Transcript The IEP: A Road Map to Building Your Future INTRODUCTIONS Improving the Journey • Wait for Team Time to Talk – Write / share.

The IEP:
A Road Map
to Building Your Future
INTRODUCTIONS
Improving the Journey
• Wait for Team Time to Talk
– Write / share notes
• Cell Phones on Silent
• CONTRIBUTE
– Everyone has a contribution to make
Your Learning Accountability
• NOVICE
• INTERMEDIATE
• ADVANCED
History Lesson: IEP Module
• Purpose of Tools (POC)
• Implementation in the 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
Transition IEP Errors
• Lack of VISION
• Inadequate / invalid assessment tools
• Lack of student involvement
• Goals / objectives not focused / related
to post-school outcomes
• Planning not started early enough
• Not involving agencies early enough
• OTHERS?
Two Choices: 1. Blame the Customer
Give you the paperwork and send
you on your way……..
or 2. FRONTLOAD
Best place to solve a
problem is BEFORE it
happens……
…. or before it happens
NEXT time.
Dave Schoemer
INSERT RIGHT AFTER THE
DISMAL NATIONAL DATA!
“Failure is the opportunity to begin
again more intelligently.”
Henry Ford
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; Considered Pre-IEP Planning
• IS
– Focus on PROCESS not FORMS
– Consider FAPE & LRE throughout the process
– Address SECONDARY TRANSITION issues related
to ASD
Apply K-12 Concepts to Secondary Transition
Materials for this Road Trip
• 3 years of IEPs for target student
(current IEP and 2 years previous)
• Progress Reports, Grades, etc.
• Most recent MET report
• Most recent REED (Review of Existing Evaluation Data)
• Your target student’s EDP (Educational Development Plan)
• Curriculum for target student’s grade level:
– K-8 GLCEs (http://www.michigan.gov/mde/0,4615,7-140-28753_33232---,00.html)
– High School Curriculum (http://www.michigan.gov/mde/0,1607,7-140-38924---,00.html)
– CCSS (http://www.corestandards.org)
• District / ISD data report for SPP #5: Education
Environments: https://www.mischooldata.org/
AGENDA
• Understanding Special
Education & Secondary
Transition
• Creating a Vision: The
Discovery Process
• Developing the Transition
IEP
IDEA
IT
Navigating the
Acronyms
START
NCLB
80-80
Lost in Translation
COMMON LANGUAGE ACTIVITY
• Define / Describe FAPE
• Define / Describe LRE
• Define / Describe
Secondary Transition?
• Describe Special
Education
• Define Employment
OUR DECISIONS HAVE TO ALIGN WITH:
• THE LAW
• THE RESEARCH
• THE DATA
WARNING
• I heard that….
• I was told….
PRACTICE IS NOT NECESSARILY
LAW, POLICY, or RULE
History of Education
• Horace Mann:
– Father of American Education
• Common Schools / Teach Common Values
– EQUALITY
• Compulsory Education
– Tax $$$
SPECIAL EDUCATION HISTORY
• 1954 Brown vs. Board of Education
– Schools inherently unequal
– “…… human tendencies to prejudge,
discriminate against, and stereotype other
people by their ethnic, religious, physical, or
cultural characteristics…..”
Impact of the Brown Decision
Impact of the Brown Decision
• Elementary and Secondary Education Act of 1965
(underprivileged students)
• PARC and MILLS: Exclusion of students with
disabilities
• Congressional Investigation 1972 of education of
children with disabilities
– Millions not served
• 1975: Congress enacted P.L. 94-142
– Children with disabilities have a RIGHT to education
– Ensure ACCESS to education
Wright & Wright, 2009
IDEA Regulations
• Two fundamental requirements:
– That the child will receive FAPE
– In the least restrictive environment (LRE).
What is FAPE?
Board of Education v. Rowley (1982)
1. The state has "complied with the procedures set
forth in the Act." (ex. legal requirements
including notice, IEE, due process, etc.)
2. The IEP is “reasonably calculated to enable the
child to receive educational benefits.”
---more than minimal progress…..
What is FAPE?
IDEA 2004
An educational program that is individualized to a specific
child, designed to meet that child's unique needs, provides
access to the general curriculum, meets the grade-level
standards established by the state, and from which the
child receives educational benefit. 20 U.S.C. §1401(9).
Ed Benefit = progress over time (IEP goals, curriculum,
social, communication, behavior, etc.)
To provide FAPE, schools must provide students with an
education that prepares the child for further education,
employment, and independent living. 20 U.S.C.
§1400(c)(5)(A)(i)
National Outcome Data: Housing
• 2008 Easter Seals Study:
– More than 80% of adults with ASD ages 19-30 live at home with their parents; may of
these parents aging.
• Adults 19-30 with Autism
–
–
–
–
–
With parents or guardian 81%
Independently, with spouse or partner 3%
With other family member/spouse/partner 0%
Supported residence for individuals with special needs 14%
Other 2%
• Adults 19-30 with Asperger
–
–
–
–
–
With parents or guardian 71%
Independently, with spouse or partner 9%
With other family member/spouse/partner 5%
Supported residence for individuals with special needs 7%
Other 7%
Easter Seals, 2008
National OUTCOME DATA: Employment
• A University of Wisconsin-Madison 2002 study of 405 adolescents
and adults with ASD found that only 10% were in competitive
employment.
