Using the PCF and the PAF to Develop IEPs

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Using the PCF and the PAFUsing the PCF and the PAFto Develop IEPsto Develop IEPs

November 14, 2006November 14, 2006

Anne Marie DavidsonAnne Marie Davidson

Kim MearmanKim Mearman

11/0611/06

Since Last Time… Since Last Time…

At your tables what you have tried At your tables what you have tried since last timesince last time Have you tried the Gap Analysis?Have you tried the Gap Analysis? What were some things that worked What were some things that worked

well?well? What would you change next time?What would you change next time? What questions do you have?What questions do you have?

11/0611/06

This Session…This Session…

Develop high quality IEP goals and Develop high quality IEP goals and objectives aligned to Preschool objectives aligned to Preschool Curriculum Framework (PCF)Curriculum Framework (PCF)

Utilize the Preschool Assessment Utilize the Preschool Assessment Framework (PAF) to develop Framework (PAF) to develop performance criteriaperformance criteria

p. 2

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Essential QuestionsEssential Questions

How can increased access, How can increased access, participation and progress in participation and progress in Preschool Curriculum Framework be Preschool Curriculum Framework be obtained for children with IEPs?obtained for children with IEPs?

How do IEP goals and objectives How do IEP goals and objectives meet the specific learning needs of meet the specific learning needs of children with disabilities?children with disabilities?

p. 2

11/0611/06

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 ContentSequence of Content“Unwrapping” curriculum

& setting demands

p. 3

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For Example: ShaneFor Example: Shane

Just entered the pre-school programJust entered the pre-school program Came with an IEP that may need Came with an IEP that may need

adjustment adjustment Has been closely observed for a Has been closely observed for a

month month Used PAF to develop a child profile Used PAF to develop a child profile Used gap analysis Used gap analysis

p. 4-7

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Themes for ShaneThemes for Shanep. 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

activitiesBook handling skillsImitating actions of

others

Common PropertiesDifferences/

similaritiesPlanning, organizing,

categorizing, sequencingVerbal

communication/ expression

11/0611/06

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 ContentSequence of Content“Unwrapping” curriculum

& setting demands

p. 3

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At Your Table…At Your Table…

What is the difference between an What is the difference between an accommodation and a modification?accommodation and a modification?

Name one example of eachName one example of each

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Accommodations v. Accommodations v. ModificationsModifications

AccommodationsAccommodations

HOW HOW

Change made to the Change made to the teaching or assessment teaching or assessment procedures to create an procedures to create an EQUAL OPPORTUNITYEQUAL OPPORTUNITY

Does not change the Does not change the content or performance content or performance criteriacriteria

ModificationsModifications

WHATWHAT

Change in what the Change in what the child is expected to child is expected to learn and/or learn and/or demonstratedemonstrate

Can alter the subject Can alter the subject matter or the matter or the expected performanceexpected performance

(Nolet & McLaughlin 2000).

p. 8

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Level of SupportLevel of Support

““As designed”As designed”With With AccommodationsAccommodations

With ModificationsWith Modifications

p. 8

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As DesignedAs Designed Background knowledge Background knowledge Physical, Motor, and Sensory Physical, Motor, and Sensory Class management procedures and Class management procedures and

routines routines Engagement and motivation Engagement and motivation Materials used for learningMaterials used for learning

p. 9

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Possible Accommodations: Possible Accommodations: Verbal promptsVerbal prompts Picture cardsPicture cards Verbal repetitionVerbal repetition

p. 9

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You Try…You Try…

Review the information from the caseReview the information from the case

Determine areas that no additional Determine areas that no additional supports are needed “As Designed”supports are needed “As Designed”

Determine areas that need Determine areas that need accommodationsaccommodations

Brainstorm ideas for accommodations Brainstorm ideas for accommodations

p. 10

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If You Need ModificationsIf You Need Modifications

