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

Determining the Determining the Level of Support Level of Support

for IEP for IEP DevelopmentDevelopment

25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485

ctserc.org

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OutcomesOutcomes Use decision-making values that are the Use decision-making values that are the

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

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

Select high quality accommodations and Select high quality accommodations and modifications based on a continuum modifications based on a continuum

Determine the testing accommodationsDetermine the testing accommodations

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Essential QuestionsEssential Questions

What is an appropriate level of What is an appropriate level of support for an individual student with support for an individual student with disabilities?disabilities?

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

How can the allowable How can the allowable accommodations for state assessment accommodations for state assessment connect with daily use of connect with daily use of accommodations?accommodations?

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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 ContentSequence of Content“Unwrapping” curriculum

& setting demands

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Accommodations Accommodations and and

ModificationsModifications

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The First Option for The First Option for AccessAccess

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

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Accommodations vs. Accommodations vs. ModificationsModifications

AccommodationAccommodation A change made to the teaching or testing A change made to the teaching or testing

procedures in order to provide a student procedures in order to provide a student with access to information and to create with access to information and to create an EQUAL OPPORTUNITY to an EQUAL OPPORTUNITY to demonstrate knowledge and skills (HOW)demonstrate knowledge and skills (HOW)

Do not change the instructional level, Do not change the instructional level, content, or performance criteria for content, or performance criteria for meeting standards; they do not alter the meeting standards; they do not alter the big idea or major learning outcomes big idea or major learning outcomes expected of the instructionexpected of the instruction

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

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Three Types of Three Types of Accommodations 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 Ways to process content, such as

organization, comprehension, and organization, comprehension, and memorization (Process)memorization (Process)

Alternative Response Modes Alternative Response Modes Ways of demonstrating learning Ways of demonstrating learning

(Output)(Output)


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What is the Difference?What is the Difference? The difference between an The difference between an

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

For example…For example… Cueing is a highly effective strategy for all Cueing is a highly effective strategy for all

students and should be used in instruction students and should be used in instruction dailydaily

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

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Accommodations vs. Accommodations vs. ModificationsModifications

ModificationModification A change in what the student is A change in what the student is

expected to learn and/or demonstrate expected to learn and/or demonstrate (WHAT)(WHAT)

May alter the subject matter or the May alter the subject matter or the expected performance of the studentexpected performance of the student

While a student may be working on While a student may be working on modified course content, the subject modified course content, the subject area remains the same as for the rest of area remains the same as for the rest of the classthe class


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Two Types of Two Types of ModificationsModifications

Change in the number of Change in the number of concepts/skills or performance concepts/skills or performance expectations within the grade expectations within the grade level standard (fewer or more)level standard (fewer or more)

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


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Something to Seriously Something to Seriously Consider…Consider…

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

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

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Let’s Give it a Try!Let’s Give it a Try!

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

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George Washington was the first president of the United States

Accommodation or Accommodation or Modification?Modification?

Color code important Color code important words or phraseswords or phrases

Accommodation

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Read mathematical Read mathematical word problems aloud to word problems aloud to a studenta student

Accommodation

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

Modification

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

It Depends

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

Modification

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

Accommodation, except…

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

Accommodation, as long as…

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Graphic organizers such Graphic organizers such as semantic webs or as semantic webs or concept mapsconcept mapsAnimals

Mammals Reptiles Birds

Dog Snake Robin

Accommodation

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Reduce the number of Reduce the number of Math problems from 25 Math problems from 25 to 10to 10


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


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

Accommodation, except…

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

Modification

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

Accommodation

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How did you do?How did you do?

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What Are Your What Are Your Accommodations and Accommodations and

Modifications?Modifications? Review your IEPReview your IEP

Locate the specific gapsLocate the specific gaps

Locate the accommodations Locate the accommodations (include ones for state (include ones for state assessments)assessments)

Locate the modificationsLocate the modifications

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Let’s Reflect…Let’s Reflect…

Dialogue at your table about Dialogue at your table about what you sawwhat you saw

Use the questions to guide Use the questions to guide your conversationyour conversation

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Essential QuestionsEssential Questions

To guide conversations To guide conversations around IEP developmentaround IEP development

To guide general/daily To guide general/daily practicepractice

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Starting with Level of Starting with Level of SupportSupport

““As designed”As designed”With With AccommodationsAccommodations

With ModificationsWith Modifications

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Can You Adjust?Can You Adjust?

Refer back to page 5Refer back to page 5

Are there items that are really Are there items that are really general education? “As general education? “As Designed”Designed”

Are there accommodations that Are there accommodations that can prevent the use of can prevent the use of modifications?modifications?

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Examining ImpactExamining ImpactHigh Impact on Learning

High Access to General Education Curriculum

Fosters Independence

Low Impact on Learning

No Access to General Education Curriculum

Fosters Dependence

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Verbal repetition of Verbal repetition of vocabularyvocabulary

High Impact on Learning





Fosters Dependence

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Picture cards for Picture cards for vocabularyvocabulary






Fosters Dependence

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Concept map/diagramConcept map/diagramHigh Impact on Learning





Fosters Dependence

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Reduce the number of Reduce the number of vocabulary vocabulary






Fosters Dependence

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Lower to recall only Lower to recall only High Impact on Learning





Fosters Dependence

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You TryYou Try

Of the potential Of the potential accommodations and accommodations and modifications you listed, which modifications you listed, which ones will have the greatest ones will have the greatest impact on…?impact on…? LearningLearning Access to general curriculumAccess to general curriculum IndependenceIndependence

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Integration with Integration with Universal Practice 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

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Picture cards with LINCS Picture cards with LINCS Most Like Peers



Least Like Peers



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Concept map/diagram Concept map/diagram Most Like Peers



Least Like Peers



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Reducing the number of Reducing the number of vocabulary vocabulary

Most Like Peers



Least Like Peers



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You TryYou Try

Of the potential Of the potential accommodations/modifications accommodations/modifications you selected, which ones will …?you selected, which ones will …? Be most like peersBe most like peers Will enrich others learningWill enrich others learning Be easy to put into a routineBe easy to put into a routine

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

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

Documents

testing accommodations

allowable accommodations

daily use of accommodations

high quality accommodations

instructional level

appropriate level of

severity slide

type of support