Transcript IEP Development & Implementation Road Map to Improved Outcomes for Students with ASD.

IEP Development & Implementation
Road Map to Improved
Outcomes for Students with ASD
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
Purpose of this Module
NOT Compliance Training in IEP Development
“Results will no longer
take a back seat to compliance.”
Eleanor White, Michigan State Director of Special Education
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 LRE throughout the process
Address the unique needs of students with ASD
Improve IEP Implementation
• “IEP Implementation CONTINUES to be the most frequent
state (MDE) complaint…”
2012 OSE Update
http://www.michigan.gov/documents/mde/2013_OSE_Update_430438_7.pdf
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)
• 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)
• District / ISD data report for SPP #5: Education
Environments: https://www.mischooldata.org/
AGENDA
• Understanding Special Education
–
–
–
–
History of Special Education
Vocabulary Lesson
Purpose of the IEP
Ed Benefit Review
• Developing the IEP
–
–
–
–
The PLAAFP
Supplementary Aids / Services / Personnel Supports
Goals and Objectives
S. E. Programs/Services and Ancillary/Related Services
• IEP Implementation
– Implementation Fidelity
– Measuring Progress
MET
COMMON LANGUAGE ACTIVITY
• Define / Describe FAPE
• Define / Describe LRE
• What is the purpose of
an IEP?
• Describe Special
Education
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
• 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).
FAPE:
What Does the “Appropriate” Mean?
Rowley v. Hendrick Hudson Dist. (USSC 1982)
1. The state has "complied with the procedures set
forth in the Act." (ex. procedural safeguards / legal
requirements, etc.)
2. The IEP is “reasonably calculated to enable the child
to receive educational benefits.”
---more than negligible / minimal, but does not
require maximizing potential---
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
– Compared to approximately 50-59% of typical youth ages 19-24 (2011 data)
(http://www.census.gov/newsroom/releases/archives/families_households/cb11
-183.html)
• 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 ppl 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 ppl 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
Number of Michigan Students with ASD
*Based on 2012 MDE, OSE Eligibility Count
18000
16,591
16000
Number of students
14000
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 2013
Number of Michigan Students with ASD by Age
* Based on 2012 MDE, OSE Eligibility Count
1600
1400
1354
1279
12411231
1171
1134
1117
10651038
1200
955
1000
900
818
800
630
553
600
395
400
339
280
236
200
4
189 193
153
124 128
51
13
0
1
2
3
4
5
6
7
8
9
10
11
12
13 14
Age
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 classroom 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.”
Two Primary
Reasons
Students with
ASD are
Excluded from
General
Education
Settings
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
District Data Report
YOUR DATA
Why do we continue to perpetuate
a segregated culture?
DISCUSSION
Incremental Steps
YOUR ACCOUNTABILITY
Your Behavior Expresses Your Belief System
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...
• 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
The point is this……..
THERE ARE BARRIERS TO
SUCCESSFULLY EDUCATING
STUDENTS WITH ASD…..
WE SHOULD NOT BE ONE OF
THOSE BARRIERS…..
LOU BROWN
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! !
NOW WHAT?
• Personal Accountability (incremental
steps) to promote and integrated
culture….
• Personal Accountability to the IEP, the
IEP Process, and IEP Implementation:
– Understand our challenges and errors----
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
– REED (Review of Existing Evaluation Data)
– Progress Reports on IEP goals
Step 1: Complete ONE for Each Year
EDUCATIONAL BENEFIT
Year
1 2 3
NEEDS / PLAAFP
What are the
needs listed in
the PLAAFP?
Supplementary Aids /
Services
What
supplementary
aids and
services are
listed /
described?
Goals / Objectives
Programs and Services
What are the
goals and
objectives?
Describe the
programs and
services listed.
Progress
What evidence
of progress is
available?
Did the
student make
adequate
progress?
Step 2: Analyze the Relationship Among Components