Use the gap themes to focus Use the gap themes to focus

Find the area(s) in the PCFFind the area(s) in the PCF Unwrap the standard to find concepts Unwrap the standard to find concepts

and skillsand skills

Determine what concepts should be Determine what concepts should be taught taught (fewer concepts or skills?)(fewer concepts or skills?)

p. 11

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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 knowConcepts - needs to know

A Tip for “Unwrapping” A Tip for “Unwrapping” StandardsStandards

(Reeves & Ainsworth, 2005)

11/0611/06


Gaps: Common Properties; Gaps: Common Properties; Differences/similarities; Planning, Differences/similarities; Planning, organizing, categorizing, sequencing; organizing, categorizing, sequencing; Verbal communication/expressionVerbal communication/expression

Standards: (Cognitive)Standards: (Cognitive) Express wonder, ask questions and seek Express wonder, ask questions and seek

answers about the natural world answers about the natural world Organize and express their understanding of Organize and express their understanding of

common properties and attributes of thingscommon properties and attributes of things Communicate their experiences, ideas, and Communicate their experiences, ideas, and

feelings by speakingfeelings by speaking

p. 11


Curriculum StandardsCurriculum StandardsModificationsModifications

# of concepts/skills# of concepts/skills

Concepts Concepts Wonder; Questions: Answers: Wonder; Questions: Answers:

Natural worldNatural worldUnderstanding; Common Understanding; Common

properties: Attributesproperties: AttributesExperiences; Ideas; FeelingsExperiences; Ideas; Feelings

Natural worldNatural worldCommon properties Common properties

and attributesand attributesFeelingsFeelings

SkillsSkillsExpress (wonder); ask; seek Express (wonder); ask; seek

(answers)(answers)Organize; express (understanding, Organize; express (understanding,

common properties and common properties and attributes)attributes)

Communicate (experiences, ideas, Communicate (experiences, ideas, feelings)feelings)

Communicate Communicate (feelings)(feelings)

Express (common Express (common properties and properties and

attributes) attributes)

p. 11

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If You Need ModificationsIf You Need Modifications

Find the corresponding area(s) in the Find the corresponding area(s) in the PAFPAF Examine the indicators in each Examine the indicators in each

benchmarkbenchmark

Determine what changes need to be Determine what changes need to be made in the benchmark or set a made in the benchmark or set a benchmark as it is writtenbenchmark as it is written

p. 11

For Example: ShaneFor Example: ShanePAFPAF ModificationModification

(COG 1) Engages in (COG 1) Engages in Scientific InquiryScientific Inquiry

(COG 3 & 4) Sorts (COG 3 & 4) Sorts Objects; Recognizes and Objects; Recognizes and Makes PatternsMakes Patterns

(COG 8) (P&S 5) Uses (COG 8) (P&S 5) Uses Complex Sentences and Complex Sentences and Vocabulary; Uses Words Vocabulary; Uses Words to Express Emotions or to Express Emotions or FeelingsFeelings

Experiment Experiment by repeating by repeating actionsactions and provide and provide one wordone word comment (Benchmark 2 for comment (Benchmark 2 for COG 1)COG 1)

Keep same benchmark Keep same benchmark (Benchmark 2 for COG 3)(Benchmark 2 for COG 3)

Notice by Notice by matchingmatching similarities similarities and and separatingseparating differences in differences in twotwo items (Benchmark 1 for items (Benchmark 1 for COG 4)COG 4)

Use Use singlesingle words words to label to label (Benchmark1 for COG 8-(Benchmark1 for COG 8-Benchmark 2 for P&S 5)Benchmark 2 for P&S 5)

p. 11

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Determine focus areas in PCFDetermine focus areas in PCF

Determine concepts and skills from Determine concepts and skills from the standardsthe standards

Determine if what concepts and skills Determine if what concepts and skills will be taughtwill be taught

Use the PAF to determine benchmarksUse the PAF to determine benchmarks

p. 12

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Examine Strategies for Impact Examine Strategies for Impact and Feasibilityand Feasibility