• 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
• 2008 Easter Seals Study (Living with Autism): About 6 in 10 children
with ASD aged 16 or older have not looked for work, yet 75% of
typical children are already working.
• Even compared to individuals with other disabilities, the employment
outcomes for individuals with ASD is significantly lower.
Engagement in education, employment, or training after leaving school
Other health impairment
Learning disability
Speech / language
impairment
Hearing impairment
Emotional disturbance
Traumatic brain injury
Visual impairment
Orthopedic impairment
Mental impairment
Multiple disabilities
Autism
0
NLTS2, 2009
20
40
60
Percentage
80
100
120
Average and Range of Cost to Service Students in Post High Program
$35,000.00
$30,164.75
$30,000.00
$25,000.00
$19,061.14
$20,000.00
$15,000.00
$12,850.58
$10,000.00
$5,000.00
$Low for all reporting ISDs
High for all reporting ISDs
Average across ISDs
Michigan Students with an ASD Eligibility Label
16000
15,976
14000
Number of students
12000
10000
8000
6000
4000
2000
1,208
0
1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012
Number of Michigan Students with ASD by Age
* Based on 2011 MDE, OSE Eligibility Count
1400
1307
1270
1187
1200
1158
1143
1124
1059
1036
983
1000
942
872
803
800
616
600
552
409
400
294
210
208 197
200
162
129 136
104
65
9
1
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
What predicts post-school employment?
• Students who had the highest degree of
integration with age-appropriate peers were more
likely to engage in post-school employment
• IQ, behavior problems, physical disability, and
individual demographics did not correlate with
integrated employment outcome
White, J. & Weiner, J.S. (2004). Influence of least restrictive environment and
community based training on integrated employment outcomes for transitioning students
with severe disabilities. Journal of Vocational Rehabilitation, 21, 149–156.
Predictors / Outcomes
Education
Employment
Indep. Living
Career Awareness
P (Potential)
P
---------------
Community Experience
---------------
P
---------------
Exit Exam Requirements / High
School Diploma Status
---------------
P
---------------
Inclusion in
General Education
M (Moderate)
M
M
Interagency Collaboration
P
P
---------------
Occupational Courses
P
P
---------------
Paid Employment /
Work Experience
M
M
P
Parental Involvement
---------------
P
---------------
Program of Study
---------------
P
---------------
Self Advocacy / Self Determination
P
P
---------------
Self Care / Independent Living
P
P
M
Social Skills
P
P
---------------
Student Support
P
P
P
Transition Program
M
P
---------------
Vocational Education
M
M
---------------
Work Study
---------------
M
---------------
FAPE in SUMMARY
•
•
•
•
•
Compliance with the procedures
Individualized
Meet that child's unique needs (disability area)
Access to the general curriculum (grade-level standards)
Educational benefit (progress in education / goals and
objectives)
• Prepares the child for further education, employment,
and independent living (socialization skill development /
independent skills)
IDEA Regulations
• Two fundamental requirements:
– That the child will receive FAPE
– In the least restrictive environment (LRE).
Defining LRE: Fed Language
“To the maximum extent appropriate,
children with disabilities…. 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.”
What is SPECIAL EDUCATION?
--not a place
--set of supports and services
To ensure ACCESS &
PROGRESS
Where the child RECEIVES
special education services
is the placement….
The first
“where” to
consider is…
Purpose of the IEP
Define Special Education
necessary to assure
FAPE in the LRE:
Access to, participation and
progress in….
General Education
Curriculum
OUR DECISIONS HAVE TO ALIGN WITH:
• THE LAW
• THE RESEARCH
• THE DATA
Excerpts of 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.
Excerpts of the Outcome Data
Cited from: Eason, A.I. and Whitbread, K. (2006) IEP and
Inclusion Tips for Parents and Teachers. IEP Resources
• “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)
Excerpts of the Outcome Data
Cited from: Eason, A.I. and Whitbread, K. (2006) IEP and
Inclusion Tips for Parents and Teachers. IEP Resources
• “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)
Excerpts of the Outcome Data
Cited from: Eason, A.I. and Whitbread, K. (2006) IEP and
Inclusion Tips for Parents and Teachers. IEP Resources
• “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)
CONGRESSIONAL FINDINGS
Understanding Federal Law
U.S. Code (U.S.C.)
50 Titles
Title 20: Education
78 Chapters
Chapter 33: IDEA — IV Subchapters
Subchapter I: General Provisions
82 Sections -- denoted as §
§ 1400: Findings / Purpose
“…the implementation of this chapter (33 : IDEA) has been impeded by
low expectations, and an insufficient focus on applying replicable
research on proven methods of teaching and learning for children with
disabilities.”
CONGRESSIONAL FINDINGS
• “Almost 30 years of research and experience has
demonstrated that the education of children with disabilities
can be made more effective by—
– 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—
• (i) meet developmental goals and, to the maximum extent
possible, the challenging expectations that have been established
for all children; and
• (ii) be prepared to lead productive and independent adult lives, to
the maximum extent possible; “
GETTING BACK TO THE INTENTION OF THE LAW
• One Curriculum:
– General Education WITH Special Education Support (instead of vs.)
