111
IEP Development and Implementation
Training Norms
• NO SIDE BARS– WRITE NOTES
• Cell Phones on SILENT
• OTHERS?
Your Learning Accountability
• NOVICE
• INTERMEDIATE
• ADVANCED
Why This Module was Created
• Purpose of Tools (POC)
• Implementation -- follow up year
• Errors in the IEP Process
Errors in the IEP Process
• PLAAFP
• Goals and Objectives not related to ASD
• Laundry list of SAS
• Standard Time for Service
• Placement decisions predetermined– Lack of LRE in the Process
Purpose of This Module
• IS NOT– Compliance training in IEP development– Cover ALL aspects of IEP development– Address issues related to ALL disabilities– An IEP on your target student; Pre-IEP Planning
• IS– Honor PROCESS / not FORM– Honor LRE in the IEP process– Address unique needs of students with ASD in
the IEP process– Address IEP Implementation
AGENDA• Understanding FAPE
– History of Special Education– Purpose of the IEP– LRE– Ed Benefit Review
• Developing the IEP– The PLAAFP– Supplementary Aids / Services / Personnel Supports– Goals and Objectives– S. E. Programs/Services and Ancillary/Related Services– Transition
• IEP Implementation– Implementation Fidelity– IEP Transitions– Measuring Progress
Navigating the Acronyms
IEP MET
ER
SLD
MDE
ASD
OSEP
NCLB
FAPE
NPDC
LRE
80-80
94-142IT
ECSE EPLI
ECDD
START
FBA
BIP
IDEA
VOCABULARY / ACTIVITY
• LRE
• FAPE
• IEP
• Special Education
What is an IEP?
• Offering of FAPE to the family
• PROCESS
• Legally-binding written agreement / contract
Purpose of the IEPPurpose of the IEP
Access to and participation in….
General Education General Education CurriculumCurriculum
Extracurricular Extracurricular ActivitiesActivities
Nonacademic Nonacademic ActivitiesActivities
Special education is not a place. It’s a set of
supports and services . . .
Where a child with a disability receives special education
services is that child’s placement
The first “where” to
consider is…
OUR DECISIONS HAVE TO ALIGN WITH:
• THE RESEARCH
• THE LAW
• THE DATA
IDEIA Congressional Findings
• (5) Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made effective by…– (A) having high expectations for such
children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to…
THE OUTCOME DATA
• “The achievement level of students with disabilities does not decrease in general education classrooms.”– Villa, Thousand, Meyers, & Nevin. (1996). Teacher
and administrator perceptions of heterogeneous education. Exceptional Children, 63, 29-45.
• “Placement in a special education class resulted in lower achievement for students who have lower cognitive ability.”– Kavale & Forness, (1999). Efficacy of special
education and related services. Washington, DC: American Association on Mental Retardation.
THE OUTCOME DATAIEP and Inclusion Tips for Parents and Teachers
• “Students with disabilities in inclusive classrooms show academic gains in a number of areas, including improved performance on standardized tests, mastery of IEP goals, grades, on-task behavior, and motivation to learn (National Center for Education Restructuring and Inclusion, 1995). Moreover, placement in inclusive classrooms does not interfere with the academic performance of students without disabilities with respect to the amount of allocated time and engaged instructional time, the rate of interruption to planned activities and student achievement on test scores and report card grades.”– York, Vandercook, MacDonald, Heise-Neff and Caughey,
1992)
THE OUTCOME DATA IEP and Inclusion Tips for Parents and Teachers
• “Although separate classes, with lower student to teacher ratios, controlled environments, and specially trained staff would seem to offer benefits to a child with a disability, research fails to demonstrate the effectiveness of such programs.”– (Lipsky, 1997; Sailor, 2003)
THE OUTCOME DATA
• “The social competence, communication skills, and other developmental skills of students with disabilities improved in inclusive settings.”– Bennett, Deluca, & Bruns. (1997) Putting inclusion into
practice: Perspectives of teachers and parents. Exceptional Children, 64(1), 115-131.
• “The costs of inclusive services over time are likely to be less than those of segregated forms of service delivery.”– Halvorsen, Neary, Hunt, & Piuma. (1996). A model for
evaluating the cost-effectiveness of inclusive and special classes. Hayward, CA: PEERS Project, California State University.