What will work best?What will work best? Determine which accommodations Determine which accommodations

and/or modifications have the greatest and/or modifications have the greatest potential for impact on student potential for impact on student learninglearning

Determine the feasibility of Determine the feasibility of implementing the accommodations implementing the accommodations and/or modificationsand/or 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

p. 13-17

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Let’s Try ThisLet’s Try This

In order to increase Shane’s participation In order to increase Shane’s participation in classroom activities and socialization in classroom activities and socialization with others:with others: Possible Accommodations: Verbal prompts, Possible Accommodations: Verbal prompts,

picture cards, verbal repetitionpicture cards, verbal repetition Possible Modifications: Narrow concepts to Possible Modifications: Narrow concepts to

identifying natural world, one common property identifying natural world, one common property or attribute, and feelings; change benchmarks or attribute, and feelings; change benchmarks for skills to communication and expression for skills to communication and expression using only one word labels/commentsusing only one word labels/comments

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Verbal PromptsVerbal PromptsHigh Impact on Learning





Fosters Dependence

p. 14

Observational data indicates do not impact understanding

Observational data indicates do not impact understanding

Rely on adults to provide

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Picture CardsPicture CardsHigh Impact on Learning





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

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Verbal RepetitionVerbal RepetitionHigh Impact on Learning





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

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Narrow ConceptsNarrow ConceptsHigh Impact on Learning





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

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Change to Single WordChange to Single WordHigh Impact on Learning





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

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Based on This…Based on This…

Picture CardsPicture Cards

Narrow ConceptsNarrow Concepts

Change Benchmarks to Single WordChange Benchmarks to Single Word

p. 16

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You TryYou Try

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

p. 17

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Integration with Universal Integration with Universal Practice 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. 18-21

11/0611/06

Picture Cards Picture Cards Most Like Peers



Least Like Peers



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

11/0611/06

Narrow Concepts Narrow Concepts Most Like Peers



Least Like Peers



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

11/0611/06

Single Word Single Word Most Like Peers



Least Like Peers



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

11/0611/06

You TryYou Try

Of the potential accommodations Of the potential accommodations and modifications you selected, and modifications you selected, which ones are…?which ones are…? Most Like peersMost Like peers Enriching for other’s learningEnriching for other’s learning Easy to put into routineEasy to put into routine

p. 21

11/0611/06

Generating Goals and Generating Goals and Objectives Objectives

Making Ends All Meet…Making Ends All Meet…

General General education education standardsstandards

Specially Specially designed designed

instructioninstruction

IEP

Using a Word BankUsing a Word Bankp. 22-23

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

11/0611/06


Determine the specific areas in PCF that Determine the specific areas in PCF that will require specially designed will require specially designed instructioninstruction

Determine the benchmarks that Determine the benchmarks that correlate (PAF)correlate (PAF)

Establish a word bank from PCF, PAF, Establish a word bank from PCF, PAF, and the list of selected accommodations and the list of selected accommodations and modificationsand modifications

p. 24

11/0611/06

Conditions for LearningConditions for Learning

Sets context - Sets context - Curriculum & Setting Curriculum & Setting demandsdemands TasksTasks MaterialsMaterials Instructional methodsInstructional methods Environmental structures Environmental structures Curriculum standardsCurriculum standards

Is it age-appropriate???Is it age-appropriate???

p. 25

11/0611/06

Good Resources…Good Resources…

Gap AnalysisGap Analysis Typical pre-school activities and Typical pre-school activities and

materialsmaterials Word BankWord Bank

General Education StandardsGeneral Education Standards AccommodationsAccommodations Modifications Modifications

p. 25

11/0611/06

For Example…For Example…

Given opportunities to express Given opportunities to express wonder about the natural world…wonder about the natural world…

When in the block area and art When in the block area and art center and given a picture card…center and given a picture card…