• NCLB (2002)
• IDEA Revisions (2004)
– Increased Accountability
– Improved Outcomes
– Research Based Instruction
• 80/80 Statement
Continuum of Services
MI CIMS Thresholds for Restriction
SPP Indicator 5: Educational Environments
2012-13 Targets
General Education
Classroom 80%+
Target 63%
General Education
Classroom 40-79%
Target 20.3%
General Education
Classroom <40%
Target 11.9%
<< Less
Separate Facility
Target 4.8%
More >>
Restrictive
Schools are a microcosm of
society and offer students
opportunities to learn about
how society is organized and
what is and it not tolerated.
When segregation is permitted
through segregated classes,
students without disabilities
may believe that excluding
people with disabilities is
acceptable because the adults
in charge of the schools are
doing it.” Paul Wehman
Michigan’s Unique Opportunity: 26
Where are students without disabilities
receiving their education / preparation?
Education
Employment
Independent
Living
District Data Report
Why do we continue to perpetuate
a segregated culture?
DISCUSSION
Remember the Titans – Similarities
Incremental Steps
YOUR ACCOUNTABILITY
Your Behavior Expresses Your Belief System
Your Behavior Expresses your Belief System. DO YOU...
• 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)
• Blame the STUDENT?
– Not motivated; Not ready; Unemployable; OTHERS?
• Adopt a “protective” attitude?
– DIGNITY OF RISK!!
• Talk about the student’s lack of perceived
competency rather than their contributions?
– LEAST DANGEROUS ASSUMPTION
Self Evaluation. . .
Beliefs and
Behaviors that
PREVENT
Integrated
Opportunities
You did what you did when you
knew what you knew…..
You now know different –
which makes you accountable!!
Self Evaluation. . .
Your accountability to the change process
Beliefs and
Behaviors that
SUPPORT
Integrated
Opportunities
Making Change Happen
• If you write it down, you are
more likely to do it…. AND….
• 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! !
An IEP Process that…..
• Focuses on PROCESS not FORMS
• Considers FAPE & LRE throughout the
process
• Addresses the unique transition needs
of students with ASD
Using Meeting Mechanics
•
•
•
•
•
Visual Support (white / chart board)
Facilitator
Note-Taker (IEP Form / Computer)
Process (Logical IEP Progression)
Brainstorming Principles
–
–
–
–
Democratic
All ideas are considered / recognized
Professional Role Elimination
OTHERS (FRONTLOAD)
• Decision-Making Rules
– No opinion unless informed by:
• Law; Research; Data
Fatal Comments during the IEP
•
•
•
•
“We can’t do that!”
“We don’t…”
“That would cost too much.”
“No student receives more than ____ minutes
of service per week.”
• “We don’t have staff to….”
• “I’m only in the building one day a week”
• OTHERS?
Thrun Law Firm, P.C. & Scholten Fant, 2007
Fatal Communication Error
• Lack of succinct, clear responses: Comes
across like dodging answers:
– “Well, it depends…”
– “Well, it might, could, should, etc….”
– “It varies…”
– “Well, I’ve only seen him 3x…”
Sentence Starters…..
• “The data suggests….”
• “We have evidence that shows….”
• “Our observations have shown…”
• “The law indicates….”
• “The research supports….”
IEP Guiding Principles:
Avoid Human Nature Traps!!
• All opinions informed by the law,
research, & data.
• We cannot change the past; We can
change today to establish a different
future.
• Everyone has a contribution to make
in employment.
• Presume Competence (Least
Dangerous Assumption)
• Dignity of Risk
What to BRING to the IEP
• DATA: Not PLAAFP already written
– Assessment Information
– Observational Data
– Background Knowledge
• Considerations for Supplementary Aids and
Services
• Goals and Objectives / Benchmarks IDEAS
NOT: “My PLAFFP” / “My GOALS”
PLAAFP Development Student Observation Tool
This form is intended to assist in organizing student observation information.
It also may be helpful to consider the following questions in gathering observation data in preparation for the IEP, specifically the development of the PLAAFP:
1). How does the student’s disability impact access to and involvement, success, and progress in the general education curriculum and environments?
2). How do current assessment results align with student academic, social, and behavioral performance in the general education curriculum and environments.
Student’s Name: ______________________________________________
Observer’s Name: _____________________________________________
Date: ______________ Time:_________________
Location: __________________________________
Social Interaction / Communication Skills
Independent Skills
Behavioral Performance / Concerns
Academic Participation / Progress
PLAAFP Development Schedule Matrix Guide
This tool is intended to be used by IEP and behavioral planning teams to assist in goal development and identification of necessary supports and strategies.
Expectations &
Instructional Outcomes
Current Level of Skills
(Compared to Peers)
Current Supports,
Strategies & EBPs
Potential Goals &
Strategies Needed
In this column, identify the
expectations & instructional
outcomes for all students
during this part of the
schedule. Expectations and
instructional outcomes
include:
In this column, identify the
student’s performance,
compared to peers, in this
part of the schedule.