EDUCATIONAL BENEFIT
Year
1 2 3
NEEDS / PLAAFP
Do the needs listed
in the PLAAFP
appear to be the
PRIMARY ones
related to access
to, participation in,
and progress in the
general education
CURRICULUM and
ENVIRONMENTS
compared to
peers?
Where is each
need addressed in
the IEP?
Supplementary Aids /
Services
Does EACH
supplementary
aid and
service
address a
need(s)
specifically
listed in the
PLAAFP?
Are Universal
Supports for
students with
ASD
considered /
addressed?
Goals / Objectives
Are the goals
and objectives/
benchmarks
measurable?
Does each goal
specifically
address a
need(s) listed in
the PLAAFP?
Programs and Services
For each goal and
objective/
benchmark, is
there a program
or service to
address it?
Are the programs
and services
designed to
ensure progress
on the goals and
objectives?
Did the IEP
consider LRE in
the development
of the programs /
services?
Progress
Is there
objective data
to support
progress on the
goals and
objectives?
Did the student
make adequate
progress?
If not, was the
IEP re-designed
to address
that?
Identify the HOLES
EDUCATIONAL BENEFIT
Year
1 2 3
NEEDS / PLAAFP
Supplementary Aids /
Services
Goals / Objectives
Related Services
Progress
Step 3: Analyze Relationships ACROSS Years
What SHOULD
you Find?
EDUCATIONAL BENEFIT
Year 1 2 3
NEEDS / PLAAFP
Supplementary Aids /
Services
Goals / Objectives
Related Services
Progress
YEAR 1
EDUCATIONAL BENEFIT
Year 1 2 3
NEEDS / PLAAFP
Supplementary Aids /
Services
Goals / Objectives
Related Services
YEAR 2
Progress
EDUCATIONAL BENEFIT
Year 1 2 3
NEEDS / PLAAFP
Supplementary Aids /
Services
Goals / Objectives
Related Services
YEAR 3
Progress
REPORT OUT
EDUCATIONAL BENEFIT
Year
1 2 3
NEEDS / PLAAFP
Do the needs listed
in the PLAAFP
appear to be the
PRIMARY ones
related to access
to, participation in,
and progress in the
general education
CURRICULUM and
ENVIRONMENTS
related to peers?
Where is each
need addressed in
the IEP?
Supplementary Aids /
Services
Does EACH
supplementary
aid and
service
address a
need(s)
specifically
listed in the
PLAAFP?
Are Universal
Supports for
students with
ASD
considered /
addressed?
Goals / Objectives
Are the goals
and objectives/
benchmarks
measurable?
Does each goal
specifically
address a
need(s) listed in
the PLAAFP?
Programs and Services
For each goal and
objective/
benchmark, is
there a program
or service to
address it?
Progress
Is there
objective data
to support
progress on
the goals and
objectives?
Are the programs
and services
designed to
ensure progress
on the goals and
objectives?
Did the
student make
adequate
progress?
Did the IEP
consider LRE in
the development
of the programs /
services?
If not, was the
IEP redesigned to
address that?
An IEP Process that…..
• Focuses on PROCESS not FORMS
• Considers LRE throughout the process
• Addresses the unique needs of students
with ASD
• Improves IEP Implementation
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”
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.
• Communication requires
interpretation: What is said may not
be what was meant.
• 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)
The PLAAFP
IEP Process for Students with ASD (Cheat Sheet)
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
• General education ENVIRONMENTS (including social skill
development, independent skills, etc.)?
•Ability to Participate in Instruction
•Socialization Skills / Competence
•Communication
•Independent Skills
•Transition Issues
•Ability to Manage Stress / Anxiety
Janzen, J., 2003
•Behaviors
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.)?
•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
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.)?
•Ability to Participate in Instruction
•Socialization Skills / Competence
•Communication
•Independent Skills
•Transition Issues
•Ability to Manage Stress / Anxiety
•Behaviors
How do these
needs IMPACT
Data for
access to,
EACH area—
involvement &
participation in,
COMPARED success in general
TO PEERS
education
CURRICULUM and
ENVIRONMENTS?
PLAAFP Statement Guided Practice
Area
Data
IMPACT
Social
Sean has 97% fewer social
interactions than others
students the same age based
on staff observations. 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 recess, he plays
alone. According to the
“developmental inventory”,
typical peers can identify a