THE OUTCOME DATAIEP and Inclusion Tips for Parents and Teachers
• “There is mounting evidence that, other than a smaller class size, “there is little that is special about the special education system,” and that the negative effects of separating children with disabilities from their peers far outweigh any benefit to smaller classes.”– Audette & Algozzine, 1997
THE OUTCOME DATA• A University of Wisconsin-Madison 2002 study of 405
adolescents and adults with ASD found that:– 10% were in competitive employment – The lack of social skills and social understanding has been cited
as a primary cause of unemployment or under-employment for many otherwise skilled individuals on the autism spectrum.
• Barnard, et.al. 2001– As few as 6% of individuals with ASD have fulltime employment – 12% of individuals with Asperger Syndrome are employed despite
having average or high than average IQs
• MICHIGAN (2006-07)—61 Ss– w/ ASD
• 19.7% competitively employed– All Ss w/ IEP
• 30.1% competitively employed
THE LAW--HISTORY: ORIGINATION OF SPECIAL EDUCATION
• Intention of Special Education– 1976 P.L. 94-142– ACCESS TO……
• WHY: Brown vs. Board of Education– You cannot segregate based on color………– You cannot segregate based on disability……..
• THIS IS A CIVIL RIGHTS ISSUE– And the fight has already been fought……
Brown vs. Board of Education• Brown v. Board of Education was not simply
about children and education. The laws and policies struck down by this court decision were products of the human tendencies to prejudge, discriminate against, and stereotype other people by their ethnic, religious, physical, or cultural characteristics. Ending this behavior as a legal practice caused far reaching social and ideological implications, which continue to be felt throughout our country. The Brown decision inspired and galvanized human rights struggles across the country and around the world.
GETTING BACK TO THE INTENTION OF THE LAW
• Focus on One Curriculum: – General Education WITH Special Education
Support (instead of vs.)
• NCLB Revisions
• IDEA Revisions
• 80/80 Statement
OSEP
More >><< Less
General Education Classroom 80%+
Target 61% (63%)
MI CIMS Thresholds for RestrictionSPP Indicator 5: Educational
Environments2009-10 Targets (2010-11)
Continuum of Alternative PlacementsContinuum of Alternative Placements
Restrictive
Removal from the General Education Classroom 21-60%
Removal from the General Education Classroom >60%
Target 12.4% (11.9%)
Separate FacilityTarget 4.9%
(4.8%)
IDEA Regulations
• Two fundamental requirements:– That the child will receive FAPE
– In the least restrictive environment (LRE).
• “….IDEA’s strong preference that, to the maximum extent appropriate, children with disabilities be educated in regular classes with their nondisabled peers with appropriate supplementary aids and services."
–Wrights Law
Defining FAPE
• FAPE is an individualized educational program that is designed to meet the child's unique needs and from which the child receives educational benefit, and prepares them for further education, employment, and independent living.
– Wrights Law
Defining LRE: Fed Language
To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities are educated in the general education classrooms with children who are not disabled and that special classes, separate schooling, or other removal of children with disabilities from regular education environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aides and services cannot be achieved satisfactorily.
LRE Misconceptions
Student is in a restricted placement. Staff says: “Well, this is the ‘least restrictive environment’ for this student based on his/her needs.”
LRE is a LEGAL term – not a relative description of a program that fits a given students needs.
LRE is interpreted by the courts / states.
Personal Accountability to END Segregation
• We will never have integrated opportunities if WE (special education) are not integrated in the school culture
• How do you do that??
• START WITH: Strategies ….. Medium of Exchange (similarities—gen ed / spec ed)
BUT….. How do you make this CHANGE happen?
• Big picture?– Committee– Perfect Plan PRIOR to Implementation
OR
– Incremental steps . . .• PERSONAL Accountability /
Responsibility
Incremental Steps
YOUR ACCOUNTABILITY
Your Behavior Expresses Your Belief System
Your Behavior Expresses your Belief System…DO YOU……
• Talk about students with ASD by their age rather than their grade level?
• Talk about students with ASD in front of them?
• Use disability-first language? – Use “high functioning” and “low functioning” to
describe students? – Talk about students based on their eligibility
category rather than their name? (The Autistics)
• Send a folder of “alternative” work with the student to the general education class?