List in this column, all the
supports, strategies, and/or
supplementary aides and
services currently in place to
support the student. These
include but are not limited to:
In this column, based on
information in the previous
columns, list potential goal
areas (areas of need) and
additional strategies needed
for the student to
independently make adequate
progress in all areas.
Student Schedule
In this column, list the
student’s daily schedule
including all primary
activities, courses / classes
and/or transitions.





Independence Skills
Social Interaction Skills
Communication Skills
Behavioral Skills
Academic Skills
including task initiation,
engagement, & output
For example, during
“arrival,” the instructional
outcomes may include
independently taking off
outerwear, getting materials
ready, taking a seat, and
completing morning work.
Also include in this section
any specific IEP goals
targeted during particular
times in the schedule for the
student with ASD.
Include the following:





Independent Skills
Social Interaction Skills
Communication Skills
Behavioral Response
Task Initiation,
Engagement, & Output
Deficits in these areas will be
targeted for intervention and
should be included in the last
column.








Visual / Organizational
Supports / Strategies
Peer to Peer Supports
Functional
Communication System
Positive Behavioral
Interventions & Supports
Evidence-Based
Practices
Accommodations /
Modifications
Behavioral Response
Plan / Crisis Plan
Adult (Paraprofessional /
TA Support)
Preparing for Transition:
The End of School
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
Wanna go to
your IEP?
The Student was invited to the IEP?
•
•
•
•
Name on the invitation or feet under the table?
Meaningful Contribution
Student-Led
Self-Determination
–
–
–
–
–
–
–
Choice-Making
Decision-Making
Problem-Solving
Goal-Setting / Attainment
Self-Management
Self-Advocacy / Leadership
Self-Awareness / Self-Knowledge
Erik Carter Ph.D – Vanderbuilt University
Further
Education
Job / Career
Housing
The Student has a Post-Secondary Vision
A. Age-Appropriate Transition Assessment
B. Post Secondary Goals
C. Measurable goals that lead to…
Expectations: An Enviable Life
 It is critical to look beyond the 4 F’s usually
offered to student with autism!
 Lou Brown
Food, Filth, Flowers, Folding
Age-Appropriate
Transition Assessment
• Division on Career Development and
Transition (DCDT) of CEC
– Ongoing Process
– Data on the individual’s needs,
preferences, and interests
– Related to the demands of current and
future working, educational, living, and
personal and social environments
Issues with Traditional Assessment
for Students with ASD
• Communication
• Social Reciprocity
• Theory of Mind
Creating the Vision: V3 DISCOVERY
V3 Discovery Profile (FORM)
Step 8: V3 Discovery Process Checklist
• SUMMARY of V3 Discovery Process Checklist
–
–
–
–
–
Step 2: Records Review
Step 4: Interviews / Surveys
Step 5: ICIE Observations of Typical Life Activities / Routines
Step 6: ICIE Observations of Student’s Favorite Places/Activities
Step 7: Home Visit / Neighborhood Tour
• THREE SECTIONS:
– Section 1: Vocational Profile
– Section 2: The Brain Blizzard
– Section 3: Visual Resume
V3 Discovery Profile
Section 1: Vocational Profile
• Interests / Preferences:
–
–
–
–
Personal passions
Preferred activities
General areas of work interests
Highly motivating interests and activities (e.g. activities the student is
motivated to engage in without being expected to do so).
• Skills / Contributions:
Activities / tasks the student performs and skills
demonstrated that could be contributions to an employer (ex. punctual, orderly). I
• Include academic and non-academic skills (including task initiation, task
engagement, and task completion)
• Independence skills including managing a personal schedule, transitions from
one activity to another, assembling / keeping track of own supplies (e.g. wallet,
lunch, planner, communication system, etc.)
• Communication skills
• Social interactions
• Use of technology
• Self-determination / advocacy skills
V3 Discovery Profile
Section 1: Vocational Profile
• Experiences: Describe school, home and work experiences that may
lend themselves well to employment opportunities. Based on these
experiences, what are some potential themes and/or job types that this
student would demonstrate success.
• Supports & Services: Supports the student needs to be
independent and successful in an employment situation:
–
–
–
–
–
–
–
Visual Supports
Peer / Natural Supports
Behavioral Supports
Accommodations
Technology
Adult Support
Service Agencies
TO DO
DONE
1. WASH ALL TABLE & DESK TOPS
2. DUST ALL TABLE LEGS
3. MOVE ALL TABLES TO SIDE OF ROOM
4. VACUUM
5. Hang “Cleaned by Drew” sign on
the door knob
CLEANED BY:
DREW
V3 Discovery Profile
Section 1: Vocational Profile
• Conditions for Success: Employment features that have to
be in place / avoided for the student to:
–
–
–
–
–
–
Be at their best
Demonstrate their contributions
Be most independent
Perform at their level of full participation
Make the greatest contribution to the activity.
Includes:
•
•
•
•
•
•
•
Physical environment
Times of day
Movement needs
Social preferences
Positive behavioral interventions and supports
Personal supports
Instructional strategies.
