Beginning the Process for IEP Development 25 Industrial Park Road, Middletown, CT 06457-1520 ·...
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Transcript of Beginning the Process for IEP Development 25 Industrial Park Road, Middletown, CT 06457-1520 ·...
Analyzing for Bridges and Gaps
Beginning the Process for IEP Development
25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485
ctserc.org
Outcome
Analyze the gap between the expected performance of ALL students and an individual student’s present level of academic achievement and functional performance in general education curriculum
Revised 11/07 SERC 2
p. 18
Essential Questions
What is the starting point for all IEP development?
How can an individual student’s strengths and gaps be determined with a general education focus?
Revised 11/07 SERC 3
p. 18
Sequence of Decisions
Analyzing Strengths &
Gaps
Determining the Intensity of Supports
Writing Goals & Objectives
Determining Type of
Services & Placement
Implementing Supports & Monitoring Progress
Revised 11/07 SERC 4
p. 19
Select for Your Team
Facilitator – someone to keep group focused
Recorder 1 – someone to document the work of the group on the wall chart
Recorder 2 – someone to document the work of the group on paper
Revised 11/07 SERC 5
Let’s Review from Last Time
Revised 11/07 SERC 6
Educational Benefit Review Process
STEP 1 Record InformationSTEP 2 Analyze RelationshipsSTEP 3 Compare to Prior YearSTEP 4 Discuss Overall Educational
Benefit(Youtsey, 2006)
Revised 11/07 SERC 7
Revised 11/07 SERC 8
Present Level
Need /Con.
Goals & Obj./ Accom. &
Mod.
Serv. /Place
.
Pr. Adj
Academic/Cognitive Language Arts:Can decode on grade levelKTEA Read 3.4 G.E.Oral Reading Inventory 3.2 G.E
Comp. is sig. below grade level
Improve comp of read material from 3.2 to 5.0
Given passage, state 2 details
Given passage, answer correctly 5/6 Wh questions
Learn. center 3.75 hrs/wk
S
M
S
No
California Department of Education
+
+
+
0
0
0 0
0-
Using a Word BankRevised DRAFT 11-07General Education Curriculum Standard
General Education Curriculum & Setting Demands
Present Level of Performance
Specially Designed Instruction
Bridge Gaps/Barriers
Supplemental
InstructionAccommodatio
nsModificatio
nsConcepts Skills Benchmarks Setting Demands
Power StandardsWithin a Subject
Math Grade 4 (Examples from grade level expectations)
Extend & compare numerical & geometric sequences & classify patterns as repeating or growing
Recognize that patterns exist between measurements of length, perimeter & area of squares & rectangles.
Use number patterns, basic facts, rectangular arrays, place value models & the distributive property to multiply & divide.
Use models & pictures to reveal patterns about equivalent fractions & ratios.