• Have “token” LRE time? Attend specials only?
• Have all the special education students eat at one lunch table? Have a different recess?
• Use of activities that are inappropriate for the age of the student (ex. Calendar / Clifford).
Your Behavior Expresses your Belief System…DO YOU……
• Convey test scores unrelated to how the student is functioning within the general education classroom?
• Blame parents for the problems their child is having.
• Believe that students with ASD are being manipulative, lazy, deliberate, choosing to not comply?– Blame the STUDENT for their problem….
Your Behavior Expresses your Belief System…DO YOU……
The point is this……..
THERE ARE BARRIERS TO SUCCESSFULLY EDUCATING
STUDENTS WITH ASD…..
WE SHOULD NOT BE ONE OF THOSE BARRIERS…..
LOU BROWN
Self Evaluation. . .
Beliefs and Behaviors that PREVENT Integrated Opportunities
Where we STARTed . . .
• You did what you did when you knew what you knew. . .
• You now know different – which makes you accountable
• Do Different: Incremental steps– Look in the mirror each morning and decide: do I
let the barriers stop me or do I do SOMETHING each day to make this change
Self Evaluation. . . Your accountability to the change process
Beliefs and Behaviors that SUPPORT Integrated Opportunities
REPORT OUT ACTIVITY
• If you write it down, you are even MORE likely to do it…. (Post Its)
• If you TELL someone else, you are even MORE likely to do it…. AND….
• If you post it, you are that much MORE likely to do it! ! !
NOW WHAT?
• Personal Accountability to promote and integrated culture….
• Personal Accountability in the IEP process to honor the development of an integrated culture through LRE / Universal Supports
• Personal Accountability in implementing the IEP process….
Educational Benefit Review PROCESS
• Was the IEP reasonably calculated to ensure Educational Benefit?
• What IS Educational Benefit? – Rowley (Supreme Court 1982) -- more than minimal
progress– Rowley in 2007 (align with IDEA 2004 / NCLB)
• PLAAFP related to involvement / progress in general curriculum
• MEASURABLE annual goals• Services planned to support PROGRESS toward goals• In the LRE (gen ed curriculum / environment)• IEP adjusted if no progress made
Materials Needed • THREE years of:
– IEPs
– METs / other assessments
– ER
– Progress Reports on IEP goals
Step 1: Complete ONE for Each YearEDUCATIONAL BENEFIT
Year 1 2 3
NEEDS / PLAAFP Supplementary Aids /
Services Goals / Objectives Related Services Progress
Where to get this
info?
Analyze Relationships Among ComponentsEDUCATIONAL BENEFIT
Year 1 2 3
NEEDS / PLAAFP Supplementary Aids /
Services Goals / Objectives Related Services Progress
Social
Analyze Relationships Among Components
• Are the assessments complete and do they identify all of the student’s needs?
• Does the PLAAFP statement identify all of the student’s primary needs related to progress in the general education curriculum / environment?
• Are all of the student’s needs, including postsecondary outcomes (for secondary students), addressed by supplementary aids and services, goals and objectives, and/or transition services?
• Are there programs and services to support all of the student’s goals and objectives?
• Did the IEP consider the LRE in developing the program?
• Did the student made progress on measurable goals and objectives? Is there objective data to support this progress? OR If adequate progress was not made, was the IEP adjusted?
Analyze Relationships Among ComponentsEDUCATIONAL BENEFIT
Year 1 2 3
NEEDS / PLAAFP Supplementary Aids /
Services Goals / Objectives Related Services Progress
Social Initiation
Analyze Relationships Across Years• In reviewing the comparison of the PLAAFP from Year 1 to Year 2
and from Year 2 to Year 3, if the student did make progress, were the goals and objectives, transition activities, or programs and services in Year 3 changed in the IEP to facilitate the student’s future progress, including participation in general education?
• In reviewing the comparison of the PLAAFP from Year 1 to Year 2 and from Year 2 to Year 3, if the student did not make progress, were the goals and objectives, transition activities, or programs and services in Year 3 changed in the IEP to facilitate the student’s future progress?
• Do the transition services provided for the student over the three-year period of review represent a coordinated set of activities related to the student’s vision for adult life?