preferred friend and interact
with others during play
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 Guided Practice
Area
Independent
Skills
Data
Sean does not
independently navigate the
daily schedule. He require
6-7 verbal and visual
prompts by adults before
following simple tasks. He
does not independently get
materials he needs to
complete classroom
activities and tasks, and
requires constant adult
prompts to complete
classroom work. Based on
classroom observations,
typical peers navigate the
environment independently
and complete their
assignments with minimal
adult prompting / support.
IMPACT
Because Sean requires
intensive adult prompting to
follow the daily routine, prepare
for classroom activities, and
complete classroom work, he
misses instruction as much as
40 minutes per hour. As such,
he is pulled out of the
classroom to “catch up” on his
work as much as an hour a day
at which time he is missing the
other instruction in the
classroom.
PLAAFP Statement EXAMPLE
Area
Behavior
Data
IMPACT
Johnny has a low frustration
tolerance especially with
paper / pencil academic
tasks. When this occurs,
which ranges from 3-5 times
per day, he whines and will
not continue his work.
When extremely frustrated
which occurs 2-3 times
weekly, he utters swear
words loud enough for
peers to hear him. Based on
“developmental inventory”,
‘peers his age persist when
frustrated and can identify
and use 2-3 strategies for
reducing frustration.
Based on teacher report and
classroom observations, when
frustrated, Johnny misses as
much as 20-30 minutes per
incident of engaged time
attempting to deal with his
frustration. Additionally, he
does not utilize strategies for
reducing his frustration so he
is not able to persist in
academic tasks which further
impacts his progress.
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 specified areas
• Option II: Narrative Approach
• Option III: Designed for use with progress
monitoring systems
Translating Process to Paper
MDE Model IEP Form: Section 2
TEAM TIME
PLAAFP Statement for Target Student
Area
Data
IMPACT
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
Socialization
Independent Skills
ONE MORE OF
YOUR CHOICE
Considerations: Meeting Mechanics / Sentence Starters
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
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 / Differentation
• Peer to Peer Support
• Positive Behavioral Interventions and
Supports
• Appropriate Adult Support
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?
Translating Process to Paper
MDE Model IEP Form: Section 5
TEAM TIME
Supplementary Aids and Services
Worksheet for Target Student
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/0,4615,7-1406530_6598_36168-236252--,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
Targeting Goal AREAS
1. Needs that CANNOT be met through
supplementary aids and services (or
secondary transition)…
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 / Differentation
• 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
GOALS & OBJECTIVES / BENCHMARKS
Guided Practice
• 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 / BENCHMARKS
Guided Practice
• 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 trials)
GOALS & OBJECTIVES / BENCHMARKS
Guided Practice
• During lunch and snack, Marci will use a visual
system (words / pictures) to request at least 10 food
items 8 of 10 trials.
• Marci will use a picture schedule to follow daily
classroom routines with no more than 2 prompts 8 of
10 daily transitions.
• Using a visual list of needed materials for classroom
activities, Marci will independently gather 8 of 10
items.
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)
FIRST, Identify
Baseline
Level
Description
-2
Current level of performance on this skill based on baseline data collection
 Approximately 1-2 weeks of data will indicate the student’s current
ability on the skill
-1
Refers to an improvement over baseline, but not meeting the student’s annual
Next, Identify
goal
Goal
 Demonstrates the
progress
and suggests you are moving toward the IEP
goal
0
IEP goal is level 0
 This is what you expect to achieve by the end of the school-year
 Make sure your IEP goal is observable and measurable
+1
Outperforming the annual goal
+2
Beyond expectations for the annual goal
Changing
Prompt Levels