V3 Discovery Profile
Section 1: Vocational Profile
•
Connections Describe current connections that may be helpful in securing
employment opportunities. These include, but not limited to:
–
–
–
–
•
Church involvement
Sports teams
4-H, FFA
Friend and family business owners, etc.
Challenges:
– Areas of concern that could impact the student’s performance (such as: mobility,
technology needs, transportation, finances, challenging behavior, health issues).
– Describe strategies and solutions that are successful in preventing and addressing
challenges.
SUMMARY
IDEAL CONDITIONS for EMPLOYMENT:
The characteristics of an ideal job situation for the student based on all the information
gathered.
V3 Discovery Profile
Section 2: Brain Blizzard
(Nila Benito, CODIE)
• Using vocational profile info to:
– Develop a list of vocational job opportunities related to vocational
themes
– Identify job responsibilities, duties, and tasks linked to identified
theme areas
– Identify specific employers who may have these types of jobs / job
tasks in their businesses
– Develop actions to facilitate job development
V3 Discovery Profile
Section 2: Brain Blizzard
• Use Meeting Mechanics: Chart Board
• Identify 3-5 Vocational Themes: Blending of the
student’s preferences, interests, strengths, skills,
necessary supports, etc.
– ONE THEME PER CHART BOARD
• For each theme, develop a list of potential skills,
duties, tasks associated with the theme
– Example: Theme = Computers
– Tasks: Transcription, data entry, editing movies in moviemaker
– NOT Job Titles!!
V3 Discovery Profile
Section 2: Brain Blizzard
Tasks
Tasks
Tasks
Tasks
Theme:
Theme:
Theme:
Theme:
1.
1.
1.
1.
2.
2.
2.
2.
3.
3.
3.
3.
4.
4.
4.
4.
V3 Discovery Profile
Section 2: Brain Blizzard
Have each team member list at least THREE employers /
businesses in the local community consistent with the
identified themes, tasks, conditions for employment (approx.
20 per theme)—Use sticky notes
Employers
Employers
Employers
Employers
Theme:
Theme:
Theme:
Theme:
1.
1.
1.
1.
2.
2.
2.
2.
3.
3.
3.
3.
4.
4.
4.
4.
5.
5.
5.
5.
BOOKS THEME Job Ideas
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
School and university libraries and media
centers bookstores
children’s book stores or children’s section
at a library
Book fairs
Books for Kids charity event dollar store
card shops
medical libraries
medical records at the hospital
church; and church libraries
Superstores: Target, Kmart, Wal-Mart
Discount Stores: Marshall’s, Ross, TJMaxx
Music Stores: FYE, Virgin Megastore
Visitor Centers
Career Centers
Daycare Centers
County engineer dept.
Real estate appraiser offices
Court house reference areas
Airport, and magazine counters
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Classrooms; GED prep sites
1Research Institutes
Museums; museum research dept.
Gift Shops (i.e. Hallmark)
Auction Websites Online
Online stores
Hair Salons
Hotels
Thrift Stores (i.e. shelving the donated
books)
Publishing House/Company
Printing company Book Manufacturing/book
binding company
Legal department; law libraries
Post secondary training site departments
Guidance departments
Vendors that go around and sell book items
to large companies (i.e. “Books are Fun”
display that comes to the school monthly)
Telephone book depositories
County appraiser dept.
Job Development
 Action Plan for next steps
 New Skills needed for these jobs (IEP
goals)
V3 Discovery Profile
Section 3: Visual Resume
• Focus
• Paint a clear picture of the person
• Convey skills, contributions, conditions
TEAM TIME: V3 Discovery
Develop the
PLAAFP
The PLAAFP
Statement of the student’s
Present Levels of Academic Achievement
and Functional Performance (and transition
related needs).
Question you are attempting to answer:
How does the student’s DISABILITY impact access to and
participation in & progress in:
• The general education CURRICULUM
• General education ENVIRONMENTS (including social skill
development, independent skills, etc.)?
• Further education, employment, and independent living
What about “ACADEMIC ACHIEVEMENT?”
• ED did not define “academic achievement”
• 2006 IDEA Regulations:
– “’Academic achievement’ generally refers to a
child’s performance in academic areas (e.g.
reading, math, science..). We believe the definition
could vary depending on a child’s circumstance or
situation, and therefore, we do not believe a
definition of ‘academic achievement’ should be
included in these regulations.”
• ASD Eligibility Requirements….
PLAAFP Statement Framework
AREAS of the student’s DISABILITY that impact
access to and participation & progress in:
• The general education CURRICULUM (high school)
• General education ENVIRONMENTS (including social skill
development, independent skills, etc.)
• Future EDUCATION, EMPLOYMENT, & INDEPENDENT LIVING?
•Ability to Participate in Instruction
•Socialization Skills / Competence
•Communication
•Independent Skills
•Transition Issues
•Ability to Manage Stress / Anxiety
•Behaviors
Janzen, J., 2003
Prioritizing Areas
“PLPs should be pruned to reflect the
educational priorities for the period covered
by the IEP…...”
“Without prioritizing, there is a ‘Jack of all
trades, master of none’ effect, whereby too
much is attempted and too little is
accomplished.”