• To assess for overall compliance: Considering the answers to each of the questions above, was the IEP reasonably calculated to result in educational benefit?
WHAT HAVE YOU LEARNED?
You did what you did when you knew what you knew….
Once you know different, you are accountable to it!
Statement of the…Student’s present levels of academic achievement and functional performance
The PLAAFP
--how student’s disability affects student’s involvement and progress in the general education classroom and curriculum
Area Data: Impact on Progress in
Gen EdAreas
preventing access and/or
impacting progress in
gen ed
Data—COMPARED
TO PEERS for each area
What impact does this have on
progress toward goals and objectives
PLAFFP Statement Framework
DATA COMPARED TO PEERS
• Standardized scores by themselves are not helpful because they do not link with the general education curriculum / classroom and are not specific enough to develop annual goals.
• State and district-wide assessments often DO related to the curriculum but may not be specific enough to develop annual goals.
• All assessment scores should be coupled with the day-to-day observational data, progress notes, and instructional and assessment information from the classroom.
OPTIONS for DATA
• Standardized Measures
• Rating Scales
• State / Local Assessments
• Classroom Output
• Grades / Progress Notes
• Direct Observation
• GLCEs
The Question to Ask
In what way does this student’s disability affect his/her ability to participate / progress in the general education classroom / curriculum?
• Characteristics Related to ASD– Ability to Participate in Instruction– Socialization Skills / Competence– Communication– Independent Skills– Transition Issues– Ability to Manage Stress / Anxiety– Behaviors– OTHERS?
Area Data: (compared to Peers)
Impact on Progress in Gen Ed
Social Teacher rating scale: 97% fewer social interactions than others of same age.
Sean talks about Star Wars excessively to peers. He does not have a preferred friend and is alone at lunch and recess.
In the classroom, Sean does not choose a partner or join a group to work without adult
prompting. He does participate in cooperative work with peers without
argument, which results in adult intervention and
facilitation or Sean having to leave the classroom. Social interactions are affected by continual Star Wars talk and communication difficulties.
PLAFFP Statement EXAMPLE
The Question to Ask
In what way does this student’s disability affect his/her ability to participate / progress in the general education classroom / curriculum?
• Characteristics Related to ASD– Ability to Participate in Instruction– Socialization Skills / Competence– Communication– Independent Skills– Transition Issues– Ability to Manage Stress / Anxiety– Behaviors– OTHERS?
Area Data: (compared to
peers)
Impact on Progress in
Gen EdIndependent
Skills
Typical peers are able to navigate the environment
independently without adult prompting or support. They are able to take a break when
needed and complete their assignments with minimal adult prompting / support.
During observations, Jacob needed multiple adult verbal
prompts to complete tasks and transition from activity to
activity. He was not able to independently take a break
when frustrated which resulted in frequent screaming
outbursts. Jacob also was not able to get ready to return home
by getting his materials and putting on his outerwear
without adult supports and prompting.
PLAFFP Statement EXAMPLE
The Question to Ask
In what way does this student’s disability affect his/her ability to participate / progress in the general education classroom / curriculum?
• Characteristics Related to ASD– Ability to Participate in Instruction– Socialization Skills / Competence– Communication– Independent Skills– Transition Issues– Ability to Manage Stress / Anxiety– Behaviors– OTHERS?
TEAM TIMEPLAAFP Statement for Target Student
Area Data:
Compared to Peers
Impact on Progress in Gen Ed
Socialization
Independence
ONE MORE OF
YOUR CHOICE
List what data you have for each area / action plan for what
data is needed
What impact does this have on progress in
gen ed
WHAT YOU NEED
• This year’s IEP (PLAAFP & Goals)
• POC Information
• Action Plan Form
• PLAAFP Statement Framework Form
• Just because there is a NEED does not mean you need a GOAL—
• You MUST address each need within the IEP – don’t necessarily need a goal—– Transition plan– Supplementary Aids / Services– Goals / Objectives
Identifying Supplementary Aids / Services /
Personnel Supports
What ARE Supplementary Aids / Services?
--aids, services and other supports that are provided in regular education classes or
other education-related settings to enable children with disabilities to be educated with
non-disabled children to the maximum extent appropriate.