Using picture cards showing basic Using picture cards showing basic feelings (happy, sad, angry)…feelings (happy, sad, angry)…

p. 25

11/0611/06


Given opportunities to express Given opportunities to express wonder about thewonder about the natural worldnatural world……

When in the When in the block areablock area and and art art centercenter and given a and given a picture cardpicture card……

Using Using picture cardspicture cards showing showing basicbasic feelingsfeelings (happy, sad, angry)… (happy, sad, angry)…

p. 25

PC

FPCF

Typi

cal A

ctiv

ity

Accommodation

Modification

Accommodation

11/0611/06

Demonstration of LearningDemonstration of Learning

How will learning be demonstratedHow will learning be demonstrated ObservableObservable 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 Will this generalize across settings and materials?and materials?

p. 26

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Gap AnalysisGap Analysis

Word BankWord Bank General Education Standards (PCF)General Education Standards (PCF) AccommodationsAccommodations Modifications Modifications

p. 26

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……Shane will make a single word Shane will make a single word comment on his observation… comment on his observation…

……Shane will sort or match objects by Shane will sort or match objects by one similar attribute…one similar attribute…

……Shane will match the picture card to Shane will match the picture card to a feeling he expresses or that a peer a feeling he expresses or that a peer expresses and name the feeling…expresses and name the feeling…

p. 26

11/0611/06


……Shane will make a Shane will make a single wordsingle word commentcomment on hison his observationobservation… …

……Shane will Shane will sort or match objects by sort or match objects by one similar attributeone similar attribute……

……Shane will match the Shane will match the picture cardpicture card to to a a feelingfeeling he he expressesexpresses or that a peer or that a peer expressesexpresses and and namename the the feelingfeeling……

p. 26

Accomm

odation

PCF

PCF

PCF

Modification

Modificatio

n

11/0611/06

Performance Criteria for Performance Criteria for MasteryMastery

To what degree will the concept or skill be To what degree will the concept or skill be demonstrateddemonstrated AccuracyAccuracy Frequency/length of timeFrequency/length of time

How will we know it was performed to that How will we know it was performed to that degree?degree?

How does it compare to non-disabled How does it compare to non-disabled peers?peers?

p. 27

11/0611/06


Baseline dataBaseline data Assessment toolsAssessment tools IEP evaluation proceduresIEP evaluation procedures

Word BankWord Bank General Education Benchmarks (PAF)General Education Benchmarks (PAF) Modifications Modifications

p. 27

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……in 1 out of 3 observations based on in 1 out of 3 observations based on PAF observationsPAF observations

……to benchmark 2 on COG 3 on the to benchmark 2 on COG 3 on the PAFPAF

……correctly matching and naming the correctly matching and naming the feeling to 100% accuracy using PAF feeling to 100% accuracy using PAF observationsobservations

p. 27

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……in in 1 out of 31 out of 3 observations based on observations based on PAF observationsPAF observations

……to benchmark 2 on COG 3 on the to benchmark 2 on COG 3 on the PAFPAF

……correctly matching and naming the correctly matching and naming the feeling to 100% accuracyfeeling to 100% accuracy using using PAF PAF observationsobservations

p. 27

PAF

Modification

Modification

PAF

PA

F

11/0611/06


Look at the word bankLook at the word bank

Write an example of an annual goalWrite an example of an annual goal Condition for learningCondition for learning Demonstration of learningDemonstration of learning Performance criteria for masteryPerformance criteria for mastery

Including assessment procedureIncluding assessment procedure

p. 30

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Objectives vs. BenchmarksObjectives vs. Benchmarks

ObjectivesObjectives Specific concepts or Specific concepts or

skills that make up skills that make up the goalthe goal

Are separated, but Are separated, but need to eventually need to eventually together to meet together to meet the goalthe goal

