determining the level of support for iep development

Determining the Level of Support for IEP Development

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Sequence of ContentAnalyzing Bridges &

GapsDetermining

Level of Support

Writing Goals & Objectives

Determining Type of Support

Implementing &

Monitoring Progress

Revised 11/07 SERC 2

p. 31

Outcomes Use decision-making values that are the

“least dangerous assumptions” (Donnellan, 1984) and provide instructional supports that are “only as specialized as necessary” (Giangreco, 2001)

Determine the specially designed instruction that alters general education setting demands or curriculum standards

Select high quality accommodations and modifications based on a continuum

3

p. 32

Essential Questions What is an appropriate level of

support for an individual student with disabilities?

How are decisions made regarding the use of accommodations and modifications?

4

p. 32

Determining the Level of Support

Decision-Making Principles

“Only-as-Specialized-as-Necessary” Use general education supports as the

first option Provide additional supports only as

needed to provide access and progress“Least Dangerous Assumption”

“In the absence of absolute evidence, it is essential to make the assumption that, if proven to be false, would be least harmful to the individual”

10/07 SERC

(Giangreco, 2001).

(Donnellan, 1984).

p. 33

Special Education

“The term `special education' means specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability…”

10/07 SERC

Individuals with Disabilities Education Improvement Act of 2004, § 602(29), 20 U.S.C. § 1401.

p. 33

Specially Designed Instruction“Adapting, as appropriate to the

needs of an eligible child…, the content, methodology, or delivery of instruction: To address the unique needs of the child

that result from the child's disability; and To ensure access of 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.”

10/07 SERCRegulations: Part 300 / A / 300.39 / b / 3

p. 33

http://idea.ed.gov/explore/view/p/,root,regs,300,

http://idea.ed.gov/explore/view/p/,root,regs,300,A,

http://idea.ed.gov/explore/view/p/,root,regs,300,A,300.39,

http://idea.ed.gov/explore/view/p/,root,regs,300,A,300.39,b,

The First Option for Access

Access in school is ensured if the general education class with support is the FIRST option considered by the PPT, regardless of disability type or severity

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The Continuum of SupportGeneral Education “as designed” With Supplemental InstructionWith AccommodationsWith Modifications

10/07 SERC

Stetson, F. (2002). Step by Step Training for Inclusive Schools. Houston, Texas: Stetson and Associates.

Nolet, V., & McLaughlin, M. J. (2000). Accessing the General Curriculum: Including Students with Disabilities in Standards-Based Reform. Thousand Oaks, CA Corwin Press, Inc.

p. 33

Supplemental Instruction

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Supplemental InstructionDirect, explicit, intense instruction

that is needed to address Missing Skills or Concepts Needed Learning Strategies Behavior Concerns

10/07 SERC

p. 34

Supplemental Instruction Content Mastery

Critical content required in the core curriculum Strategy Instruction

Key learning, behavioral, social strategies Skill Development

Essential skills/application of skills Replacement/Alternative Behaviors

Substitution of less appropriate with more appropriate behaviors (socially acceptable)

13Strategic Instruction Model: Content Literacy Continuum: Leveraging Research to Promote School-wide Literacy in Secondary Schools. (2005). Center for Research on Learning University of Kansas. Lawrence, KS: Joseph R. Pearson Hall.

p. 34

Accommodations and Modifications

7/13/05

Accommodations vs. ModificationsAccommodation A change made to the instruction or

assessment procedures to provide a student with full access to learning (HOW)

Do not change the content, or performance expectations for meeting standards

10/07 SERC



p. 35

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) 16Nolet, V. & McLaughlin, M. J. (2000).

p. 35

What is the Difference? The difference between an

accommodation and effective instructional practices comes down to what a student must have to be able to learn.

For example… The use of graphic organizers is a highly

effective strategy for all students and should be used in instruction daily

However, this student must have a graphic organizer as a result of having needs in the area of recall.

