Transcript EPLI Effective Practice Leadership Initiative

IEP Development and
Implementation
INTRODUCTIONS
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
IDEA
IT
Navigating the Acronyms
START
NCLB
80-80
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 IEP
Access to and
participation in….
Extracurricular
Activities
General Education
Curriculum
Nonacademic
Activities
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 DATA
IEP 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 DATA
IEP 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
What about the LAW?
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
Continuum of Alternative Placements
MI CIMS Thresholds for Restriction
SPP Indicator 5: Educational Environments
2009-10 Targets (2010-11)
General Education
Classroom 80%+
Target 61% (63%)
Removal from the
General Education
Classroom 21-60%
Removal from the
Separate Facility
General Education
Target 4.9%
Classroom >60%
(4.8%)
Target 12.4% (11.9%)
<< Less
More >>
Restrictive
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.
Why are we Segregated?
DISCUSSION
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)
Your Behavior Expresses your Belief System…
DO YOU……
• 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….
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 Year
EDUCATIONAL BENEFIT
Year
1 2 3
NEEDS / PLAAFP
Where
to get
this
info?
Supplementary Aids /
Services
Goals / Objectives
Related Services
Progress
Analyze Relationships Among Components
EDUCATIONAL BENEFIT
Year
1 2 3
NEEDS / PLAAFP
Social
Supplementary Aids /
Services
Goals / Objectives
Related Services
Progress
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 Components
EDUCATIONAL BENEFIT
Year
1 2 3
NEEDS / PLAAFP
Social
Initiation
Supplementary Aids /
Services
Goals / Objectives
Related Services
Progress
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 threeyear 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!
The PLAAFP
The PLAAFP
Statement of the…
Student’s present levels
of academic achievement
and functional performance
--how student’s disability affects student’s
involvement and progress in the general education
classroom and curriculum
What about “ACADEMIC ACHIEVEMENT?”
PLAFFP Statement Framework
Area
Data:
Impact on
Progress in
Gen Ed
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
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?
PLAFFP Statement EXAMPLE
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.
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?
PLAFFP Statement EXAMPLE
Area
Data:
(compared to
peers)
Impact on
Progress in
Gen Ed
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.
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 TIME
PLAAFP Statement for Target Student
WHAT YOU NEED
• This year’s IEP (PLAAFP & Goals)
• POC Information
• Action Plan Form
• PLAAFP Statement Framework Form
Area
Data:
Compared to Peers
Impact on Progress
in Gen Ed
Socialization
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
Independence
ONE MORE OF
YOUR CHOICE
• 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.
PLAFFP Statement Framework
Area
Data:
Areas
Data—
preventing COMPARED
access
TO PEERS
and/or
for each area
impacting
/
progress
in gen ed
Impact on
Progress in
Gen Ed
What’s
Working
What is
Needed
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
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
THESE BECOME
YOUR GOALS AND
OBJECTIVES
Annual Goals
Statement of …
Measurable annual
goals; benchmarks /
short term
objectives
Annual Goals
These measurable annual goals must be designed to…
• Meet child’s needs that result from child’s disability
to enable the child to be
involved in and make
progress in the general
education curriculum
• Not
--Restatement of gen ed curriculum
--List of everything the student is expected to learn in every
content area
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 Objective
Observable 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 Tow ard Annual Goal
Goal
Student's
Progress
120
110
100
90
80
70
60
50
40
30
20
10
0
Goal
Base
line
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
40
11th
12th
13th
14th
15th
16th
17th
18th
80
Student's Progress
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
Goals / Objectives Activity
GOALS / OBJECTIVES?
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;
Peer training to
remove adult
facilitation;
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.
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
Active teaching
of the visual
schedule
Visual Schedule
Visual prompts
Break Card / Time
Away
Check schedule
card
Pairing verbal
prompts with the
visuals –
creating more
Pairing of break
card with
behavior
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
Active teaching
of the visual
schedule
Visual Schedule
Visual prompts
Break Card / Time
Away
Check schedule
card
Pairing verbal
prompts with the
visuals –
creating more
Pairing of break
card with
behavior
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 PLAAFP
Area: 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)
And
Applying significant knowledge from
grade level science texts….
(R.CM. 03.04)
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)
She is also……..
–
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
Continuum of Alternative Placements
MI CIMS Thresholds for Restriction
SPP Indicator 5 LRE
2009 Targets – Changes Yearly to 80/80
General
Education
Classroom 80%+
Target 61%
Removal from the
General Education
Classroom 21-60%
Removal from the
General Education
Classroom >60%
Target 12.4
<< Less
More >>
Restrictive
Separate
Facility
Target 4.9
TEAM TIME
Discussion 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 with Fidelity
Implementing the IEP
• Fidelity Tools
• Measuring Progress
(PROBES)
• Transitions in the IEP Year
Evidence of Implementation of the IEP
Student Name______________________________
Student Schedule
Instructional
Outcomes
Observer:__________________________________
IEP Goals / Objectives
Date:_____________________
Supports / Services /
Strategies
Evidence
Instructional Outcomes—
PURPOSE AND INTENT
Differentiated 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 Tow ard Annual Goal
Goal
Student's
Progress
120
110
100
90
80
70
60
50
40
30
20
10
0
Goal
Base
line
1st
2nd
3rd
4th
5th
6th
7th
8th
9th
10th
40
11th
12th
13th
14th
15th
16th
17th
18th
80
Student's Progress
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