Diane Twachtman-Cullen & Jennifer Twachtman-Reilly (2002)
IEP goals / objectives are not the ONLY thing you are teaching!!
PLAAFP Statement Framework
AREAS of the student’s DISABILITY that impact
access to and participation in & progress in:
The general education CURRICULUM
General education ENVIRONMENTS
(including social skill development,
independent skills, etc.)?
Future EDUCATION, EMPLOYMENT, &
INDEPENDENT LIVING?
•Ability to Participate in Instruction
•Socialization Skills / Competence
•Communication
•Independent Skills
•Transition Issues
•Ability to Manage Stress / Anxiety
•Behaviors
DATA for each area—
COMPARED TO SAME
AGE PEERS
OPTIONS for DATA
•
•
•
•
•
•
•
•
•
Standardized Measures
Rating Scales
State / Local Assessments
Behavior Plans / Logs
Classroom Output
Grades / Progress on Current IEP Goals
Direct Observation
GLCEs
MDE Quick Reference Guide: Section 2
PLAAFP
Make sure data is ACCURATE
PLAAFP Statement Framework
AREAS of the student’s DISABILITY
that impact access to and
participation & progress in:
The general education CURRICULUM
General education ENVIRONMENTS
(including social skill development,
independent skills, etc.)?
Future EDUCATION, EMPLOYMENT, &
INDEPENDENT LIVING?
•Ability to Participate in Instruction
•Socialization Skills / Competence
•Communication
•Independent Skills
•Transition Issues
•Ability to Manage Stress / Anxiety
•Behaviors
Data for
EACH area—
COMPARED
TO PEERS
How do these
needs IMPACT
access to &
progress in
general education
CURRICULUM,
general education
ENVIRONMENTS,
and future
EDUCATION,
EMPLOYMENT &
INDEPENDENT
LIVING?
PLAAFP Statement Example
Area
Data
IMPACT
Social
Sean has 97% fewer social
interactions than others
students the same age. He talks
about Star Wars excessively
which results in peers resisting
interaction with him. He does
not have a preferred friend, and
at lunch and choice time, he
withdraws. Typical peers can
identify a preferred friend and
interact with others during
social activities.
In the classroom, Sean does
not choose a partner or join a
work group without adult
prompting. He does not
participate in cooperative
work with peers without
argument, which results in
adult intervention and 3-4
times per week, Sean having
to leave the classroom due to
disruption. Social interactions
are impacted by continual Star
Wars talk.
PLAAFP Statement Example
Area
Independent
Skills
Data
IMPACT
Sean is not able to navigate
the daily schedule without 6Because Sean requires
7 verbal and visual prompts
intensive adult prompting to
by adults. He is not able to follow the daily routine, prepare
independently get materials
for classroom activities, and
he needs to complete
complete classroom work, he
classroom activities and
misses instruction as much as
tasks (how often?), and
40 minutes per hour. As such,
requires constant adult
he is pulled out of the
prompts to complete
classroom to “catch up” on his
classroom work. Typical
work as much as an hour a day
peers are able to navigate
at which time he is missing the
the environment
other instruction in the
independently (really?)
classroom.
without adult prompting or
support and complete their
assignments with minimal
adult prompting / support.
Translating Process to Paper
MDE Model IEP Form
• Section 2 B:
– ONE of 3 Options Required
• Option I: Identification of Need across a number
of areas
• Option II: Narrative Approach
• Option III: Designed for use with progress
monitoring systems
TEAM TIME
PLAAFP Statement for Target Student
Area
Data
IMPACT
What strategies
are Working?
What should be
considered?
List what data
you have for
each area
compared to
peers / action
plan for what
data is needed
What impact does
this have on
access to,
participation /
involvement in and
success / progress
in gen ed
CURRICULUM /
ENVIRONMENTS
What supports
are in place and
effective or
should be
considered.
Socialization
Independent Skills
ONE MORE OF
YOUR CHOICE
(TRANSITION /
VISION)
REPORT OUT
• Just because there is a NEED does not
mean you need a GOAL—
• However, you MUST address each need
identified in the PLAAFP in another
appropriate section of the IEP….
– Secondary Transition Considerations
– Supplementary Aids and Services
– Goals and Objectives / Benchmarks
What needs can
be met through
Transition
Services?
Relationships
Relevance
Rigor
Important Transition Practices
1. Access to General Education Curriculum
2. High Expectations for Students
3. Youth Leadership in Educational and Transition
Planning
4. Self-Determination Skills and Opportunities
5. Early Career Development and Work Experiences
6. Extracurricular Involvement
7. Friendships and Supportive Peer Relationships
8. Caring Teachers and Mentors
9. Parent and Early Involvement
10. Collaboration and Systems Linkages
11. Natural Supports and Partners in the Community
Erik Carter Ph.D – Vanderbuilt University
Predictors / Outcomes
Education
Employment
Indep. Living
Career Awareness
P (Potential)
P
---------------
Community Experience
---------------
P
---------------
Exit Exam Requirements / High
School Diploma Status
---------------
P
---------------
Inclusion in
General Education
M (Moderate)
M
M
Interagency Collaboration
P
P
---------------
Occupational Courses
P
P
---------------
Paid Employment /
Work Experience
M
M
P
Parental Involvement
---------------
P
---------------
Program of Study
---------------
P
---------------
Self Advocacy / Self Determination
P
P
---------------
Self Care / Independent Living
P
P
M
Social Skills
P
P
---------------
Student Support
P
P
P
Transition Program
M
P
---------------
Vocational Education
M
M
---------------
Work Study
---------------
M
---------------
Practice vs.
