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 November 14, 2006 Anne Marie Davidson Kim Mearman

2. Since Last Time… • At your tables what you have tried since last time • Have you tried the Gap Analysis? • What were some things that worked well? • What would you change next time? • What questions do you have?

3. p. 2 This Session… • Develop high quality IEP goals and objectives aligned to Preschool Curriculum Framework (PCF) • Utilize the Preschool Assessment Framework (PAF) to develop performance criteria

4. 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?

5. 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 Last Time

6. p. 4-7 For Example: Shane • Just entered the pre-school program • Came with an IEP that may need adjustment • Has been closely observed for a month • Used PAF to develop a child profile • Used gap analysis

7. p. 7 Themes for Shane

8. 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

9. At Your Table… • What is the difference between an accommodation and a modification? • Name one example of each

10. Accommodations HOW Change made to the teaching or assessment procedures to create an EQUAL OPPORTUNITY Does not change the content or performance criteria Modifications WHAT Change in what the child is expected to learn and/or demonstrate Can alter the subject matter or the expected performance p. 8 Accommodations v. Modifications (Nolet & McLaughlin 2000).

11. p. 8 Level of Support • “As designed” • With Accommodations • With Modifications

12. p. 9 For Example: Shane • As Designed • Background knowledge • Physical, Motor, and Sensory • Class management procedures and routines • Engagement and motivation • Materials used for learning

13. p. 9 For Example: Shane • Possible Accommodations: • Verbal prompts • Picture cards • Verbal repetition

14. p. 10 You Try… • Review the information from the case • Determine areas that no additional supports are needed “As Designed” • Determine areas that need accommodations • Brainstorm ideas for accommodations

15. p. 11 If You Need Modifications • Use the gap themes to focus • Find the area(s) in the PCF • Unwrap the standard to find concepts and skills • Determine what concepts should be taught (fewer concepts or skills?)

16. 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)

17. p. 11 For Example: Shane • Gaps: Common Properties; Differences/similarities; Planning, organizing, categorizing, sequencing; Verbal communication/expression • Standards: (Cognitive) • Express wonder, ask questions and seek answers about the natural world • Organize and express their understanding of common properties and attributes of things • Communicate their experiences, ideas, and feelings by speaking

18. p. 11 For Example: Shane

19. p. 11 If You Need Modifications • Find the corresponding area(s) in the PAF • Examine the indicators in each benchmark • Determine what changes need to be made in the benchmark or set a benchmark as it is written

20. p. 11 For Example: Shane

21. p. 12 You Try… • Determine focus areas in PCF • Determine concepts and skills from the standards • Determine if what concepts and skills will be taught • Use the PAF to determine benchmarks

22. Examine Strategies for Impact and Feasibility What will work best? • Determine which accommodations and/or modifications have the greatest potential for impact on student learning • Determine the feasibility of implementing the accommodations and/or modifications

23. p. 13-17 High Impact on Learning High Access to General Education Curriculum Fosters Independence Low Impact on Learning No Access to General Education Curriculum Fosters Dependence Examining Impact

24. Let’s Try This • In order to increase Shane’s participation in classroom activities and socialization with others: • Possible Accommodations: Verbal prompts, picture cards, verbal repetition • Possible Modifications: Narrow concepts to identifying natural world, one common property or attribute, and feelings; change benchmarks for skills to communication and expression using only one word labels/comments

25. p. 14 High Impact on Learning High Access to General Education Curriculum Fosters Independence Low Impact on Learning No Access to General Education Curriculum Fosters Dependence Verbal Prompts Observational data indicates do not impact understanding Observational data indicates do not impact understanding Rely on adults to provide

26. p. 14 High Impact on Learning High Access to General Education Curriculum Fosters Independence Low Impact on Learning No Access to General Education Curriculum Fosters Dependence Picture Cards Provide an additional form of communication Provide an additional form of understanding the curriculum Some degree of dependence adults need to create, can learn to use them

27. p. 15 High Impact on Learning High Access to General Education Curriculum Fosters Independence Low Impact on Learning No Access to General Education Curriculum Fosters Dependence Verbal Repetition Observational data indicates does not increase use of the word Observational data indicates does not impact understanding Rely on adults to provide word and to prompt repetition

28. p. 15 High Impact on Learning High Access to General Education Curriculum Fosters Independence Low Impact on Learning No Access to General Education Curriculum Fosters Dependence Narrow Concepts Can help focus learning to a few things and increase the number of opportunities Will decrease opportunities to meet the expectations Can focus learning and therefore allow to develop those concepts to mastery

