25 Industrial Park Road, Middletown, CT · (860) ctserc.org Using the PCF and the PAF to Develop IEPs November 14, 2006 Anne Marie Davidson Kim Mearman

11/06 Since Last Time… At your tables what you have tried since last time At your tables what you have tried since last time Have you tried the Gap Analysis? Have you tried the Gap Analysis? What were some things that worked well? What were some things that worked well? What would you change next time? What would you change next time? What questions do you have? What questions do you have?

11/06 This Session… Develop high quality IEP goals and objectives aligned to Preschool Curriculum Framework (PCF) Develop high quality IEP goals and objectives aligned to Preschool Curriculum Framework (PCF) Utilize the Preschool Assessment Framework (PAF) to develop performance criteria Utilize the Preschool Assessment Framework (PAF) to develop performance criteria p. 2

11/06 Essential Questions How can increased access, participation and progress in Preschool Curriculum Framework be obtained for children with IEPs? 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? How do IEP goals and objectives meet the specific learning needs of children with disabilities? p. 2

11/06 Examining specific learning needs Analyzing Gap Determining Themes in Bridges & Gaps Determining Level of Support Generating Potential Supports Analyzing Impact Writing Goals & Objectives Examining Integration within Universal System Sequence of Content “Unwrapping” curriculum & setting demands p. 3

11/06 For Example: Shane Just entered the pre-school program Just entered the pre-school program Came with an IEP that may need adjustment Came with an IEP that may need adjustment Has been closely observed for a month Has been closely observed for a month Used PAF to develop a child profile Used PAF to develop a child profile Used gap analysis Used gap analysis p. 4-7

11/06 Themes for Shane p. 7 Bridges (As Designed)Gaps (Needs ) Constructing, building- Fine Motor Reacting non-verbally to the feelings of others & pictures in books Attending especially to self-selected activities Book handling skills Imitating actions of others Common Properties Differences/similarities Planning, organizing, categorizing, sequencing Verbal communication/ expression

11/06 Examining specific learning needs Analyzing Gap Determining Themes in Bridges & Gaps Determining Level of Support Generating Potential Supports Analyzing Impact Writing Goals & Objectives Examining Integration within Universal System Sequence of Content “Unwrapping” curriculum & setting demands p. 3

11/06 At Your Table… What is the difference between an accommodation and a modification? What is the difference between an accommodation and a modification? Name one example of each Name one example of each

11/06 Accommodations v. Modifications AccommodationsHOW Change made to the teaching or assessment procedures to create an EQUAL OPPORTUNITY Change made to the teaching or assessment procedures to create an EQUAL OPPORTUNITY Does not change the content or performance criteria Does not change the content or performance criteriaModificationsWHAT Change in what the child is expected to learn and/or demonstrate Change in what the child is expected to learn and/or demonstrate Can alter the subject matter or the expected performance Can alter the subject matter or the expected performance (Nolet & McLaughlin 2000). p. 8

11/06 Level of Support “As designed” “As designed” With Accommodations With Accommodations With Modifications With Modifications p. 8

11/06 For Example: Shane As Designed As Designed Background knowledge Background knowledge Physical, Motor, and Sensory Physical, Motor, and Sensory Class management procedures and routines Class management procedures and routines Engagement and motivation Engagement and motivation Materials used for learning Materials used for learning p. 9

11/06 For Example: Shane Possible Accommodations: Possible Accommodations: Verbal prompts Verbal prompts Picture cards Picture cards Verbal repetition Verbal repetition p. 9

11/06 You Try… Review the information from the case Review the information from the case Determine areas that no additional supports are needed “As Designed” Determine areas that no additional supports are needed “As Designed” Determine areas that need accommodations Determine areas that need accommodations Brainstorm ideas for accommodations Brainstorm ideas for accommodations p. 10

11/06 If You Need Modifications Use the gap themes to focus Use the gap themes to focus Find the area(s) in the PCF Find the area(s) in the PCF Unwrap the standard to find concepts and skills Unwrap the standard to find concepts and skills Determine what concepts should be taught (fewer concepts or skills?) Determine what concepts should be taught (fewer concepts or skills?) p. 11

11/06 Select a standard Select a standard Circle the verbs or verbs phrases Circle the verbs or verbs phrases Skills - a needs to be able to do Skills - a needs to be able to do Underline the nouns or noun phrases Underline the nouns or noun phrases Concepts - needs to know Concepts - needs to know A Tip for “Unwrapping” Standards (Reeves & Ainsworth, 2005)

