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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.

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Using A Word Bank to Write Standards-Based IEPs

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  1. Using A Word Bank to Write Standards-Based IEPs 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 ctserc.org

  2. 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 SERC

  3. 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? SERC

  4. Sequence of Decisions Today SERC

  5. Select for Your Team • Facilitator – someone to keep group focused • Recorder – someone to document the work of the group on the large wall chart SERC

  6. Using a Word Bank

  7. Gap Analysis Gap Analysis compares the relationship between the curricular & setting demands of general education to the unique needs of an individual child General Education is the Starting Point SERC

  8. Establishing the General Education Curriculum and Setting Demands SERC

  9. 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 SERC

  10. 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. SERC

  11. Power StandardsAcross Subjects MathGrade 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 SERC

  12. 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

  13. 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 (Reeves & Ainsworth, 2005) SERC

  14. For Example… Students explore multiple responses to literature • Skill • Explore • Concepts • Multiple Responses • Literature SERC

  15. You Try… Students will identify, develop and defend multiple responses to literature using individual connections and relevant text references. SERC

  16. You Try… Students will identify, develop and defend multiple responses to literature using individual connections and relevant text references. • Concepts • Multiple responses • Literature • Individual connections • Relevant text references • Skills • Identify • Develop • Defend • Use SERC

  17. Let’s Unwrap! • Unwrap the standard(s) you selected • Concepts • Skills SERC

  18. Benchmarks/ Performance Expectations Established by general education • District General Education Curriculum • District Common Assessments • CMT/CAPT Standards SERC

  19. Determine the Benchmarks Benchmarks • Determine the expectations for all students on the selected standards • Use the common assessment process, CMT/CAPT standards, or teacher assessment process SERC

  20. Introducing a New Tool: Gap Analysis SERC

  21. Setting Demands • Instructional methods • Environmental situations • Social interactions • Prerequisite skills and knowledge • Textbooks, Materials, Technology • Assessment procedures (including common assessments) SERC

  22. 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) SERC

  23. 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) SERC

  24. 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) SERC

  25. 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) SERC

  26. 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) SERC

  27. 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) 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 SERC

  29. Defining the Gap SERC

  30. 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 (Moll, 2003) SERC

  31. The Achievement Gaps Demands/ Expected Performance Skills  Gap  Present Level of Performance Years in School KU-CRL SERC

  32. 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 SERC

  33. 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 (Moll, 2003) SERC

  34. 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 area • Determine the student’s gaps as they relate SERC

  35. Present Level of Performance SERC

  36. Present Level of Performance Strengths • 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

  37. 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 SERC

  38. Impact Statement A statement of how the student’s disability affects his/her involvement and progress in the general education curriculum; Individuals with Disabilities Education Improvement Act of 2004, § 614 (d) (1) (A) (i) (I) (aa), 20 U.S.C. §1401. SERC

  39. Specially Designed Instruction • “Adapting, as appropriate to the needs of an eligible child…, the content, methodology, or delivery of instruction: • To address the uniqueneeds of the child that result fromthe child's disability; and • To ensure accessof 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.” Regulations: Part 300 / A / 300.39 / b / 3 SERC

  40. Impact Statement Impact Statement • Steven’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. SERC

  41. On Your Chart • Write a single sentence that captures how the student’s disability impacts access to learning SERC

  42. What Did You Learn? • What content affirmed your practice? • What changes will you make in your practice tomorrow? • What questions do you still have? SERC

  43. Time to Action Plan • What outcome do you want to achieve? • Howwill it be done? • Who will oversee that it is done? • When will it be done by? SERC

  44. For Example SERC

  45. Time to Network • Share the ideas and actions in the plan • Ask clarifying questions • Make notes for changes in your plan SERC

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