Area Data: Impact on Progress in
Gen Ed
What’s Working
What is Needed
Areas preventing
access and/or
impacting progress in gen ed
Data—COMPARED TO PEERS
for each area /
What impact
does this have on progress toward
goals and objectives
What supports / strategies
are currently
being used and are
successful
What supports / strategies need to be continued /
are still needed
PLAFFP Statement Framework
Supplementary Aids / Services / Personnel Supports
EFFECTIVE STRATEGIES
• Visual Strategies• Functional Communication System• Peer to Peer Support• Paraprofessional• Team Meetings• Training for Staff• Positive Behavior Support Plan• Accommodations / Modifications• OTHERS?
TEAM TIME
Supplementary Aids, Services,
Personnel Supports for
Target Student
Next Question:
What needs CANNOT be met through supplementary aids,
services, personnel supports and/or requires specialized instruction
“Specially Designed Instruction”Michigan Revised Admin Rules 2002
• Adapting, as appropriate to the needs of the student, the content, methodology, or delivery of instruction
– To address the unique needs of the child
– To ensure the child’s access to the general curriculum
Examples -----
• The SYSTEMS in Supplementary Aids / Services—– Visual Schedule– FCS– Visual Supports– Accommodations / Modifications– OTHERS?
• Mechanism for IMPLEMENTATION
Statement of …Measurable annual goals; benchmarks / short term objectives
Annual Goals
These measurable annual goals must be designed to…
Annual Goals
• Meet child’s needs that result from child’s disability
• Not --Restatement of gen ed curriculum--List of everything the student is expected to learn in every content area
to enable the child to be involved in and make progress in the general education curriculum
What skills does the student need in order to access / master the content rather than what content the student needs to learn.
DISCUSSION
Whoa….. What about SB-IEP?
• WHY SB-IEP?– MDE Memorandum March 2009
• MDE Quick Reference Guide
What about academic goals?
• No hard / fast rules
• Things to consider:– 3 tiered system of academic support– Have to know ASD—OUTPUT– Gain Rate vs. Time Spent
Writing Goals and Objectives / Benchmarks
1. Write broad-based goals with a number of separate but relevant measurable objectives.
2. Write measurable goals with a number of timed benchmarks for the goals.
Writing a Measurable Goal / Objective
• Utilizing (WHAT CONDITIONS)– Visual Supports– Environmental Condition– Peers– Prompt Level
• Student will do WHAT (behavior—observable / measurable)– to what extent / level– over what period of time
• Measures:– Frequency– Duration
Recognizing A Good Objective
SMART
• S = Specific
• M = Measurable
• A = Action words (verbs)
• R = Realistic & Relevant (achievable)
• T = Time Limited
Recognizing A Good Objective
• Who? – will achieve
• What? – skill or behavior
• How? – in what manner or at what level
• Where? – in what setting/ under what conditions
• When? – by what time? Ending date
Recognizing A Good ObjectiveObservable Behavior
• Verbally label• Verbally express• Point to• Look at • Complete task• Follow Direction• Choose/ select• Raise hand• Remain in seat/area • Answer questions• Draw• Request• Locate/ find• Cut/ Copy/ paste/ color• Put on/ Take off
Conditions:
• Given a request• During transition periods• During social conversation • During structured conversation • During class discussion• When reading a story, • When given 10 problems, questions....• When shown a variety of/ When given a
choice• When prompted ( Identify and specify
type # )• When provided a visual schedule
Criteria and Mastery
Criteria
• within 5 minutes • 3 out of 4 trials• 4 times weekly• for 40% of trials• 2 times daily • for 5 consecutive
sessions
Mastery
• should be at a 70 % or higher level of success.
• 7 out of 10 trial days• 5 consecutive trial days• 5 consecutive weeks• 8 out of 10 trial days
Student Name: ___________________________ Date of Progress Report: ___________ Date of IEP: ____________
GOAL AND OBJECTIVES/BENCHMARKS
Instructional Area: ___Content Area - Strand/Domain___ State Standard(s) Upon Which Goal Will Be Based: __GLCE/HSCE/Extended at Grade Level or Not Related__ Baseline Data: _Student_ is currently __________________________________on the __________________________________________________________. Annual Goal: In _#_ instructional weeks, __student__ will ____Domain/Standard/Content Expectation ____ by _____________criteria_____________ on ________________ _____assessment/evaluation__________________. Position(s) Providing Instruction on this Goal: __ Sp Ed Tchr __ Gen Ed Tchr __ TC __ SLI __ SSW __ OT __ PT __ Other: _______________________________ Short-Term Objectives/Major Milestones 1. By the end of the _#_ marking period _school year_, _student_ will _______________criteria________________ on __________assessment/evaluation___________.
