate reflection of the learning needs of the
student. If FCAT data and the pre-assessment identify different needs, the achievement
goals should be revised in the SLP to reflect the needs identified through the pre-
assessment.
C-2. What resources are available related to the FCAT that can be used to develop
Student Learning Plans?
FLDOE has developed many resources that can be used to assist in the development of
a student’s SLP, including the
FCAT Summary of Tests and Design
(see
http://fcat.fldoe.org/pdf/fc05designsummary.pdf ). This document provides a summary of
the content categories for the FCAT Sunshine State Standards in reading and
mathematics, including the approximate percent of the raw-score points derived from
each content category. For example, in reading for grades six through eight, 30-55
percent of the points are derived from the main idea, plot, and author’s purpose; while
15-25 percent of the points are derived from comparison and cause/effect. For grade
three in mathematics, 30 percent of the points are derived from number sense,
concepts, and operations. The document also includes the length of reading passages
for each grade level, which is helpful in providing adequate and appropriate practice for
students that is aligned to the FCAT. This document can be used to assist in
categorizing specific academic deficiencies, identifying priority educational needs for a
student, prioritizing the amount of time that should be designated for particular Sunshine
State Standards strands, and aligning curriculum and instruction to the Sunshine State
Standards tested benchmarks.
•
Understanding FCAT Reports
for 2009
11
Student Learning Plans (SLP) for Supplemental Educational Services (SES)
(
http://fcat.fldoe.org/fcatUnderstandReports.asp)
•
provides overview of FCAT and achievement levels
•
explains LEA, student, and parent reports
•
describes content assessed on the FCAT for reading, mathematics, and science
•
Content Focus Reports
for FCAT
(http://fcat.fldoe.org/fccontentfocus.asp)
•
defines the specific content measured by each FCAT test item for each grade
level
•
provides the number of points for items in each category and the content focus
In utilizing these resources to develop SLP’s
•
concentrate on tested Benchmarks (http://fcat.org/fcatis01.asp )
•
review the released test items and look at the answer for the item as this
provides the direct alignment to the Sunshine State Standards Benchmark
(http://fcat.fldoe.org/fcatrelease.asp )
•
teach within a context and not in isolation
•
use and develop questions that are of the same cognitive rigor and complexity as
those that are on the FCAT (http://fcat.fldoe.org/fcatitem.asp )
•
use Mathematics terminology (http://fcat.fldoe.org/fcatrelease.asp )
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Student Learning Plans (SLP) for Supplemental Educational Services (SES)
REFERENCES AND RESOURCES
Bateman, Barbara D. & Herr, Cynthia M. (2003).
Writing Measurable IEP Goals and
Objectives.
IEP Resources, Attainment Company, Inc., Verona, WI.
Diagnostic Assessment in Reading
(2000-2006) Wireless Generation, Inc., accessed at
http://www.wirelessgeneration.com/solutions/overview.html.
Florida Dept of Education,
Making Annual Goals, Short-Term Objectives, and
Benchmarks Measurable
, TAP: 312526 accessed at http://www.fldoe.org/ese/pdf/y2005-
2.pdf .
Meyers, P.J. (1998)
Creating SMART Goals
,
Attitude is Everything
, accessed at
http://www.topachievement.com/smart.html .
Nikitina, Arina, (2006)
SMART Goals
, accessed at http://www.goal-setting-
guide.com/smart-goals.html .
20 U.S.C.A. Section 6316, United States Department of Education Supplemental
Educational Services Non-Regulatory Guidance; Section 1008.331, Florida Statutes
(2007); Rule 6A-1.039, Florida Administrative Code
13
Student Learning Plan (SLP)
NCLB Supplemental Educational Services
___________________ County Schools
Purpose of Supplemental Educational Services
Supplemental educational services (SES) are being offered to this student to increase her/his
academic achievement. These services may include academic assistance such as tutoring,
remediation, and other educational interventions, consistent with the content and instruction
used by the LEA. These services are also aligned with Florida’s academic content standards
(Section 1116(e)(12)(C)).
General Information
Student Name: School:
Student Grade Level: School Number:
Student ID Number:
Classroom Teacher: Principal:
Special Services:
ELL
IEP
504 Plan
(attach ELL, IEP, or 504 plans as necessary)
Provider Contact Name: Tutor Name:
Provider Telephone Number: Tutor Telephone Number:
Provider Contact E-Mail: Tutor E-Mail:
Parent/Guardian Name: Parent/Guardian Telephone Number:
Parent/Guardian E-Mail:
PPA: $ Rate per Hour: $
Length of Prescribed Program:
Parent Agrees To:
Initial beside each activity.
____ Participate in the development of the SLP.
____ Ensure that his/her child actively participates in the learning process.
____ Ensure that his/her child attends the scheduled session for the duration of the prescribed
program.
____ Provide transportation to and from tutoring sessions unless other arrangements have been
made.
Provider Agrees To:
Initial beside each activity.
____ Participate in the development in the SLP and document participation efforts.
____ Meet student achievement goals for the selected subject areas within the specified
timelines.
____ Enable the student to attain his or her specific achievement goals.
____ Measure the student’s progress and regularly report progress to parents, LEA, and
school (teacher) as follows:
Weekly
Every Two Weeks
Monthly
Other ______________________
____ Provide services in accordance with all applicable health, safety, and civil rights laws and
according to the approved application on file with the Florida Department of Education.
____ Not disclose to the public the identity of the student receiving SES without prior written
consent from the parent.
____ Contact the parent if attendance negatively impacts learning.
____ Include pre- and post-assessment data in the final student progress report.
____ Submit electronic assessment data to the Department of Education.
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____ Provide services to the student consistent with the instruction used by the LEA and
aligned with the Sunshine State Standards (SSS) and consistent with (although not
included in) the student’s IEP under Section 614(d) of the IDEA or 504 plan, as applicable,
according to the following:
Type of Services:
Individual
Small Group
Large Group
On-Line/Distance Learning
Start Date:__________ Ending Date:_________
Location of Services: ____________________________
Days of Session:
Mon
Tue
Wed
Thu
Fri
Sat
Sun
Meeting Time: ______________AM/PM until AM/PM
School Board Agrees To:
Initial beside each activity.
____ Develop the SLP in consultation with the parent and provider.
____ Assist the provider in identifying the student’s greatest academic need in a timely and
accurate manner.
____ Provide information to the provider on the goals and accommodations required in the IEP,
ELL, or 504 plans.
____ Monitor the implementation of the SES program.
____ Provide support to parents and providers in the implementation of the SES program.
____ Contact the parent if truancy negatively impacts learning.
____ Terminate the agreement with the provider if the parent is not satisfied with the progress,
and assign that student to another provider selected by the parent.
____ Render payment to the provider for all documented services in accordance with the
provider-LEA contract. Payment will not be provided for students not in attendance at
sessions.
Assessment Data
Assessment Instrument/Tool: ____________________________________
Assessment Administrator for Pre and Post-Assessment:
LEA
Provider
Assessment Data Provided to DOE by:
LEA
Provider
Achievement Goals/Objectives
Do not include more than 5 goals.
Current Level
of Mastery %
Projected
Level of
Mastery %
Subject Area:
Benchmark:
Objective:
_____ %
_____ %
Subject Area:
Benchmark:
Objective:
_____ %
_____ %
Subject Area:
Benchmark:
_____ %
_____ %
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