11/06 For Example: Shane Gaps: Common Properties; Differences/similarities; Planning, organizing, categorizing, sequencing; Verbal communication/expression Gaps: Common Properties; Differences/similarities; Planning, organizing, categorizing, sequencing; Verbal communication/expression Standards: (Cognitive) Standards: (Cognitive) Express wonder, ask questions and seek answers about the natural world Express wonder, ask questions and seek answers about the natural world Organize and express their understanding of common properties and attributes of things Organize and express their understanding of common properties and attributes of things Communicate their experiences, ideas, and feelings by speaking Communicate their experiences, ideas, and feelings by speaking p. 11

For Example: Shane Curriculum Standards Modifications # of concepts/skills Concepts Wonder; Questions: Answers: Natural world Understanding; Common properties: Attributes Experiences; Ideas; Feelings Natural world Common properties and attributes Feelings Skills Express (wonder); ask; seek (answers) Organize; express (understanding, common properties and attributes) Communicate (experiences, ideas, feelings) Communicate (feelings) Express (common properties and attributes) p. 11

11/06 If You Need Modifications Find the corresponding area(s) in the PAF Find the corresponding area(s) in the PAF Examine the indicators in each benchmark Examine the indicators in each benchmark Determine what changes need to be made in the benchmark or set a benchmark as it is written Determine what changes need to be made in the benchmark or set a benchmark as it is written p. 11

For Example: Shane PAFModification (COG 1) Engages in Scientific Inquiry (COG 3 & 4) Sorts Objects; Recognizes and Makes Patterns (COG 8) (P&S 5) Uses Complex Sentences and Vocabulary; Uses Words to Express Emotions or Feelings Experiment by repeating actions and provide one word comment (Benchmark 2 for COG 1) Keep same benchmark (Benchmark 2 for COG 3) Notice by matching similarities and separating differences in two items (Benchmark 1 for COG 4) Use single words to label (Benchmark1 for COG 8-Benchmark 2 for P&S 5) p. 11

11/06 You Try… Determine focus areas in PCF Determine focus areas in PCF Determine concepts and skills from the standards Determine concepts and skills from the standards Determine if what concepts and skills will be taught Determine if what concepts and skills will be taught Use the PAF to determine benchmarks Use the PAF to determine benchmarks p. 12

11/06 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 which accommodations and/or modifications have the greatest potential for impact on student learning Determine the feasibility of implementing the accommodations and/or modifications Determine the feasibility of implementing the accommodations and/or modifications

11/06 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 p

11/06 Let’s Try This In order to increase Shane’s participation in classroom activities and socialization with others: In order to increase Shane’s participation in classroom activities and socialization with others: Possible Accommodations: Verbal prompts, picture cards, verbal repetition 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 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

11/06 Verbal Prompts High Impact on Learning High Access to General Education Curriculum Fosters Independence Low Impact on Learning No Access to General Education Curriculum Fosters Dependence p. 14 Observational data indicates do not impact understanding Rely on adults to provide

11/06 Picture Cards High Impact on Learning High Access to General Education Curriculum Fosters Independence Low Impact on Learning No Access to General Education Curriculum Fosters Dependence p. 14 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

11/06 Verbal Repetition High Impact on Learning High Access to General Education Curriculum Fosters Independence Low Impact on Learning No Access to General Education Curriculum Fosters Dependence p. 15 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

11/06 Narrow Concepts High Impact on Learning High Access to General Education Curriculum Fosters Independence Low Impact on Learning No Access to General Education Curriculum Fosters Dependence 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 p. 15

11/06 Change to Single Word High Impact on Learning High Access to General Education Curriculum Fosters Independence Low Impact on Learning No Access to General Education Curriculum Fosters Dependence 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 p. 16

11/06 Based on This… Picture Cards Picture Cards Narrow Concepts Narrow Concepts Change Benchmarks to Single Word Change Benchmarks to Single Word p. 16

11/06 You Try Of the potential accommodations and modifications you listed, which ones will have the greatest impact on…? Of the potential accommodations and modifications you listed, which ones will have the greatest impact on…? Learning Learning Access to general curriculum Access to general curriculum Independence Independence p. 17

11/06 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 p

11/06 Picture Cards 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 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 p. 19

11/06 Narrow Concepts 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 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 p. 19

