1. Determining the Level of Support for IEP Development 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 ctserc.org

2. 2 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) 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 Determine the specially designed instruction that alters general education setting demands or curriculum standards Select high quality accommodations and modifications based on a continuum Select high quality accommodations and modifications based on a continuum Determine the testing accommodations Determine the testing accommodations p. 2

3. 3 Essential Questions What is an appropriate level of support for an individual student with disabilities? What is an appropriate level of support for an individual student with disabilities? How are decisions made regarding the use of accommodations and modifications? How are decisions made regarding the use of accommodations and modifications? How can the allowable accommodations for state assessment connect with daily use of accommodations? How can the allowable accommodations for state assessment connect with daily use of accommodations? p. 2

4. 4 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

5. 7/13/05 Accommodations and Modifications

6. 6 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

7. 7 Accommodations vs. Modifications Accommodation A change made to the teaching or testing procedures in order to provide a student with access to information and to create an EQUAL OPPORTUNITY to demonstrate knowledge and skills (HOW) A change made to the teaching or testing procedures in order to provide a student with access to information and to create an EQUAL OPPORTUNITY to demonstrate knowledge and skills (HOW) Do not change the instructional level, content, or performance criteria for meeting standards; they do not alter the big idea or major learning outcomes expected of the instruction Do not change the instructional level, content, or performance criteria for meeting standards; they do not alter the big idea or major learning outcomes expected of the instruction Nolet, V. & McLaughlin, M. J. (2000). p. 4

8. 8 Three Types of Accommodations Alternative Acquisition Modes Alternative Acquisition Modes Ways of acquiring knowledge (Input) Ways of acquiring knowledge (Input) Content Enhancements Content Enhancements Ways to process content, such as organization, comprehension, and memorization (Process) Ways to process content, such as organization, comprehension, and memorization (Process) Alternative Response Modes Alternative Response Modes Ways of demonstrating learning (Output) Ways of demonstrating learning (Output) Nolet, V. & McLaughlin, M. J. (2000). p. 4

9. 9 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. The difference between an accommodation and effective instructional practices comes down to what a student must have to be able to learn. For example… For example… Cueing is a highly effective strategy for all students and should be used in instruction daily Cueing is a highly effective strategy for all students and should be used in instruction daily However, this student must have cueing as a result of having needs in the area of recall. However, this student must have cueing as a result of having needs in the area of recall.

10. 10 Accommodations vs. Modifications Modification A change in what the student is expected to learn and/or demonstrate (WHAT) A change in what the student is expected to learn and/or demonstrate (WHAT) May alter the subject matter or the expected performance of the student May alter the subject matter or the expected performance of the student While a student may be working on modified course content, the subject area remains the same as for the rest of the class While a student may be working on modified course content, the subject area remains the same as for the rest of the class Nolet, V. & McLaughlin, M. J. (2000). p. 4

11. 11 Two Types of Modifications Change in the number of concepts/skills or performance expectations within the grade level standard (fewer or more) Change in the number of concepts/skills or performance expectations within the grade level standard (fewer or more) Change of level of performance standard (lower or higher) Change of level of performance standard (lower or higher) Nolet, V. & McLaughlin, M. J. (2000). p. 4

12. 12 Something to Seriously Consider… Modifications that lessen content or lower performance standards automatically decrease the likelihood of a student meeting goal on CMT/CAPT. 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. We should always have the conversation as to how we will move from the use of a modification to teaching the full content.

13. 13 Let’s Give it a Try! Use the pre-test in your packet and identify each of the items as an accommodation or modification…

14. 14 George Washington was the first president of the United States Accommodation or Modification? Color code important words or phrases Accommodation

15. 15 Accommodation or Modification? Read mathematical word problems aloud to a student Accommodation

16. 16 Accommodation or Modification? 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 Modification

17. 17 Accommodation or Modification? Allow a student to complete a project as an alternative to a test It Depends

18. 18 Accommodation or Modification? A student is learning the concepts of part, whole and half; her peers are working on adding fractions Modification

19. 19 Accommodation or Modification? Provide audiotapes, CDs or MP3s of textbooks and have the student follow the text while listening Accommodation, except…

20. 20 Accommodation or Modification? 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 Accommodation, as long as…

21. 21 Accommodation or Modification? Graphic organizers such as semantic webs or concept maps Animals Mammals Dog Reptiles Snake Birds Robin Accommodation

22. 22 Accommodation or Modification? Reduce the number of Math problems from 25 to 10 Accommodation, as long as…

23. 23 Accommodation or Modification? Provide alternative books with similar concepts, but at an easier reading level Accommodation, as long as…

24. 24 Accommodation or Modification? Provide alternative books with similar concepts, but at an easier reading level Accommodation, except…

25. 25 Accommodation or Modification? 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 Modification

26. 26 Accommodation or Modification? Provide a designated note taker or photocopy the notes of a classmate (use carbonless paper) Accommodation

27. 27 How did you do?

28. 28 What Are Your Accommodations and Modifications? Review your IEP Review your IEP Locate the specific gaps Locate the specific gaps Locate the accommodations (include ones for state assessments) Locate the accommodations (include ones for state assessments) Locate the modifications Locate the modifications p. 5

29. 29 Let’s Reflect… Dialogue at your table about what you saw Dialogue at your table about what you saw Use the questions to guide your conversation Use the questions to guide your conversation p.6

30. 30 Essential Questions To guide conversations around IEP development To guide conversations around IEP development To guide general/daily practice To guide general/daily practice p. 7

31. 31 Starting with Level of Support “As designed” “As designed” With Accommodations With Accommodations With Modifications With Modifications p. 8

32. 32 Can You Adjust? Refer back to page 5 Refer back to page 5 Are there items that are really general education? “As Designed” Are there items that are really general education? “As Designed” Are there accommodations that can prevent the use of modifications? Are there accommodations that can prevent the use of modifications? p. 5

33. 33 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. 9

34. 34 Verbal repetition of vocabulary High Impact on Learning High Access to General Education Curriculum Fosters Independence Low Impact on Learning No Access to General Education Curriculum Fosters Dependence

35. 35 Picture cards for vocabulary High Impact on Learning High Access to General Education Curriculum Fosters Independence Low Impact on Learning No Access to General Education Curriculum Fosters Dependence

36. 36 Concept map/diagram High Impact on Learning High Access to General Education Curriculum Fosters Independence Low Impact on Learning No Access to General Education Curriculum Fosters Dependence

37. 37 Reduce the number of vocabulary High Impact on Learning High Access to General Education Curriculum Fosters Independence Low Impact on Learning No Access to General Education Curriculum Fosters Dependence

38. 38 Lower to recall only High Impact on Learning High Access to General Education Curriculum Fosters Independence Low Impact on Learning No Access to General Education Curriculum Fosters Dependence

39. 39 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

40. 40 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. 14

41. 41 Picture cards with LINCS 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

42. 42 Concept map/diagram 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

43. 43 Reducing the number of vocabulary 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

44. 44 You Try Of the potential accommodations/modifications you selected, which ones will …? Of the potential accommodations/modifications you selected, which ones will …? Be most like peers Be most like peers Will enrich others learning Will enrich others learning Be easy to put into a routine Be easy to put into a routine What changes would need to happen to move them into the green zone? What changes would need to happen to move them into the green zone?