2. By the end of the _#_ marking period _school year_, _student_ will _______________criteria________________ on __________assessment/evaluation___________.
3. By the end of the _#_ marking period _school year_, _student_ will _______________criteria________________ on __________assessment/evaluation___________.
4. By the end of the _#_ marking period _school year_, _student_ will _______________criteria________________ on __________assessment/evaluation___________.
Student Progress Toward Annual Goal
0102030405060708090
100110120
Goal
Student'sProgress
Goal 40 80
Student's Progress
Base line
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th 17th 18th
PROGRESS REPORTING
Report Date: __________ Progress: ________________________ Comments: __________________________________________________________________________ Report Date: __________ Progress: ________________________ Comments: __________________________________________________________________________ Report Date: __________ Progress: ________________________ Comments: __________________________________________________________________________ Report Date: __________ Progress: ________________________ Comments: __________________________________________________________________________ Report Date: __________ Progress: ________________________ Comments: __________________________________________________________________________ Report Date: __________ Progress: ________________________ Comments: __________________________________________________________________________
Position Responsible for Reporting Progress: Schedule for Evaluation/Reporting Progress: This progress report will be sent home to parents every ___ weeks.
GOALS / OBJECTIVES EXAMPLES
• Marci will have improved functional communication skills for indicating wants and needs.
– Marci will use a system of words, pictures, gestures to indicate basic wants and needs during classroom activities. (8 of 10 trials)
– Marci will use a picture schedule to follow daily classroom routines with minimal prompting. (8 of 10 trials)
– Marci will use a system of words, pictures, gestures to participate in conversational routines with peers. (8 of 10 trials)
GOALS / OBJECTIVES EXAMPLES
• Chris will improve his social communication skills in the classroom setting.
– Chris will raise his hand when he needs assistance or wants to share important information. (90% of time)
– Chris will ask for help and accept teacher response when he doesn’t understand something. (80% of time)
– With gestural prompts from peers and adults, Chris will limit conversational ideas appropriate to the setting. (90% of time)
GOALS / OBJECTIVES EXAMPLES
• Kayla will increase her social communication skills for interaction with adults and peers as measured by mastery of the following objectives.
– Kayla will use appropriate social greetings upon entering and leaving the classroom with teacher and peers (hi, bye) in 8 out of 10 trial days.
– Kayla will expressively identify peers and adults by name in group and play activities with verbal prompting. (4/5 trials)
– Kayla will gain the attention of a communicative partner by verbal or nonverbal means to make a request, to gain assistance, and to engage in activities. (4/5 trials0
Area Data: (compared to Peers
Impact on Progress in Gen
Ed
What’s Working
What is Needed
Social Teacher rating scale: 97% fewer social interactions than others of same age.
Sean talks about Star Wars excessively to peers. He does not have a preferred friend and is alone at lunch and recess.
In the classroom, Sean does not
choose a partner or join a group to work
without adult prompting. He does
participate in cooperative work with peers without argument, which results in adult
intervention and facilitation or Sean having to leave the classroom. Social interactions are
affected by continual Star Wars talk and
communication difficulties.
Adult assignment of peer partner;
Adult facilitation of conflict resolution during small group or partner work;
Star Wars talk in schedule. Pick a peer to talk about Star Wars for 3 minutes.
Peer training to remove adult facilitation;
GOALS / OBJECTIVES?
Area Data: (compared to peers)
Impact on Progress in
Gen Ed
What’s Working
What is Needed
Independent Skills
Typical peers are able to navigate the environment independently without adult prompting or
support. They are able to take a
break when needed and
complete their assignments with
minimal adult prompting /
support.