Physical prompt (-2)

Gestural prompt (-1)

Verbal prompt (0)

Visual prompt (+1)

Independent (+2)
Changing
People
Changing
Setting



One setting in
school (-1)

No adults (-2)

Familiar adult (-1)
Two settings in
school (0)

Unfamiliar adult (0)

With one peer (+1)
2 school
settings plus 1
community
setting (+2)

Across multiple
peers (+2)
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.
GOAL ATTAINMENT SCALE FORM
Building team:
Student:
Level
Of
Attainment
-2
Much less than
expected
(Present Level)
-1
Somewhat less
than expected
(Progress)
0
Expected level of
outcome
(Annual Goal)
+1
Somewhat more
than expected
(Exceeds annual goal)
+2
Much more than
expected
(Far exceeds annual
goal)
EBP
Harmon
Daniel
Date: Updated 1-12
DOB: November
Goal 1:
Daniel does not complete his
routine in the morning without adult
assistance and physical, visual or
verbal prompting.
Using a visual routine checklist,
Daniel will enter the building and
put his belongings away with 3
adult visual / physical prompts 2 of
5 consecutive days.
Goal 2:
Goal 3:
During group carpet time, Daniel
refuses to sit in the carpet area with
his peers.
Daniel requires verbal and
physical prompts to do any
paper/pencil tasks.
Using peer to peer support, Daniel
will sit in the carpet area with his
peers during group time for one
minute on 2 of 5 days.
Using a visual routine checklist,
Daniel will enter the building
independently put his belongings 2
of 5 consecutive days.
Using peer to peer support, Daniel
will sit in the carpet area with his
peers during group time for 5
minutes on 2 of 5 days.
Using a visual routine checklist,
Daniel will enter the building
independently put his belongings 5
of 5 consecutive days.
Using peer to peer support, Daniel
will sit in the carpet area with his
peers during group time for the entire
group time on 2 of 5 days.
Using a visual routine checklist,
Daniel will enter the building
independently put his belongings
for 2 consecutive weeks.
Using peer to peer support, Daniel
will sit in the carpet area with his
peers during group time for one
minute on 4 of 5 consecutive days.
Visual Schedule (Routine
Checklist)
Peer Mediation Instruction (Peer to
Peer Support)
Using visual supports
(accommodations / modifications)
& video modeling, Daniel will
complete a worksheet daily with 3
visual / verbal prompts.
Using visual supports
(accommodations / modifications)
& video modeling, Daniel will
independently complete a
worksheet daily for 5 consecutive
days.
Using visual supports
(accommodations / modifications)
& video modeling, Daniel will
independently complete all
required daily worksheets for 5
consecutive days.
Using visual supports
(accommodations / modifications)
& video modeling, Daniel will
independently complete all
required daily worksheets.
Visual Supports
(accommodations / modifications)
GOAL ATTAINMENT SCALE FORM
Building team: Harmon
Student: Phillip Coker
Date: Updated 1-12
DOB: May 8, 2002
Level
Of
Attainment
Goal 1:
Goal 2:
Goal 3:
-2
Much less than
expected
Phillip struggles to maintain
attention and focus during
academic activities. He requires
adult prompting to complete work.
Phillip requires adult prompting to
follow the classroom routine. He
requires adult prompting to
complete classroom procedures.
Phillip struggles with participating
during group activities. He will go
to the back of the room and look at
books even when prompted to
participate.
Using a visual routine checklist,
Phillip will complete 4 of 8
classroom routines with no more
than 3 prompts.
Utilizing peer to peer support,
Phillip will participate and remain in
a group activity for 5 minutes 2 of 5
group activities.
Using a visual routine checklist,
Phillip will independently complete
4 of 8 classroom routines on 3
consecutive days.
Utilizing peer to peer support,
Phillip will participate and remain in
a group activity for 5 minutes 4 of 5
activities.
Using a visual routine checklist,
Phillip will independently complete
7 of 8 classroom routines on 3
consecutive days.
Utilizing peer to peer support,
Phillip will participate and remain in
a group activity for 10 minutes 4 of
5 activities.
Using a visual routine checklist,
Phillip will independently complete
all classroom routines on
consecutive days.
Utilizing peer to peer support,
Phillip will participate and remain in
a group activity for 15 minutes 4 of
5 activities.
Visuals / Self-Management
Peer Mediated Instruction / Peer to
Peer Support
(Present Level)
-1
Somewhat less
than expected
(Progress)
0
Expected level of
outcome
(Annual Goal)
+1
Somewhat more
than expected
(Exceeds annual goal)
+2
Much more than
expected
(Far exceeds annual
goal)
EBP
Using visual supports
(accommodations, modifications,
white board), Phillip will complete
an academic assignment with no
more than 3 prompts 2 of 5
assignments.
Using visual supports
(accommodations, modifications,
white board), Phillip will
independently complete an
academic assignment 2 of 5
assignments.
Using visual supports
(accommodations, modifications,
white board), Phillip will
independently complete an
academic assignment 4 of 5
assignments.
Using visual supports
(accommodations, modifications,
white board), Phillip will
independently complete an
academic assignments 4 of 5 days.
Visual Supports (accommodations,
modifications, white board)
BENCHMARK FORM
Student (DOB):
Level Of
Attainment
Date:
Goal 1:
Goal 2:
Goal 3:
0
BASELINE
+1
st
End of 1 Quarter
+2
nd
End of 2 Quarter
+3
rd
End of 3 Quarter
+4
Annual Goal
Targeted EBP:
Targeted EBP:
Targeted EBP:
Translating Process to Paper
MDE Model IEP Form
• Section 4:
Goals and Objectives /
Benchmarks
– ONE of 2 Options
• Option I: Uses a narrative
approach
• Option II: Uses a progress
monitoring approach
Translating Process to Paper
MDE Model IEP Form: Section 4
TEAM TIME
Writing Measurable IEP Goals and
Objectives / Benchmarks
for Target Student
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?
• 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.
Making LRE Placement Decisions (SPP 5: Educational Environments)
General Education 80% or more
Special Education pull out <20%

This should be the FIRST
consideration for placement.