BenchmarksBenchmarks Remains a holistic Remains a holistic

set of concepts or set of concepts or skillsskills

Is a sequence Is a sequence building process building process towards goaltowards goal

p. 28

11/0611/06

Two Types of BenchmarksTwo Types of Benchmarks

Using Performance CriteriaUsing Performance Criteria Is broken into what can be accomplished Is broken into what can be accomplished

in trimesters or quartersin trimesters or quarters Builds from a lower performance level to Builds from a lower performance level to

the final expected performance level the final expected performance level listed in goallisted in goal

ScaffoldingScaffolding Is broken into a sequence of concepts Is broken into a sequence of concepts

and skills that build on one anotherand skills that build on one another

p. 28

For Example…ObjectivesFor Example…ObjectivesGiven Given opportunities to express wonder about the natural opportunities to express wonder about the natural worldworld, Shane will , Shane will make a single word comment on his make a single word comment on his observationobservation in 1 out of 3 observations based on PAF in 1 out of 3 observations based on PAF observations observations

Given a Given a familiar animalfamiliar animal, … , … either name the animal or either name the animal or provide the sound the animal makesprovide the sound the animal makes … …

Given a Given a novel scenario in naturenovel scenario in nature, … , … express excitement express excitement or disappointment through a single wordor disappointment through a single word, …, …

When When provided an opportunity to be outsideprovided an opportunity to be outside, … , … use a use a single word to identify something he observessingle word to identify something he observes … …

p. 29

Benchmarks by Performance Benchmarks by Performance CriteriaCriteria

When in the block area and art center and given a picture When in the block area and art center and given a picture card, Shane will sort or match objects by one similar card, Shane will sort or match objects by one similar attribute to attribute to benchmark 2 on COG 3 on the PAFbenchmark 2 on COG 3 on the PAF

… … with with 30% accuracy30% accuracy ( (benchmark 1benchmark 1 on COG 3 on the PAF) on COG 3 on the PAF)




p. 29

Benchmarks by ScaffoldingBenchmarks by ScaffoldingUsing picture cards showing basic feelings (happy, sad, angry), Using picture cards showing basic feelings (happy, sad, angry), Shane will match the picture card to a feeling he expresses or Shane will match the picture card to a feeling he expresses or that a peer expresses and name the feeling correctly matching that a peer expresses and name the feeling correctly matching and naming the feeling to 100% accuracy using PAF and naming the feeling to 100% accuracy using PAF

observationsobservations … … in a structured play situationin a structured play situation, … , … match to a peer staging an match to a peer staging an

obvious expressionobvious expression … …

… … in a structured play situationin a structured play situation, … match to a peer staging an , … match to a peer staging an obvious expression and obvious expression and name the feelingname the feeling … …

… … in a real situationin a real situation, … match to a peer , … match to a peer naturally expressingnaturally expressing a a feeling and name the feeling …feeling and name the feeling …

p. 29

11/0611/06


Look at the word bankLook at the word bank

Write objectives or benchmarks for Write objectives or benchmarks for the annual goalthe annual goal

p. 30

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Infusing IEPsInfusing IEPs

List the child’s schedule or activities, List the child’s schedule or activities, including non-academic areas, such as including non-academic areas, such as play time, lunch, or hallwayplay time, lunch, or hallway

List the child’s IEP goals and objectivesList the child’s IEP goals and objectives

Determine when these goals and Determine when these goals and objectives can be taught and reinforcedobjectives can be taught and reinforced

p. 31

Ariv. D

iss.B

locksM

ath Area

Reading

Dr. P

layA

rt Center

Out P

layM

usicS

nack

single word comment on observation X X

name animal or provide sound X X x X

express excitement or disappointment with single word

X X

use single word to identify observation X X

sort or match objects by one attribute X X

match & naming picture card to feeling X X X X

match picture to peer staging expression X X X

match & name picture card to peer X X X

match & name picture card to a peer naturally expressing feeling

X X X X X X

Schedule of Activities

IEP Goalsp. 33

Thank You!Thank You!

Documents

Using the PCF and the PAF to Develop IEPs