During observations, Jacob needed
multiple adult verbal prompts to complete tasks and transition
from activity to activity. He was not
able to independently take a
break when frustrated which
resulted in frequent screaming outbursts. Jacob also was not able to get ready to
return home by getting his materials and putting on his outerwear without adult supports and
prompting.
Weekly monitored PBS plan
Visual Schedule
Visual prompts
Break Card / Time Away
Active teaching of the visual
schedule
Check schedule card
Pairing verbal prompts with the
visuals – creating more
Pairing of break card with behavior
GOALS / OBJECTIVES Guided Practice
Area Data: (compared to peers)
Impact on Progress in
Gen Ed
What’s Working
What is Needed
Independent Skills
Typical peers are able to navigate the environment independently without adult prompting or
support. They are able to take a
break when needed and
complete their assignments with
minimal adult prompting /
support.
During observations, Jacob needed
multiple adult verbal prompts to complete tasks and transition
from activity to activity. He was not
able to independently take a
break when frustrated which
resulted in frequent screaming outbursts. Jacob also was not able to get ready to
return home by getting his materials and putting on his outerwear without adult supports and
prompting.
Weekly monitored PBS plan
Visual Schedule
Visual prompts
Break Card / Time Away
Active teaching of the visual
schedule
Check schedule card
Pairing verbal prompts with the
visuals – creating more
Pairing of break card with behavior
GOALS / OBJECTIVES?
Kayla’s PLAAFP (Using Option II)Area: Social-Communication
Describe specific baseline data compared to same age peers…Teacher rating scale: 86% fewer social interactions than others of same age. Kayla blurts out with unrelated comments and requests for help during instructional time, independent work time and during whole class discussion at an average rate of 20 times per hour; peers average 2-3 blurt outs per hour . Kayla talks excessively about the weather with her peers; peers have a wider range of conversational topics.
Describe how student’s academic, dev, functional needs affect progress in gen ed…In the classroom, Kayla does not offer topic relevant information without adult prompting nor does she participate in cooperative work with peers without continual talking about the weather, which results in adult intervention and facilitation or Kayla having to work independently. Social interactions are affected by continual weather talk. Kayla’s frequent requests for help interfere with her independence as a learner.
Kayla’s PLAAFPArea: Social-Communication
Describe needs of student that will be addressed in supplemental aids/services, goals…Build weather talk into schedule. Pick a peer to talk about weather with for 3 minutes and give weather reports in the morning;
Peer training to reduce adult intervention;
Visual cue cards related to topic of discussion;
Instruction and visual supports in appropriately requesting help and making comments;
Implementation of system for self-regulation of blurting out.
Explain how student accesses or makes progress in gen ed curriculum based on grade level content standards…(E3.9/E3.10)(1)Utilizing visual supports, visual, verbal, and gestural prompts, and peer support (2) instruction in requesting help and topic maintenance (3) system for self-regulation of blurting out
GOALS / OBJECTIVES EXAMPLES
• Using visual and verbal prompts, Kayla will increase her social communication skills for interaction with adults and peers as measured by mastery of the following objectives (E3.9/E3.10).
– With a visual prompt, Kayla will ask a topic-related question of the teacher during science and social studies lessons (8/10 lessons).
– With gestural prompts from peers, Kayla will limit conversational ideas appropriate to the topic during cooperative work groups in science and social studies. (8/10 prompts)
– During independent work time, Kayla will gain the attention of a peer or teacher using visual and gestural means to make a request and to gain assistance. (4/5 requests)
Goals and Objectives Example for ASD
ELA 3.3
When Kayla is………
Self monitoring by applying strategies such as questioning….
(R.MT. 03.01) AndApplying significant knowledge from
grade level science texts…. (R.CM. 03.04)
She is also……..
• Using visual and verbal prompts, Kayla will increase her social communication skills for interaction with adults and peers as measured by mastery of the following objectives (E3.9/E3.10).
– With a visual prompt, Kayla will ask a topic-related question of the teacher during science and social studies lessons (8/10 lessons).(L.CN.03.01)
– With gestural prompts from peers, Kayla will limit conversational ideas appropriate to the topic during cooperative work groups in science and social studies. (8/10 prompts)
(L.CN.03.02)– During independent work time, Kayla
will gain the attention of a peer or teacher using visual and gestural means to make a request and to gain assistance. (4/5 requests)
TEAM TIME
Developing Goals and Objectives
for Target Student
Identifying Special Education
Programs / Services and
Ancillary / Related Services
From the Goals / Objectives…..