11/06 Single Word 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 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 p. 20

11/06 You Try Of the potential accommodations and modifications you selected, which ones are…? Of the potential accommodations and modifications you selected, which ones are…? Most Like peers Most Like peers Enriching for other’s learning Enriching for other’s learning Easy to put into routine Easy to put into routine p. 21

11/06 Generating Goals and Objectives Making Ends All Meet… General education standards Specially designed instruction IEP

Using a Word Bank p General Education Standards General Education Bench- marks Accom.Modifications Express wonder, ask questions seek answers, natural world; Comment, observations, experimentation; Collect, describe, record information; Use equipment for investigation Experiments, observes, & comments Picture Cards Narrowing # of concepts Communicate (feelings) Experiment by repeating actions Use single words to label

11/06 You Try… Determine the specific areas in PCF that will require specially designed instruction Determine the specific areas in PCF that will require specially designed instruction Determine the benchmarks that correlate (PAF) Determine the benchmarks that correlate (PAF) Establish a word bank from PCF, PAF, and the list of selected accommodations and modifications Establish a word bank from PCF, PAF, and the list of selected accommodations and modifications p. 24

11/06 Conditions for Learning Sets context - Curriculum & Setting demands Sets context - Curriculum & Setting demands Tasks Tasks Materials Materials Instructional methods Instructional methods Environmental structures Environmental structures Curriculum standards Curriculum standards Is it age-appropriate??? Is it age-appropriate??? p. 25

11/06 Good Resources… Gap Analysis Gap Analysis Typical pre-school activities and materials Typical pre-school activities and materials Word Bank Word Bank General Education Standards General Education Standards Accommodations Accommodations Modifications Modifications p. 25

11/06 For Example… Given opportunities to express wonder about the natural world… Given opportunities to express wonder about the natural world… When in the block area and art center and given a picture card… When in the block area and art center and given a picture card… Using picture cards showing basic feelings (happy, sad, angry)… Using picture cards showing basic feelings (happy, sad, angry)… p. 25

11/06 For Example… Given opportunities to express wonder about the natural world… Given opportunities to express wonder about the natural world… When in the block area and art center and given a picture card… When in the block area and art center and given a picture card… Using picture cards showing basic feelings (happy, sad, angry)… Using picture cards showing basic feelings (happy, sad, angry)… p. 25 PCF Typical ActivityAccommodation Modification Accommodation

11/06 Demonstration of Learning How will learning be demonstrated How will learning be demonstrated Observable Observable Measurable Measurable Can a dead man do this? Can a dead man do this? Is it age-appropriate? Is it age-appropriate? Will this generalize across settings and materials? Will this generalize across settings and materials? p. 26

11/06 Good Resources… Gap Analysis Gap Analysis Word Bank Word Bank General Education Standards (PCF) General Education Standards (PCF) Accommodations Accommodations Modifications Modifications p. 26

11/06 For Example… …Shane will make a single word comment on his observation… …Shane will make a single word comment on his observation… …Shane will sort or match objects by one similar attribute… …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… …Shane will match the picture card to a feeling he expresses or that a peer expresses and name the feeling… p. 26

11/06 For Example… …Shane will make a single word comment on his observation… …Shane will make a single word comment on his observation… …Shane will sort or match objects by one similar attribute… …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… …Shane will match the picture card to a feeling he expresses or that a peer expresses and name the feeling… p. 26 Accommodation PCF Modification

11/06 Performance Criteria for Mastery To what degree will the concept or skill be demonstrated To what degree will the concept or skill be demonstrated Accuracy Accuracy Frequency/length of time Frequency/length of time How will we know it was performed to that degree? How will we know it was performed to that degree? How does it compare to non-disabled peers? How does it compare to non-disabled peers? p. 27

11/06 Good Resources… Baseline data Baseline data Assessment tools Assessment tools IEP evaluation procedures IEP evaluation procedures Word Bank Word Bank General Education Benchmarks (PAF) General Education Benchmarks (PAF) Modifications Modifications p. 27

11/06 For Example… …in 1 out of 3 observations based on PAF observations …in 1 out of 3 observations based on PAF observations …to benchmark 2 on COG 3 on the PAF …to benchmark 2 on COG 3 on the PAF …correctly matching and naming the feeling to 100% accuracy using PAF observations …correctly matching and naming the feeling to 100% accuracy using PAF observations p. 27