Policy vs. Best
Practice
DISCUSSION
Supplementary Aids
and Services
What ARE
Supplementary Aids / Services?
• § 300.42 Supplementary aids and services means aids,
services, and other supports that are provided in regular
education classes, other education-related settings, and
in extracurricular and nonacademic settings, to enable
children with disabilities to be educated with nondisabled
children to the maximum extent appropriate in
accordance with §§ 300.114 through 300.116.
(Authority: 20 U.S.C. 1401(33))
MDE Interpretation of the Purpose of
Supplementary Aids and Services
• Provided to enable the student to:
– Advance appropriately toward attaining the annual IEP
goals.
– Be involved and progress in the general education
curriculum and to participate in extra-curricular and other
nonacademic activities.
– Be educated and participate in activities with other
students with disabilities and nondisabled students.
MDE OSE-EIS Quick Reference Guide: Section 5
Supplementary Aids / Services
Universal Supports (the Non-Negotiables)
• Visual / Organizational Supports
• Functional Communication System
• Accommodations / Modifications
• Peer to Peer Support
• Positive Behavioral Interventions and Supports
• Appropriate Adult Support
Accommodation or Modification?
Translating PROCESS to PAPER
Documenting Intensive Individualized Plans
• VARIABLES:
– Nature of the support varies significantly (day
to day, content to content, etc.)
– Support is intensive in nature
– Support includes a lot of details
Translating Process to Paper
MDE Model IEP Form: Section 5
• Positive Behavior Support PLAN
• Individualized Accommodation PLAN
• Individualized Differentiated Instruction PLAN
• Grading Matrix; Example
• Individualized Peer to Peer Support PLAN
• OTHERS?
TEAM TIME
Supplementary
Aids & Services
Developing GOALS
and Objectives /
Benchmarks
Annual Goals
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
What about IEP’s written for / aligned
with the Content Standards?
• WHY SB-IEP?
– MDE Focus on Results June 09
http://focus.cenmi.org/category/ieps-ifsps/
• Excluded from gen ed curriculum;
• Exposed to an alternate curriculum w/ deficit driven instruction
(remediation);
• Not included in district / statewide assessments
– MDE Quick Reference Guide
• http://www.michigan.gov/mde/0,4615,7-140-6530_6598_36168236252--,00.html
What about academic goals?
• No hard / fast rules
• Things to consider:
– Definition of “academic”
– 3 tiered system of academic support
– Have to know ASD—OUTPUT
– Gain Rate vs. Time Spent
Transition
Goal(s)
Transition Goals:
Fluff or Fact?
Targeting Goal AREAS
1. Needs that CANNOT be met through the
secondary transition plan or
supplementary aids and services…
AND / OR
2. Needs and/or Supports from
Supplementary Aids and Services that
require “specialized instruction”
“Specially Designed Instruction”
IDEA Words and Terms to Know (March 2009)
Adapting the content, methodology, or the
delivery of instruction to address the
unique needs that result from the child's
disability…. to ensure that the child has
access to the general curriculum…..
http://www.ncld.org/resources1/glossaries/idea-terms-to-know
Supplementary Aids / Services
Universal Supports (the Non-Negotiables)
• Visual / Organizational Supports
• Functional Communication System
• Accommodations / Modifications
• Peer to Peer Support
• Positive Behavioral Interventions and Supports
• Appropriate Adult Support
Writing
MEASURABLE Goals
and Objectives /
Benchmarks
Writing MEASURABLE IEP Goals
and Objectives / Benchmarks
(PROGRESS MARKERS)
1. Write an annual measurable goal with a number
of separate but relevant measurable objectives.
--Progress on the objectives would lead to meeting
the annual goal.
2. Write an annual measurable goal with a number
of timed, measurable benchmarks.
--GAS: Goal Attainment Scaling
Writing Goals (Objectives / Benchmarks)
UTILIZING….
Student Will….
Under what conditions?
At what level / degree
(criteria)?
The IEP Form:
ADD: by what date; on what assessment?
Does not have line for: Utilizing
Writing Measurable Goals
Formula for Success
• UTILIZING—Using WHAT tool, support, system,
etc. will the student learn to perform the skill?
•
•
•
•
•
•
•
•
•
Utilizing a visual schedule
Using peers / peer to peer support
Using a picture choice board
When provided a visual prompt
Using a visual functional communication system
Utilizing a routine checklist
When given a check schedule card
Using a choice modification strategy
Using a self-management checklist
Writing Measurable Goals
Formula for Success
• UTILIZING—Using WHAT tool, support, system,
etc. will the student learn to perform the skill?
• Behavior—Get some VERBS in your sentence
– What competency / skill should change?
