Using the PCF and the PAF to Develop IEPs

1. 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 ctserc.org Using the PCF and the PAFto Develop IEPs October 11, 2006 Anne Marie Davidson Lisa Simoneau Kim Mearman

2. Your Group for the Day Find people with the same colored dot on their name tag as yours Red Dark Blue Green Yellow Light Blue Orange

3. Introduce Yourself Introduce yourself to your group • Name • Role/Position • School/District • Why did you select to come to this professional development?

4. p. 4 Look for Your Packet… • Preschool Curriculum Frameworks (PCF) • Preschool Assessment Frameworks (PAF) • Handouts with directions and tools

5. To Locate PCF and PAF http://www.state.ct.us/sde/

9. p. 2 This Session… • Analyze the gap between the expected performance of ALL preschool age children and an individual child’s present level of performance in order to design IEP goals • Develop high quality IEP goals and objectives aligned to Preschool Curriculum Framework (PCF)

10. p. 2 Essential Questions • How can increased access, participation and progress in Preschool Curriculum Framework be obtained for children with IEPs? • How do IEP goals and objectives meet the specific learning needs of children with disabilities?

11. p. 3 Analyzing Gap Determining Themes in Bridges & Gaps Determining Level of Support Generating Potential Supports Analyzing Impact Examining Integration within Universal System Writing Goals & Objectives Sequence of Content “Unwrapping” curriculum & setting demands Examining specific learning needs Today

12. p. 4 A Tip for “Unwrapping” Standards • Select a standard • Circle the verbs or verbs phrases • Skills - a needs to be able to do • Underline the nouns or noun phrases • Concepts - needs to know (Reeves & Ainsworth, 2005)

13. p. 4 For Example… Children will engage in activities that they select or create and demonstrate self-direction in use of materials. • Skills • Engage • Select • Create • Concepts • Self-direction • Use of materials

14. p. 4 You Try… Children will count objects and make the connection between number and quantity.

15. p. 4 You Try… Children will count objects and make the connection between number and quantity. • Concepts • Objects • Number • Quantity • Skills • Count • Make connections

16. p. 5 Beginning to Analyze the Gap Gap Analysis compares the relationship between the curricular & setting demands of general education to the unique needs of an individual child

17. p. 5 Beginning to Analyze the Gap To do this we… • Establish typical preschool curriculum & setting demands • Establish the individual child characteristics • Compare these to determine if there is a “bridge” or a “gap”

18. Green Sheet Starting with General Education • As a group, choose an activity that typically occurs in a preschool setting • Using the PCF, choose 1-3 Performance Standards that can be addressed during that activity

19. Analyze the Gap • Select one person in your group to examine a specific child’s case • You will need the PAF and pages 7 & 8 • The rest of the group will remain at the table • You will need pages 5 & 6

20. p. 6 Determining Typical Preschool Setting Demands • Use the standards your group selected • Dialogue how this would be taught in a typical preschool setting (general education) • Use the questions to guide your conversations * If you need to clarify terms see page 5

21. p. 8 Determining the Unique Needs of a Child • Use the standards your group selected • Read over the case study • Make up what is not clear or known • Dialogue what the child currently knows and can do • Use the PAF and the questions to guide your conversations * If you need to clarify terms see page 7

22. Return to Your Original Group

23. What is a Gap? A Gap is an instance in which the instructional situation requires something the child may not be able to do without some level of change to the learning situation

24. p. 9 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

25. p. 9 Analyzing the Gap • Bridge = match between the child’s readiness and curriculum and setting expectations • Ready to cross over • Gap = discrepancy between the child’s readiness and setting expectations • Nothing to cross (Moll, 2003)

26. p. 10 Analyzing the Gap • Use the information from pages 5 & 7 to complete • Share your insights

27. p. 10 Bridges • Determine what the child can learn with the lesson “as designed” • Highlight those areas

28. p. 11 Are There Themes? • Read over what you highlighted (Bridges) • Are there themes? • Record your themes on the chart pack

29. p. 10 Gaps • Look over the areas not highlighted • Verify… • Are these gaps? • Will this child need some level of change to the instruction in order to learn?

30. p. 11 Are There Themes? • Read over what is not highlighted (Gaps) • Are there themes? • Record your themes on the chart pack

31. Time to Process • Look over the tool on page 10 • How does this tool/process help you? • How will you use it in your role?

32. Instruction How we teach Environment Context of learning Curriculum What we teach Child Outcomes of Learning What Do We Change? In order to improve Adapted from Heartland Area Education Agency

33. p. 12 Accommodations HOW • Change made to the teaching or assessment procedures to create an EQUAL OPPORTUNITY • Does not change the instructional level, content, or performance criteria for meeting standards (Nolet & McLaughlin 2000).

34. p. 12 Three Types of Accommodations • Alternative Acquisition Modes • Ways of acquiring knowledge (Input) • Content Enhancements • Ways to process content, such as organization, comprehension, and memorization (Process) • Alternative Response Modes • Ways of demonstrating learning (Output) (Nolet & McLaughlin 2000)

35. p. 12 Modifications WHAT • Change in what the child is expected to learn and/or demonstrate • Can alter the subject matter or the expected performance (Nolet & McLaughlin 2000).

36. p. 12 Two Types of Modifications • Change in the amount of concepts or performance expectations within the grade level standard (less) • Change of level of performance standard (lower or higher) (Nolet & McLaughlin 2000)

37. Buff Sheet Let’s Give it a Try! Use the pre-test in your packet and identify each of the items as an accommodation or modification…

38. Accommodation or Modification Have the child act out the story in sequence of what happened, while the other children are retelling the story orally. Accommodation– as long as sequencing and story elements are the focus

39. Accommodation or Modification Place a mark with blue painters tape on the rug to show a child where to sit during circle time. Accommodation– provides a prompt for the environment

40. Accommodation or Modification A child uses pictures related to the essential elements of a lesson on the community. He responds to questions about the topic by pointing to the correct picture, while his peers orally respond to questions in complete sentences. Accommodation– if the focus is essential elements of the community

41. Accommodation or Modification A child uses pictures related to the essential elements of a lesson on the community. He responds to questions about the topic by pointing to the correct picture, while his peers orally respond to questions in complete sentences. Modification– if the focus is on complete sentences

42. Accommodation or Modification Allow a child to have a choice in how he wants to demonstrate his knowledge. Accommodation– as long as it demonstrating the same level and amount of concepts

43. Accommodation or Modification A child is identifying objects as part or whole, while her peers are working on fractional concepts by creating wholes and halves (evenly cut pieces) using various materials. Modification– changes the level of concepts and lowers the performance expectation

44. Accommodation or Modification Provide an oversized crayon or pencil for any writing or drawing the child needs to do. Accommodation– changes the materials

45. Accommodation or Modification A child is working on time in terms of “already happened” or “is happening now”, while his classmates work on the days of the week. Modification– changes the level of concepts

46. Accommodation or Modification Point to picture cues of directions as oral directions are given for a task. Accommodation– changes the way information is provided

47. Accommodation or Modification A child uses individual letter stamps to put her name on her papers. Accommodation– changes the way knowledge is demonstrated

48. Accommodation or Modification A child is given his own copy of a book and a peer turns the pages for the child during the class story time. Accommodation– changes the environment

49. Accommodation or Modification A child is required to discriminate between animals and plants, while the rest of the class is required to tell the distinguishing characteristics of animals and plants. Modification– changes the level of concepts and performance expectation

50. Accommodation or Modification A picture of the child is used to label her cubby, while her peers have their names written on their cubbies. Accommodation– if the focus in on locating the cubby