10/07 SERC
Power StandardsAcross Subjects
Math Grade 4 (Examples from grade level expectations)
Extend & compare numerical & geometric sequences & classify patterns as repeating or growing
Social Studies Explain the patterns, distributions & relocations
of people
Literacy Use sentence patterns typical of spoken &
written language to produce text Recognize & understand variations among
language patterns
10/07 SERC
General Education Curriculum Standard
Extend & compare numerical & geometric sequences & classify patterns as repeating or growing
General Education Curriculum & Setting
Demands
Present Level of Performance
Specially Designed Instruction
Bridge Gaps/Barriers
Supplemental Instruction
Accommodations Modifications
Concepts
Numerical sequences Sequencing How to sequence
Geometric sequences Patterns (repeating & growing)
Up to a-b patterns
Skills
Extend (sequences) Up to a-b patterns
Up to a-b-c patterns
Compare (sequences)
Classify (patterns) Up to a-b patterns
Benchmarks To a rubric score of 3/5Extend & compare complex patterns
Pre-Score of 1/5Up to a-b patterns
Up to a-b-c patterns
Setting Demands Use various patterns (shapes, letters, numbers)
Paper-pencil tasks Performs orally Picture cues for directions
Manipulatives Must have manipulatives
Whole class instruction
Has difficulty with understanding lecture
Frequent checks for understanding
Oral demonstrations/modeling
Oral explanations/ descriptions
A Tip for “Unwrapping” Standards
Select a standard Circle the verbs or verb phrases
Skills - a needs to be able to do
Underline the nouns or noun phrases Concepts - needs to know
11/02 SERC(Reeves & Ainsworth, 2005)
General Education Curriculum Standard
Extend & compare numerical & geometric sequences & classify patterns as repeating or growing
General Education Curriculum & Setting
Demands
Present Level of Performance
Specially Designed Instruction
Bridge Gaps/Barriers
Supplemental Instruction
Accommodations Modifications
Concepts
Numerical sequences Sequencing How to sequence
Geometric sequences Patterns (repeating & growing)
Up to a-b patterns
Skills
Extend (sequences) Up to a-b patterns
Up to a-b-c patterns
Compare (sequences)
Classify (patterns) Up to a-b patterns
Benchmarks To a rubric score of 3/5Extend & compare complex patterns
Pre-Score of 1/5Up to a-b patterns
Up to a-b-c patterns
Setting Demands Use various patterns (shapes, letters, numbers)
Paper-pencil tasks Performs orally Picture cues for directions
Manipulatives Must have manipulatives
Whole class instruction
Has difficulty with understanding lecture
Frequent checks for understanding
Oral demonstrations/modeling
Oral explanations/ descriptions
Benchmarks/ Performance Expectations
Established by general education
District General Education Curriculum District Common Assessments CMT/CAPT Standards
11/02 SERC
General Education Curriculum Standard
Extend & compare numerical & geometric sequences & classify patterns as repeating or growing
General Education Curriculum & Setting
Demands
Present Level of Performance
Specially Designed Instruction
Bridge Gaps/Barriers
Supplemental Instruction
Accommodations Modifications
Concepts
Numerical sequences Sequencing How to sequence
Geometric sequences Patterns (repeating & growing)
Up to a-b patterns
Skills
Extend (sequences) Up to a-b patterns
Up to a-b-c patterns
Compare (sequences)
Classify (patterns) Up to a-b patterns
Benchmarks To a rubric score of 3/5Extend & compare complex patterns
Pre-Score of 1/5Up to a-b patterns
Up to a-b-c patterns
Setting Demands Use various patterns (shapes, letters, numbers)
Paper-pencil tasks Performs orally Picture cues for directions
Manipulatives Must have manipulatives
Whole class instruction
Has difficulty with understanding lecture
Frequent checks for understanding
Oral demonstrations/modeling
Oral explanations/ descriptions
Let’s Check
Review just these sections on your word bank The selected standard(s) The unwrapped standard(s) The benchmark
Determine if they still work or need revision
Revised 11/07 SERC 17
Let’s Go Deeper
Revised 11/07 SERC 18
Using a Word BankRevised DRAFT 11-07General Education Curriculum Standard
General Education Curriculum & Setting Demands
Present Level of Performance
Specially Designed Instruction
Bridge Gaps/Barriers
Supplemental
InstructionAccommodatio
nsModificatio
nsConcepts Skills Benchmarks Setting Demands
Gap Analysis
Gap Analysis compares the relationship between the curricular & setting demands of general education to the unique needs of an individual child
Revised 11/07 SERC 20
Setting Demands
Instructional methodsEnvironmental conditionsSocial interactionsPrerequisite skills and knowledgeMaterialsAssessment procedures
Revised 11/07 SERC 21
p. 20
General Education Setting Demands
Instructional methods• Participation & motivation (E.g. high
interest)• Sequence & pacing (E.g. two week unit)• Physical demands (E.g. pouring liquid
into a cup)• Learning strategies (E.g. note taking)• Modalities for information (E.g. visual,
tactile)• Vocabulary & language of learning (E.g.
