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

11/02SERC 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 p. 2

11/02SERC 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? p. 2

11/02SERC Analyzing Gap Determining Themes in Bridges & Gaps Determining Level of Support Analyzing Impact Examining Integration within Universal System Infusing IEP Goals and Objectives Writing Goals & Objectives Determining Type of Support Examining specific learning needs Sequence of Content “Unwrapping” curriculum & setting demands p. 3

11/02SERC Select for Your Team A Facilitator – someone to keep group focused A Recorder – someone to document the work of the group The rest will serve as reporters

11/02SERC Gap Analysis Gap Analysis compares the relationship between the curricular & setting demands of general education to the unique needs of an individual child

11/02SERC 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 A Tip for “Unwrapping” Standards (Reeves & Ainsworth, 2005) p. 4

11/02SERC For Example… Students explore multiple responses to literature Skill Explore Concepts Multiple Responses Literature p. 4

11/02SERC You Try… Students will identify, develop and defend multiple responses to literature using individual connections and relevant text references. p. 4

11/02SERC You Try… Students will identify, develop and defend multiple responses to literature using individual connections and relevant text references. p. 4 Skills Identify Develop Defend Use Concepts Multiple responses Literature Individual connections Relevant text references

11/02SERC Let’s Unwrap! Each team has a content area and grade level Select one content standard Unwrap the standard (include the performance standards for the grade level as needed) p. 5

11/02SERC Let’s Share Please walk around the room Note what concepts and skills are the same across content areas Select the one that will best meet your needs based on the IEP you brought today

11/02SERC Setting Demands Instructional methods Environmental situations Social interactions Prerequisite skills and knowledge Materials Assessment procedures p. 6

11/02SERC For Example Activity/Lesson/Unit: Reading and responding to various forms of text (novels, poems, short stories) for both fiction and non-fiction p. 6

11/02SERC 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 p. 7

11/02SERC Let’s Reflect… What is the purpose of unwrapping standards and setting demands? How does this support IEP development? How does this process compare to current practices used in IEP development?

11/02SERC Determining the Unique Needs of a Child 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 p. 8

11/02SERC 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

11/02SERC  Demands/ Skills Years in School  The Achievement Gaps KU-CRL Gap Present Level of Performance Expected Performance

11/02SERC 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 p. 10

11/02SERC Analyzing the Gap Bridge = match between the child’s readiness and curriculum and setting expectations –Ready to cross over Gap = discrepancy between the child’s readiness and setting expectations –Nothing to cross (Moll, 2003) p. 10

11/02SERC For Example… 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? p. 11

11/02SERC For Example… 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? p. 11

11/02SERC Bridges Determine what the student can learn with the lesson “as designed” Highlight those areas p. 12

11/02SERC Are There Themes? Read over what you highlighted (Bridges) Are there themes? Record your themes p. 13

11/02SERC Gaps 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? p. 12

11/02SERC Are There Themes? Read over what is not highlighted (Gaps) Are there themes? Record your themes p. 13

11/02SERC Time to Process Look over the tool on page 12 How does this tool/process help you? How will you use it in your role?