29. p. 16 High Impact on Learning High Access to General Education Curriculum Fosters Independence Low Impact on Learning No Access to General Education Curriculum Fosters Dependence Change to Single Word Can help focus learning to a few words and increase the number of opportunities for using them Will increase some opportunities to meet the benchmarks Can allow to focus vocabulary and therefore apply these words to mastery

30. p. 16 Based on This… • Picture Cards • Narrow Concepts • Change Benchmarks to Single Word

31. p. 17 You Try • Of the potential accommodations and modifications you listed, which ones will have the greatest impact on…? • Learning • Access to general curriculum • Independence

32. p. 18-21 Most Like Peers Enriches Other’s Learning Easy to Put into the Routine Least Like Peers Deters Other’s Learning Difficult to Put into the Routine Integration with Universal Practice

33. p. 19 Most Like Peers Enriches Other’s Learning Easy to Put into the Routine Least Like Peers Deters Other’s Learning Difficult to Put into the Routine Picture Cards Common in pre-school settings; others use them Provide lots of children support, do not detract learning for other children Some level of prep, will need to be integrated into setting

34. p. 19 Most Like Peers Enriches Other’s Learning Easy to Put into the Routine Least Like Peers Deters Other’s Learning Difficult to Put into the Routine Narrow Concepts Can be used with other children, but are taught all of the concepts May help a few; it does not deter anyone else’s learning Can be integrated into the setting easily

35. p. 20 Most Like Peers Enriches Other’s Learning Easy to Put into the Routine Least Like Peers Deters Other’s Learning Difficult to Put into the Routine Single Word Will be using more complex uses of verbal language May help a small number; it does not deter anyone else’s learning Can be integrated into the setting easily

36. p. 21 You Try • Of the potential accommodations and modifications you selected, which ones are…? • Most Like peers • Enriching for other’s learning • Easy to put into routine

37. Generating Goals and Objectives Making Ends All Meet… General education standards Specially designed instruction IEP

38. p. 22-23 Using a Word Bank

39. p. 24 You Try… • Determine the specific areas in PCF that will require specially designed instruction • Determine the benchmarks that correlate (PAF) • Establish a word bank from PCF, PAF, and the list of selected accommodations and modifications

40. p. 25 Conditions for Learning • Sets context - Curriculum & Setting demands • Tasks • Materials • Instructional methods • Environmental structures • Curriculum standards • Is it age-appropriate???

41. p. 25 Good Resources… • Gap Analysis • Typical pre-school activities and materials • Word Bank • General Education Standards • Accommodations • Modifications

42. p. 25 For Example… • Given opportunities to express wonder about the natural world… • When in the block area and art center and given a picture card… • Using picture cards showing basic feelings (happy, sad, angry)…

43. p. 25 Modification Typical Activity Accommodation Accommodation PCF PCF For Example… • Given opportunities to express wonder about thenatural world… • When in the block area and art center and given a picture card… • Using picture cards showing basicfeelings (happy, sad, angry)…

44. p. 26 Demonstration of Learning • How will learning be demonstrated • Observable • Measurable • Can a dead man do this? • Is it age-appropriate? • Will this generalize across settings and materials?

45. p. 26 Good Resources… • Gap Analysis • Word Bank • General Education Standards (PCF) • Accommodations • Modifications

46. p. 26 For Example… • …Shane will make a single word comment on his observation… • …Shane will sort or match objects by one similar attribute… • …Shane will match the picture card to a feeling he expresses or that a peer expresses and name the feeling…

47. p. 26 Modification Modification Accommodation PCF PCF PCF For Example… • …Shane will make a single wordcommenton hisobservation… • …Shane will sort or match objects by one similar attribute… • …Shane will match the picture card to a feeling he expresses or that a peer expresses and name the feeling…

48. p. 27 Performance Criteria for Mastery • To what degree will the concept or skill be demonstrated • Accuracy • Frequency/length of time • How will we know it was performed to that degree? • How does it compare to non-disabled peers?

49. p. 27 Good Resources… • Baseline data • Assessment tools • IEP evaluation procedures • Word Bank • General Education Benchmarks (PAF) • Modifications

50. p. 27 For Example… • …in 1 out of 3 observations based on PAF observations • …to benchmark 2 on COG 3 on the PAF • …correctly matching and naming the feeling to 100% accuracy using PAF observations