compare)Revised 11/07 SERC 22
p. 20
General Education Setting Demands
Environmental conditions• Physical arrangement of room (E.g.
rows)• Sensory demands (E.g. noise level,
lighting)• Classroom Routines (E.g. procedures for
lining up)
Revised 11/07 SERC 23
p. 20
General Education Setting Demands
Social interactions• Grouping of peers (E.g. cooperative
groups, pairs)• Adult to student interaction (E.g. one to
one time)• Behavioral expectations (E.g. raising
hand)
Revised 11/07 SERC 24
p. 20
General Education Setting Demands
Prerequisite skills and knowledge• Background knowledge (E.g.
multiplication)• Independence level (E.g. can read
silently)• Reading & writing demands (E.g. write
sentence)
Revised 11/07 SERC 25
p. 20
General Education Setting Demands
Resources and Materials• Text (E.g. teacher made tests, leveled
books)• Technology (E.g. computers,
highlighters)• Materials (E.g. pencils, paper, pattern
blocks)• Resources (E.g. library, internet)
Revised 11/07 SERC 26
p. 20
General Education Setting Demands
Assessment procedures (including common assessments)• Tasks & demonstration of learning (E.g.
test)• Method of measurement (E.g. average
score)• Benchmarks (E.g. to a rubric score of
4/5)
Revised 11/07 SERC 27
p. 20
For Example
Students explore multiple responses to literature
Novels and short storiesVocabulary lists from curriculumWritten paragraph and single
sentence responsesSmall groups Independent seat workRaising hands to respondUse story web organizer Revised 11/07 SERC 28
Determining Setting Demands
Use the standards your group selected
Dialogue how this would be taught in a typical general education setting
Use the questions to guide your conversations
Revised 11/07 SERC 29
p. 21
Determining the Unique Strengths & Needs of a Student
Use the standards your group selected
Refer to the present level of academic and functional performance in the IEP (pp. 4 & 5)
Determine what the student currently knows and can do
Use the questions to guide your conversations
Revised 11/07 SERC 30
p. 22
What is a Gap?
A Gap is an instance in which the instructional situation requires something the student may not be able to do without some level of change to the learning situation
Revised 11/07 SERC 31
p. 23
The Achievement Gaps
Revised 11/07 SERC 32
Demands/
Skills
Years in School KU-CRL
Gap
Present Level of Performance
Expected Performance
p. 23
Analyzing the Gap
This step requires that you compare the two sets of questions to determine where the instruction will meet the student’s needs and where gaps exist between instruction and a student’s needs
Revised 11/07 SERC 33
p. 23
Analyzing the Gap
Bridge = match between the student’s readiness and curriculum and setting expectations Ready to cross over
Gap = discrepancy between the student’s readiness and setting expectations Nothing to cross
Revised 11/07 SERC 34(Moll, 2003)
p. 23
For Example…
What physical, motor, & sensory skills will students need for this learning?
Turn single page & hold book; attending to & participating in oral discussion; attending to visual information on overhead
Can hold book & turn single pages; responds with single sentence comments in discussion; attends to oral & visual information
What personal, physical, motor, & sensory skills does the student have?
Revised 11/07 SERC 35
p. 24
Bridge:
For Example…
What reading & writing skills or concepts are necessary for this learning?
Phonemic awareness, vocabulary, alphabetic principle, comprehension, fluency
Can hold book & turn pages, usually book is held up-right & sometimes starts from beginning
What reading & writing skills or concepts does the student have?
Revised 11/07 SERC 36
p. 24
Gap:
Bridges
Determine what the student can learn with the lesson “as designed”
Highlight those areas
Revised 11/07 SERC 37
Gaps
Look over the areas not highlighted
Verify… Are these gaps?
Will this student need some level of change to the instruction in order to learn?
Revised 11/07 SERC 38
Are There Themes?
Read over what you highlighted (Bridges)
Are there themes?
Record your themes
Revised 11/07 SERC 39
p. 25
Are There Themes?