• What special education programs / services and/or ancillary / related services are needed.
• THE LRE QUESTION:– With supplementary aids / services AND / OR– Push in ancillary / related services– Can the student make adequate progress on goals and
objectives
• If yes, no pull out program / services is needed…. NO RESTRICTION
• If no, what level of restriction is needed and for what services:– Speech language, OT, PT, etc.– Classroom / Program
More >><< Less
General Education
Classroom 80%+Target 61%
MI CIMS Thresholds for Restriction
SPP Indicator 5 LRE2009 Targets – Changes
Yearly to 80/80
Continuum of Alternative PlacementsContinuum of Alternative Placements
Restrictive
Removal from the General Education Classroom 21-60%
Removal from the General Education Classroom >60%
Target 12.4
Separate Facility
Target 4.9
TEAM TIMEDiscussion on
Special Education Programs /
Services and Ancillary / Related
Services for Target Student
This is not the end. It is not even the beginning of the end. But it is, perhaps, the
end of the beginning. Winston S. Churchill
Implementing the IEP
• Fidelity Tools
• Measuring Progress (PROBES)
• Transitions in the IEP Year
Evidence of Implementation of the IEP Student Name______________________________ Observer:__________________________________ Date:_____________________
Student Schedule Instructional
Outcomes IEP Goals / Objectives
Supports / Services / Strategies
Evidence
Instructional Outcomes—PURPOSE AND INTENTDifferentiated Instruction
Measuring Progress
• PROBES—Things to Consider– Who– When– How Often– In What Format– Analysis– Reporting
Taking Data Probes
• Utilizing a check schedule card, Jason will go to his schedule independently 4/5 transitions.
• Utilizing a visual communication system, Kayla will independently make requests in at least 3 environments.
• Utilizing visual mini schedules, Candice will independently complete a 3 step activity.
Student Name: ___________________________ Date of Progress Report: ___________ Date of IEP: ____________
GOAL AND OBJECTIVES/BENCHMARKS
Instructional Area: ___Content Area - Strand/Domain___ State Standard(s) Upon Which Goal Will Be Based: __GLCE/HSCE/Extended at Grade Level or Not Related__ Baseline Data: _Student_ is currently __________________________________on the __________________________________________________________. Annual Goal: In _#_ instructional weeks, __student__ will ____Domain/Standard/Content Expectation ____ by _____________criteria_____________ on ________________ _____assessment/evaluation__________________. Position(s) Providing Instruction on this Goal: __ Sp Ed Tchr __ Gen Ed Tchr __ TC __ SLI __ SSW __ OT __ PT __ Other: _______________________________ Short-Term Objectives/Major Milestones 1. By the end of the _#_ marking period _school year_, _student_ will _______________criteria________________ on __________assessment/evaluation___________.
2. By the end of the _#_ marking period _school year_, _student_ will _______________criteria________________ on __________assessment/evaluation___________.
3. By the end of the _#_ marking period _school year_, _student_ will _______________criteria________________ on __________assessment/evaluation___________.
4. By the end of the _#_ marking period _school year_, _student_ will _______________criteria________________ on __________assessment/evaluation___________.
Student Progress Toward Annual Goal
0102030405060708090
100110120
Goal
Student'sProgress
Goal 40 80
Student's Progress
Base line
1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th 17th 18th
PROGRESS REPORTING
Report Date: __________ Progress: ________________________ Comments: __________________________________________________________________________ Report Date: __________ Progress: ________________________ Comments: __________________________________________________________________________ Report Date: __________ Progress: ________________________ Comments: __________________________________________________________________________ Report Date: __________ Progress: ________________________ Comments: __________________________________________________________________________ Report Date: __________ Progress: ________________________ Comments: __________________________________________________________________________ Report Date: __________ Progress: ________________________ Comments: __________________________________________________________________________
Position Responsible for Reporting Progress: Schedule for Evaluation/Reporting Progress: This progress report will be sent home to parents every ___ weeks.
SUMMARY
QUESTIONS / CLARIFICATIONS
5 CONCEPTS to IMPLEMENT