In addition to supplementary
aids and services, the IEP team
should consider push-in special
education services FIRST.

Should the student not be able
to make adequate progress on
IEP goals and objectives WITH
supplementary aids and services
AND push-in special education
services, the IEP team will need
consider what amount of time
the student must be pulled out
in order to make adequate
progress. This will determine the
LRE.
General Education 40-79%

When determining which
program is best suited for
placement (irrespective of the
amount of time the student will
spend in the program), the
following steps may be helpful:
o
Develop a list of needs, from
the PLAAFP, supplementary
aids & services, and goals &
objectives;
o
Develop a list of available
programs (e.g. resource room,
Emotionally Impaired, Autism,
etc.)
o
Identify for each program what
needs and supplementary aids
& services can or cannot be
provided.
o
Of the programs, which ones
are best suited to allow the
student to make adequate
progress on goals and
objectives.
o
This comparison may assist the
IEP team in determining which
program is best for placement.
o
Consideration should be given
to programs near the student’s
home school if the program can
meet the student’s needs.
General Education <40%

This is the most restrictive
placement in a building that also
educates students without
disabilities.

Evidence must exist that WITH
supplementary aids and services
the student cannot make
adequate progress on IEP goals
and objectives in a less
restrictive setting prior to
considering this placement.

Programs near the student’s
home school should be
considered first if the program
can meet the student’s needs.
Separate Facility

This is the most restrictive
placement and should be
considered last.

Evidence must exist that WITH
supplementary aids and services
the student cannot make
adequate progress on IEP goals
and objectives in a less
restrictive setting prior to
considering this placement.

Programs near the student’s
home school should be
considered first if the program
can meet the student’s needs.
TEAM TIME
Discussion on
Special Education Programs / Services
for Target Student
Implementing the
IEP with Fidelity
Implementing the IEP
• Selecting EBP
• Fidelity Tools
• Measuring
Progress
(PROBES)
Selecting EBPs: Considerations
• Goals Area / Skill to Increase
• Characteristics of the Student
– Student Interests
• Variables of the Environment
• Family Preferences
Resources for EBPs in ASD
• NPDC: http://autismpdc.fpg.unc.edu/content/briefs
• OCALI Autism Internet Modules:
http://www.autisminternetmodules.org/
• National Standards Project:
http://www.nationalautismcenter.org/nsp/
• Association for Science in ASD Treatment
http://www.asatonline.org/treatment/treatments_desc.htm
Implementing the IEP
• Selecting EBP
• Fidelity Tools
• Measuring
Progress
(PROBES)
IEP Implementation Matrix & Guide
Student Name:_______________________________________
Student Schedule
In this column, list the
student’s daily schedule
including all primary
activities, courses /
classes and/or transitions.





District / Building:_______________________________
Expectations &
Instructional Outcomes
IEP Goals / Objectives
Targeted / Addressed
In this column, identify the
expectations & instructional
outcomes during this part of
the schedule. Expectations
and instructional outcomes
include:
Identify in this column
where the IEP goals and/or
objectives from the IEP are
addressed or targeted within
the student’s schedule.
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.
Each IEP goal / objective
may be listed more than
once in this column as most
goals / objectives can be
targeted during more than
one part of the schedule.








IEP Date:___________
Supports, Strategies, & Services
Evidence or Data
List in this column, all the
supplementary aides and services
required to support the student in
making progress on goals and
objectives, meeting instructional
outcomes, and navigating the
environment and participating in
instruction as independently as
possible. These include but are not
limited to:
It is critical for IEP teams
to do regular checks for
evidence of
implementation of the IEP.
This column is reserved for
implementation fidelity
data and may be tailored to
the type of data the IEP
team will collect and the
manner in which it will be
collected.
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 Support (include ONLY if
previous supports require
teaching or additional adult
intervention)—If adult support is
required, attach the
“Paraprofessional Need and Role
Development” form.
Implementing the IEP
• Selecting EBP
• Fidelity Tools
• Measuring
Progress
(PROBES)
Measuring Progress
• PROBES—Things to Consider
– Who
– When
– How Often
– In What Format
– Analysis
– Reporting
SUMMARY
QUESTIONS / CLARIFICATIONS
5 CONCEPTS to IMPLEMENT