Read over what is not highlighted (Gaps)
Are there themes?
Record your themes
Revised 11/07 SERC 40
p. 25
41
Symptoms vs. Root Causes
SymptomsThe outcomes of
a concern.
Observable Details A list of separate
concerns
Root CausesThe actual
reasons for the symptoms.
Inferred from behaviors
Underlying reason/function
Determined by grouping and analyzing objective, observable evidence
p. 26
42
Symptoms vs. Causes
SymptomsLack of fluencyFrequent word
recognition errors Errors tend to be
visualMispronounces
wordsFrequent
spelling errors
Root Cause
p. 26
43
Symptoms vs. Causes
SymptomsDoes not
complete workFrequently
moves around the room during academic tasks
Acts out during teacher directed lessons
Root Cause
p. 26
Determine the Root Causes
Check the themes for Symptoms
▪ What is the root cause? Root Causes
▪ Highlight if present▪ Add in if missing (and then highlight)
Revised 11/07 SERC 44
Looking at IEPs
Look over your gap analysis and themes
Compare this to pages 4 & 5 in your IEP Does the strengths column reflect the
bridges? Does the concerns column reflect the
gaps? Do the impact statements reflect the
root causes?Revised 11/07 SERC 45
General Education Curriculum Standard
Extend & compare numerical & geometric sequences & classify patterns as repeating or growing
General Education Curriculum & Setting
Demands
Present Level of Performance
Specially Designed Instruction
Bridge Gaps/Barriers
Supplemental Instruction
Accommodations Modifications
Concepts
Numerical sequences Sequencing How to sequence
Geometric sequences Patterns (repeating & growing)
Up to a-b patterns
Skills
Extend (sequences) Up to a-b patterns
Up to a-b-c patterns
Compare (sequences)
Classify (patterns) Up to a-b patterns
Benchmarks To a rubric score of 3/5Extend & compare complex patterns
Pre-Score of 1/5Up to a-b patterns
Up to a-b-c patterns
Setting Demands Use various patterns (shapes, letters, numbers)
Paper-pencil tasks Performs orally Picture cues for directions
Manipulatives Must have manipulatives
Whole class instruction
Has difficulty with understanding lecture
Frequent checks for understanding
Oral demonstrations/modeling
Oral explanations/ descriptions
For Example…
When provided a math word problem , Steven will use manipulatives to demonstrate the solution each time.
10/07 SERC
General Education Curriculum Standard
Extend & compare numerical & geometric sequences & classify patterns as repeating or growing
General Education Curriculum & Setting
Demands
Present Level of Performance
Specially Designed Instruction
Bridge Gaps/Barriers
Supplemental Instruction
Accommodations Modifications
Concepts
Numerical sequences Sequencing How to sequence
Geometric sequences Patterns (repeating & growing)
Up to a-b patterns
Skills
Extend (sequences) Up to a-b patterns
Up to a-b-c patterns
Compare (sequences)
Classify (patterns) Up to a-b patterns
Benchmarks To a rubric score of 3/5Extend & compare complex patterns
Pre-Score of 1/5Up to a-b patterns
Up to a-b-c patterns
Setting Demands Use various patterns (shapes, letters, numbers)
Paper-pencil tasks Performs orally Picture cues for directions
Manipulatives Must have manipulatives
Whole class instructionNote taking
Has difficulty with understanding lecture
Frequent checks for understanding
Oral demonstrations/modeling
Oral explanations/ descriptions
For Example…
Revised 11/07 SERC 49
• During lecture, Steven will record the main ideas and math examples in a two column note taking format for at least 15 minutes.
Let’s Check Back
Review your word bankCheck setting demands compared to
the first half of the gap analysis Add, delete, revise
Check the Bridges and Gaps compared to the second half of the gap analysis Remain the same or revise
Revised 11/07 SERC 50
Time to Process
How does this tool/process help you?
How will you use it in your role?
Revised 11/07 SERC 51