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Accommodations vs. Modifications

ModificationA change in the skills, concepts or

performance expectations (WHAT)While it may be modified, the topic

and content remains the same

10/07 SERC



p. 35

Two Types of ModificationsChange in the number of

concepts/skills or performance expectations within the grade level standard (fewer or more)

Change of level of performance standard (benchmark) (lower or higher)

10/07 SERC


p. 35

Something to Seriously Consider…Modifications that lessen content

or lower performance standards automatically decrease the likelihood of a student meeting goal on CMT/CAPT.

We should always have the conversation as to how we will move from the use of a modification to teaching the full content.

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Let’s Give it a Try!

Use the pre-test in your packet and identify each of the items as an accommodation or modification…

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Accommodation or Modification?

Color code important words or phrases

22

George Washington was the first president of the United States

Accommodation


Read mathematical word problems aloud to a student

23Accommodation


A student retrieves 2 pictures from the Internet related to the essential elements of a World History topic. He demonstrates understanding by naming and pointing to the correct picture when cued by his peers during a presentation

24Modification


Allow a student to complete a project as an alternative to a test

25It Depends


A student is learning the concepts of part, whole and half; her peers are working on adding fractions

26Modification


Provide audiotapes, CDs or MP3s of textbooks and have the student follow the text while listening

27Accommodation, except…


A student is working on elapsed time through creating and using a schedule of his daily activities, while his classmates work on multi-step word problems with elapsed time

28Accommodation, as long as…


Graphic organizers such as semantic webs or concept maps

29Accommodation


Reduce the number of Math problems from 25 to 10



Provide alternative books with similar concepts, but at an easier reading level



A student is required to discriminate between animals and plants when given pictures and short descriptions, while the rest of the class is required to tell the distinguishing characteristics of animal and plant cells

32Modification


Provide a designated note taker or photocopy the notes of a classmate (use carbonless paper)

33Accommodation

How did you do?

34

Review the IEP/Word Bank“As designed”

With Supplemental Instruction

With Accommodations

With Modifications

35

Stetson, F. (2002)

p. 36

Can You Adjust?

Are there areas that are really general education? (not needing additional support)

Is there sufficient supplemental instruction to address the gap?

Are there accommodations that can prevent the use of modifications?

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General Education Curriculum Standard

Extend & compare numerical & geometric sequences & classify patterns as repeating or growingGeneral Education

Curriculum & Setting Demands

Present Level of Performance Specially Designed Instruction

Bridge Gaps/Barriers

Supplemental Instruction

Accommodations Modifications

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 3/5Extend & compare complex patterns

Pre-Score of 1/5Up 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

Examining Impact

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Evidence of High Impact on Learning

High Access to General Education Curriculum

Fosters Independence

Evidence of No Impact on/Prevents Learning

No Access to General Education Curriculum

Fosters Dependence

p. 37

Verbal repetition of vocabulary (supplemental instruction)

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Fosters Dependence

AlphaSmart Assistive Technology Instruction

(Supplemental Instruction)

40






Fosters Dependence

Picture Communication Board (accommodation)

41






Fosters Dependence

Frequent Checks for Understanding (accommodation)

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Fosters Dependence

You Try

Of the potential supplemental instruction, accommodations and modifications you listed, which ones will have the greatest impact on…? Learning Access to general curriculum Independence

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p. 41

Integration with Universal Practice

44

Most Like Peers

Enriches Other’s Learning

Seen as “Cool”

Easy to Put into the Routine

Least Like Peers

Deters Other’s Learning

Seen as “Uncool”

Difficult to Put into the Routine

p. 42

Picture Communication Board

45

Most Like Peers


Seen as “Cool”


Least Like Peers




Frequent Check for Understanding

46

Most Like Peers


Seen as “Cool”


Least Like Peers




You TryOf the potential

accommodations/modifications you selected, which ones will …? Be most like peers Will enrich others learning Is seen as cool Be easy to put into a routine

What changes would need to happen to move them into the green zone?

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p. 45

determining the level of support for iep development

Documents

general curriculum

general education curriculum

curriculum standards

general education setting

general representation

general overview

students access

special education