Beginning the Process for IEP Development 25 Industrial Park Road, Middletown, CT · (860) ctserc.org

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 11/07SERC2 p. 18

 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 11/07SERC3 p. 18

Analyzing Strengths & Gaps Determining the Intensity of Supports Writing Goals & Objectives Determining Type of Services & Placement Implementing Supports & Monitoring Progress Revised 11/07SERC4 p. 19

 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 11/07SERC5

Revised 11/07SERC6

 STEP 1 Record Information  STEP 2 Analyze Relationships  STEP 3 Compare to Prior Year  STEP 4 Discuss Overall Educational Benefit (Youtsey, 2006) Revised 11/07SERC7

Revised 11/07SERC8 Present Level Need /Con. Goals & Obj./ Accom. & Mod. Serv. /Place. Pr.Adj Academic/ Cognitive Language Arts: Can decode on grade level KTEA 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 SMS SMS No California Department of Education

Revised DRAFT General Education Curriculum Standard General Education Curriculum & Setting Demands Present Level of PerformanceSpecially Designed Instruction BridgeGaps/Barriers Supplemental InstructionAccommodationsModifications Concepts Skills Benchmarks Setting Demands

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. 10/07SERC

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 10/07SERC

General Education Curriculum Standard Extend & compare numerical & geometric sequences & classify patterns as repeating or growing General Education Curriculum & Setting Demands Present Level of PerformanceSpecially Designed Instruction BridgeGaps/Barriers Supplemental InstructionAccommodationsModifications 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 3/5 Extend & compare complex patterns Pre-Score of 1/5 Up 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

 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 11/02SERC (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 PerformanceSpecially Designed Instruction BridgeGaps/Barriers Supplemental InstructionAccommodationsModifications 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 3/5 Extend & compare complex patterns Pre-Score of 1/5 Up 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

Established by general education  District General Education Curriculum  District Common Assessments  CMT/CAPT Standards 11/02SERC

General Education Curriculum Standard Extend & compare numerical & geometric sequences & classify patterns as repeating or growing General Education Curriculum & Setting Demands Present Level of PerformanceSpecially Designed Instruction BridgeGaps/Barriers Supplemental InstructionAccommodationsModifications 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 3/5 Extend & compare complex patterns Pre-Score of 1/5 Up 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

 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 11/07SERC17

Revised 11/07SERC18

Revised DRAFT General Education Curriculum Standard General Education Curriculum & Setting Demands Present Level of PerformanceSpecially Designed Instruction BridgeGaps/Barriers Supplemental InstructionAccommodationsModifications Concepts Skills Benchmarks Setting Demands

Gap Analysis compares the relationship between the curricular & setting demands of general education to the unique needs of an individual child Revised 11/07SERC20

 Instructional methods  Environmental conditions  Social interactions  Prerequisite skills and knowledge  Materials  Assessment procedures Revised 11/07SERC21 p. 20

 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 11/07SERC22 p. 20

 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 11/07SERC23 p. 20

 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 11/07SERC24 p. 20

 Prerequisite skills and knowledge Background knowledge (E.g. multiplication) Independence level (E.g. can read silently) Reading & writing demands (E.g. write sentence) Revised 11/07SERC25 p. 20

 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 11/07SERC26 p. 20

 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 11/07SERC27 p. 20

Students explore multiple responses to literature  Novels and short stories  Vocabulary lists from curriculum  Written paragraph and single sentence responses  Small groups  Independent seat work  Raising hands to respond  Use story web organizer Revised 11/07SERC28

 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 11/07SERC29 p. 21

 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 11/07SERC30 p. 22

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 11/07SERC31 p. 23

Revised 11/07SERC32  Demands/ Skills Years in School KU-CRL Gap Present Level of Performance Expected Performance  p. 23

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 11/07SERC33 p. 23

 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 11/07SERC34 (Moll, 2003) p. 23

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 11/07SERC35 p. 24 Bridge:

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 11/07SERC36 p. 24 Gap:

 Determine what the student can learn with the lesson “as designed”  Highlight those areas Revised 11/07SERC37

 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 11/07SERC38

 Read over what you highlighted (Bridges)  Are there themes?  Record your themes Revised 11/07SERC39 p. 25

 Read over what is not highlighted (Gaps)  Are there themes?  Record your themes Revised 11/07SERC40 p. 25

41 Symptoms The outcomes of a concern.  Observable  Details  A list of separate concerns Root Causes The actual reasons for the symptoms.  Inferred from behaviors  Underlying reason/function  Determined by grouping and analyzing objective, observable evidence p. 26

42 Symptoms  Lack of fluency  Frequent word recognition errors  Errors tend to be visual  Mispronounces words  Frequent spelling errors Root Cause p. 26

43 Symptoms  Does not complete work  Frequently moves around the room during academic tasks  Acts out during teacher directed lessons Root Cause p. 26

 Check the themes for  Symptoms ▪ What is the root cause?  Root Causes ▪ Highlight if present ▪ Add in if missing (and then highlight) Revised 11/07SERC44

 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 11/07SERC45

General Education Curriculum Standard Extend & compare numerical & geometric sequences & classify patterns as repeating or growing General Education Curriculum & Setting Demands Present Level of PerformanceSpecially Designed Instruction BridgeGaps/Barriers Supplemental InstructionAccommodationsModifications 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 3/5 Extend & compare complex patterns Pre-Score of 1/5 Up 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

 When provided a math word problem, Steven will use manipulatives to demonstrate the solution each time. 10/07SERC

General Education Curriculum Standard Extend & compare numerical & geometric sequences & classify patterns as repeating or growing General Education Curriculum & Setting Demands Present Level of PerformanceSpecially Designed Instruction BridgeGaps/Barriers Supplemental InstructionAccommodationsModifications 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 3/5 Extend & compare complex patterns Pre-Score of 1/5 Up 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 Note taking Has difficulty with understanding lecture Frequent checks for understanding Oral demonstrations/modeling Oral explanations/ descriptions

Revised 11/07SERC49 During lecture, Steven will record the main ideas and math examples in a two column note taking format for at least 15 minutes.

 Review your word bank  Check 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 11/07SERC50

 How does this tool/process help you?  How will you use it in your role? Revised 11/07SERC51