– OBSERVABLE
BEHAVIOR
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Independently transition from activity to activity
Make a choice
Complete the activity independently
Follow the classroom routine
Complete the worksheet independently
Raise hand and wait to be called on
Ask for help
Initiate interaction with a peer
Follow instructions independently
Make and engage in a choice
Remain in seat / area
Answer content-related questions
Request a food item
Independently put on / take off
Writing Measurable Goals
Formula for Success
• UTILIZING—Using WHAT tool, support, system,
etc. will the student learn to perform the skill?
• Behavior—Get some VERBS in your sentence
– What competency / skill should change?
– OBSERVABLE
• Conditions / Criteria— Under what conditions
and how MUCH / WELL will be considered mastery
for the time frame of the IEP (use peers)?
Writing Measurable Goals
Formula for Success
• Condition--Under what condition should the skill
be demonstrated (e.g. time, place, event)?
•
•
•
•
•
•
•
•
•
During transition times
During a social conversation
During class discussions
At lunch time (or math, science, etc.)
During morning and lunch recess
During independent work activities
When teacher is giving group instructions
During morning arrival routines
When preparing to go home
CRITERIA / Mastery
•
•
•
•
•
•
•
•
•
•
•
9 out of 10 trials / opportunities
6 items / assignments
75% accuracy
Increase by 10%
3 times a day
On 9 consecutive attempts
For 15 minutes at a time
Within 5 minutes
4 times weekly
3 out of 5 days
4 class periods
Using the GAS to Establish Benchmarks
Goal Attainment Scaling
+2 Much more than expected
+1 More than expected
0 EXPECTED OUTCOME
-1 Less than expected
-2 Much less than expected
(BASELINE)
GAS Example:
It’s better to increase independence with lower skill levels than to
increase skill levels at lower independence levels.
Level of
Attainment
Goal : Independently follow a visual schedule 5 of 10 days
Much less than
expected
-2
Given a visual “check schedule” card and the verbal instruction “check your schedule,”
with 5-8 verbal / physical prompts, Ss will select each activity from the visual schedule
and transition to the appropriate area for that activity on 5 of 10 days.
Somewhat less
than expected
-1
Given a visual “check schedule” card and the verbal instruction “check your schedule,”
with no more than 3 verbal / physical prompts, Ss will select each activity from the visual
schedule and transition to the appropriate area for that activity on 5 of 10 days.
Expected level
of outcome
0
Given a visual “check schedule” card and the verbal instruction “check your schedule,”
with no more than 1 verbal prompts, Ss will select each activity from the visual schedule
and transition to the appropriate area for that activity on 5 of 10 days.
Somewhat more
than expected
+1
Given a visual “check schedule” card and the verbal instruction “check your schedule,”
Ss will independently select each activity from the visual schedule and transition to the
appropriate area for that activity on 5 of 10 days.
Much more than
expected
+2
Given a visual “check schedule” card and the verbal instruction “check your schedule,”
Ss will independently select each activity from the visual schedule and transition to the
appropriate area for that activity on 8 of 10 days.
Much less than
expected
(Present Level of
Performance)
Somewhat less than
expected
(Progress toward goal)
Expected level of
outcome
(Annual Goal)
Somewhat more than
expected
(Exceeds annual goal)
Much more than
expected
(Far exceeds annual goal)
Dan is inconsistently performing job
tasks. He needs multiple verbal, gestural
and visual prompting to complete a task.
Utilizing a visual checklist, Dan will
independently complete 2 steps of a 5step vocational task, over 3 consecutive
probe days.
Utilizing a visual checklist, Dan will
independently complete 4 steps of a 5step vocational task, over 3 consecutive
probe days.
Utilizing a visual checklist, Dan will
independently complete a two 5-step
vocational tasks, over 3 consecutive
probe days.
Utilizing a visual checklist, Dan will
complete any familiar 5-step vocational
task over 3 consecutive probe days.
TEAM TIME
Writing Measurable
IEP Goals and
Objectives /
Benchmarks
Identifying Special
Education Programs
and Related Services
If you have a goal, you MUST have a
program / service to address it…..
What service?
What program?
WHERE (Placement)?
Making Placement Decisions
"In all cases, placement decisions must be
individually determined on the basis of each
child’s abilities and needs and each child’s IEP,
and not solely on factors such as category of
disability, severity of disability, availability of
special education and related services,
configuration of the service delivery system,
availability of space, or administrative
convenience.“
Preface, 2006 Final Federal Regulations for the IDEA
The LRE Question
With supplementary aids / services AND / OR
Push in ancillary / itinerant / related services can
the student make adequate progress on the IEP
goals and objectives AND more than minimal
progress in the general education curriculum
(standard for educational benefit?
• If yes, no pull out program / services is needed…. NO
RESTRICTION – GEN ED PLACEMENT….
• If no, what level of restriction is needed and for what
program / related services in order to assure adequate
progress on the IEP goals and objective / benchmarks
AND more than minimal progress in the general
education curriculum.
Building a Plan While Flying
SUMMARY
QUESTIONS / CLARIFICATIONS
FINAL ACTION PLAN
5 CONCEPTS to IMPLEMENT