11/06 For Example… …in 1 out of 3 observations based on PAF observations …in 1 out of 3 observations based on PAF observations …to benchmark 2 on COG 3 on the PAF …to benchmark 2 on COG 3 on the PAF …correctly matching and naming the feeling to 100% accuracy using PAF observations …correctly matching and naming the feeling to 100% accuracy using PAF observations p. 27 PAF Modification PAF

11/06 You Try… Look at the word bank Look at the word bank Write an example of an annual goal Write an example of an annual goal Condition for learning Condition for learning Demonstration of learning Demonstration of learning Performance criteria for mastery Performance criteria for mastery Including assessment procedure Including assessment procedure p. 30

11/06 Objectives vs. Benchmarks Objectives Objectives Specific concepts or skills that make up the goal Specific concepts or skills that make up the goal Are separated, but need to eventually together to meet the goal Are separated, but need to eventually together to meet the goal Benchmarks Benchmarks Remains a holistic set of concepts or skills Is a sequence building process towards goal p. 28

11/06 Two Types of Benchmarks Using Performance Criteria Using Performance Criteria Is broken into what can be accomplished in trimesters or quarters Is broken into what can be accomplished in trimesters or quarters Builds from a lower performance level to the final expected performance level listed in goal Builds from a lower performance level to the final expected performance level listed in goal Scaffolding Scaffolding Is broken into a sequence of concepts and skills that build on one another Is broken into a sequence of concepts and skills that build on one another p. 28

For Example…Objectives Given opportunities to express wonder about the natural world, Shane will make a single word comment on his observation in 1 out of 3 observations based on PAF observations Given a familiar animal, … either name the animal or provide the sound the animal makes … Given a familiar animal, … either name the animal or provide the sound the animal makes … Given a novel scenario in nature, … express excitement or disappointment through a single word, … Given a novel scenario in nature, … express excitement or disappointment through a single word, … When provided an opportunity to be outside, … use a single word to identify something he observes … When provided an opportunity to be outside, … use a single word to identify something he observes … p. 29

Benchmarks by Performance Criteria When in the block area and art center and given a picture card, Shane will sort or match objects by one similar attribute to benchmark 2 on COG 3 on the PAF … with 30% accuracy (benchmark 1 on COG 3 on the PAF) … with 30% accuracy (benchmark 1 on COG 3 on the PAF) … with 50% accuracy (benchmark 1 on COG 3 on the PAF) … with 50% accuracy (benchmark 1 on COG 3 on the PAF) … with 75% accuracy (benchmark 1 on COG 3 on the PAF) … with 75% accuracy (benchmark 1 on COG 3 on the PAF) … with 100% accuracy (benchmark 2 on COG 3 on the PAF) … with 100% accuracy (benchmark 2 on COG 3 on the PAF) p. 29

Benchmarks by Scaffolding Using picture cards showing basic feelings (happy, sad, angry), Shane will match the picture card to a feeling he expresses or that a peer expresses and name the feeling correctly matching and naming the feeling to 100% accuracy using PAF observations … in a structured play situation, … match to a peer staging an obvious expression … … in a structured play situation, … match to a peer staging an obvious expression … … in a structured play situation, … match to a peer staging an obvious expression and name the feeling … … in a structured play situation, … match to a peer staging an obvious expression and name the feeling … … in a real situation, … match to a peer naturally expressing a feeling and name the feeling … … in a real situation, … match to a peer naturally expressing a feeling and name the feeling … p. 29

11/06 You Try… Look at the word bank Look at the word bank Write objectives or benchmarks for the annual goal Write objectives or benchmarks for the annual goal p. 30

11/06

Infusing IEPs List the child’s schedule or activities, including non-academic areas, such as play time, lunch, or hallway List the child’s schedule or activities, including non-academic areas, such as play time, lunch, or hallway List the child’s IEP goals and objectives List the child’s IEP goals and objectives Determine when these goals and objectives can be taught and reinforced Determine when these goals and objectives can be taught and reinforced p. 31

Ariv. Diss. Blocks Math Area Reading Dr. Play Art Center Out Play Music Snack single word comment on observation XX name animal or provide sound XXxX express excitement or disappointment with single word XX use single word to identify observation XX sort or match objects by one attribute XX match & naming picture card to feeling XXXX match picture to peer staging expression XXX match & name picture card to peer XXX match & name picture card to a peer naturally expressing feeling XXXXXX Schedule of Activities IEP Goals p. 33

Thank You!