Using A Word Bank to Write Standards-Based IEPs

Using A Word Bank to Write Standards-Based IEPs

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

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?


Sequence of Decisions

Analyzing Strengths &

Gaps

Determining the Intensity of Supports

Writing Goals & Objectives

Determining Type of

Services & Placement

Implementing Supports & Monitoring Progress


Select for Your Team

Facilitator – someone to keep group focused

Recorder – someone to document the work of the group on the large wall chart

11/02 SERC

Using a Word BankRevised DRAFT 11-07General Education Curriculum Standard

General Education Curriculum & Setting Demands

Present Level of Performance

Specially Designed Instruction

BridgeGaps/

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


Establishing the General Education Curriculum and Setting Demands

11/02 SERC

Choosing a Math Standard

Look at the concern and impact statement Choose a standard most impacted by

the concerns E.g. Represent possible values using symbols

Choose a standard that serves as a Power standard E.g. Classify patterns as repeating or

growing

10/07 SERC

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)


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


General Education Curriculum & Setting

Demands



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


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

You Try…

Target the specific areas in the curriculum that relate to the needs of your student

Determine a standard or set of standards

Use your IEP to help select the area of curriculum focus

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)

For Example…

Students explore multiple responses to literature


Skill

• Explore

Concepts

• Multiple Responses• Literature

You Try…

Students will identify, develop and defend multiple responses to literature using individual connections and relevant text references.


You Try…

Students will identify, develop and defend multiple responses to literature using individual connections and relevant text references.


Skills

• Identify • Develop • Defend• Use

Concepts

• Multiple responses• Literature• Individual connections• Relevant text references




Demands






Concepts



Up to a-b patterns

Skills



Compare (sequences)













Let’s Unwrap!

Unwrap the standard(s) you selected Concepts Skills

11/02 SERC

Benchmarks/ Performance Expectations

Established by general education

District General Education Curriculum District Common Assessments CMT/CAPT Standards

11/02 SERC




Demands






Concepts



Up to a-b patterns

Skills



Compare (sequences)













Determine the Benchmarks

BenchmarksDetermine the expectations for all

students on the selected standardsUse the common assessment

process, CMT/CAPT standards, or teacher assessment process

11/02 SERC

Introducing a New Tool: Gap Analysis

8/07 SERC

Setting Demands

Instructional methodsEnvironmental situationsSocial interactionsPrerequisite skills and knowledgeTextbooks, Materials, Technology Assessment procedures (including

common assessments)

11/02 SERC

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 25


Environmental conditions• Physical arrangement of room (E.g.

rows)• Sensory demands (E.g. noise level,

lighting)• Classroom Routines (E.g. procedures for

lining up)



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)



Prerequisite skills and knowledge• Background knowledge (E.g.

multiplication)• Independence level (E.g. can read

silently)• Reading & writing demands (E.g. write

sentence)



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)



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)


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





Demands






Concepts



Up to a-b patterns

Skills



Compare (sequences)













Defining the Gap

11/02 SERC

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 34(Moll, 2003)

The Achievement Gaps


Demands/

Skills

Years in School KU-CRL

Gap


Expected Performance

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


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

11/02 SERC(Moll, 2003)




Demands






Concepts



Up to a-b patterns

Skills



Compare (sequences)













Determining the Unique Needs/Gap

Refer to the general education side of the word bank

Refer to the present level of academic and functional performance in the IEP (pp. 4 & 5)

Check bridges for each areaDetermine the student’s gaps as

they relate

11/02 SERC


8/07 SERC

Present Level of PerformanceStrengths Can form basic questions Can collect simple data

and make a literal statement about what that data means

Is able to conduct a scientific experiment with step by step prompt

Writes simple sentences Can participate in small

groups Can following written

directions with picture cues

Concerns/Needs Sequencing Making inferences from

text or data Connecting vocabulary

or concepts, especially abstract terms

Organizing information Scores 45% on the

science common assessment

Has difficulty completing homework & class work

Let’s Reflect…

Compare the Educational Benefit Review to today’s content Present Level of Performance Concerns/Needs

Rewrite with revisions and today’s information on the new chart

10/07 SERC

Impact Statement

A statement of how the student’s disability affects his/her involvement and progress in the general education curriculum;

10/07 SERC

Individuals with Disabilities Education Improvement Act of 2004, § 614 (d) (1) (A) (i) (I) (aa), 20 U.S.C. § 1401.


“Adapting, as appropriate to the needs of an eligible child…, the content, methodology, or delivery of instruction: To address the unique needs of the child

that result from the child's disability; and

To ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children.”

10/07 SERCRegulations: Part 300 / A / 300.39 / b / 3

http://idea.ed.gov/explore/view/p/,root,regs,300,

http://idea.ed.gov/explore/view/p/,root,regs,300,A,

http://idea.ed.gov/explore/view/p/,root,regs,300,A,300.39,

http://idea.ed.gov/explore/view/p/,root,regs,300,A,300.39,b,

Impact Statement

Impact StatementSteven’s difficulty in resolving

conflicts and need to escape from his peers prevents him from participating in small group work and being able to focus on the learning in all subject areas.

10/07 SERC

On Your Chart

Write a single sentence that captures how the student’s disability impacts access to learning

10/07 SERC

What Did You Learn?

What content affirmed your practice?

What changes will you make in your practice tomorrow?

What questions do you still have?

8/07 SERC

Time to Action Plan

What outcome do you want to achieve?

How will it be done?

Who will oversee that it is done?

When will it be done by?


For Example

Outcome Action Steps Lead Person

Completion Date

Results

To increase family participation in writing present levels of performance and goals & objectives

•Provide 2 informational meetings at different times of the day/evening•Hold conferences with principal, special education teacher and family

Kim January 31, 2009

•Record the participation in the informational meetings•Record the number of families that have had conferences•Demonstrate the difference in how IEPs are written


Time to Network

Share the ideas and actions in the plan

Ask clarifying questions

Make notes for changes in your plan


For Next Time

Need to bring Most recent IEP Curriculum guide

▪ Age appropriate grade level▪ Only one subject area


Sequence of Content

Analyzing Bridges &

Gaps

Determining Level of Support

Writing Goals & Objectives

Determining Type of Support

Implementing &

Monitoring Progress


Next Time

Collect any information that resulted from today’s reflection

Please bring back your notebooks, IEPs and Word Bank

Provide us with feedback on the process today and needs you would like to be sure to have addressed

8/07 SERC

Documents

Using A Word Bank to Write Standards-Based IEPs