1. Tools for Developing High Quality IEPs Barbara Slone slone@ctserc.orgslone@ctserc.org Kimberly Mearman mearman@ctserc.orgmearman@ctserc.org

2. Educational Benefit Review Process

3. Present Level of Achiev./ Function Needs/ Concern Goals & Objectives/ Accom.& Mod. Service/ Place. PrWas IEP Adj? Academic/ Cognitive Language Arts: KTEA Reading 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 Learn center 3.75 hrs/wk S M No California State Department of Education

4. Present Level of Achiev./ Function Needs/ Concern Goals & Objectives/ Accom.& Mod. Service/ Place. PrWas IEP Adj? Academic Cognitive Language Arts: KTEA Reading 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 Learn center 3.75 hrs/wk S M No California State Department of Education

5. Present Level of Achiev./ Function Needs/ Concern Goals & Objectives/ Accom.& Mod. Service/ Place. PrWas IEP Adj? Academic/ Cognitive Language Arts: KTEA Reading 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 Learn center 3.75 hrs/wk S M No California State Department of Education + O + O OO + o No change from prior year + Increased complexity, progress, or LRE - Decreased complexity, progress or LRE

6. Gap Analysis

7. Analyzing the Gap “Bridges” = a match between the curriculum and instructional demands and what the student is ready to learn or do with no additional supports needed Gaps = when the curriculum and/or instruction demands something the student is not ready for without some level of change (Moll, 2003)

8. Essential Curricular Questions Curriculum & Setting Demands Student Characteristics Essential Student Questions What concepts will the students know? What does the student know about the content? How will students apply skills? What skills can the student apply?

9. A Continuum of Support

10. Starting with Level of Support “As designed” With Accommodations With Modifications

11. Accommodations vs. Modifications Accommodation A change in teaching or testing procedures HOW Modification A change in what is expected to be learned WHAT (Nolet. & McLaughlin, 2000).

12. Classroom Activity Analysis Worksheet

13. Examining Impact and Feasibility

14. Examining Impact High Impact on Learning High Access to General Education Curriculum Fosters Independence Low Impact on Learning No Access to General Education Curriculum Fosters Dependence

15. Integration with Universal Practice 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

16. Infusing Goals

17. EnglishMathScienceSocial Studies SpanishArtMusicP.E. Decoding Skills Oral Vocab. Writing Sentences Elapsed Time Faction Concepts Using Graphic Org. X X XXXX XX XX XX X X X X X X