1. Developing Integrated IEP Goals & Embedding Intervention: A Team Approach
Perry Flynn
Consultant to NC DPI in Speech-Language Pathology, UNCG
Lauren Holahan
Consultant to NC DPI in Occupational Therapy, UNC
Laurie Ray
Consultant to NC DPI in Physical Therapy, UNC
Special thanks to Sandy Steele and Vivian James
Perry
Meta-cognitive process; thoughtful discourse
PERRY

2. Part I EXCEPTIONAL CHILDREN DIVISION Developing Integrated Individualized Education Goals
Perry
There are training modules available online that you can go through with you team
Derived from:
Training Modules 10, 11 & 12

3. Objectives
Describe essential components of a Present Level of Academic and Functional Performance (PLAFFP) and develop an example
Describe essential components of an annual goal and develop an example
Describe integrated goals and their development and develop an example
Discuss appropriate progress reporting and develop an example
Perry, don’t read

4. Let’s Play TRUE Or FALSE…
How Confused Are You?
Let’s Play
TRUE Or FALSE…
Laurie

5. Question #1
All IEP goals supported by related services must be integrated.
True or False?

6. The Answer Is:
FALSE
A student’s IEP goal should be written in any way that will best meet that student’s needs.
Sometimes an integrated goal is best, sometimes a traditional goal is best, sometimes both!

7. Question #2
If a related service is required for the student to benefit from special education, an RSSD must be completed.
True or False?

8. The Answer Is:
FALSE
A RSSD is not required in any case, it is one more option to document the services a student needs in the IEP.

9. Question #3
A related service provider must write a progress report for goals in which their service is integrated.
True or False?

10. The Answer Is:
TRUE
If you are providing services to help a student achieve a goal, you must report on the student’s progress or lack of progress from your disciplines’ perspective.

11. Question #4
It is better to have IEP goals clearly separated into OT goals, PT goals,
Speech goals, etc.
True or False?

12. The Answer Is:
FALSE
The goals should be focused on the student’s function, not the OT, PT or SLP.
Best practice calls for student-centered goals not discipline specific goals.

13. Question #5 A student can have both an RSSD and IEP goals.
True or False?

14. The Answer Is:
TRUE
A student’s IEP should be individualized and be made to fit their needs.
IEPs should not be made to fit the form or computer program. If it will not fit, write it out!

15. Question #6
At the IEP meeting, a related service provider should review goals developed by other team members and select which goals to integrate into.
True or False?

16. The Answer Is: FALSE This is not a shopping opportunity!
If you think an integrated goal will work well, all collaborators should discuss (via , phone or meeting) what the goal, data collection and progress reporting may look like and present a draft to the team.

17. Question #7 If a student has an integrated goal, you must use an RSSD.
True or False?

18. The Answer Is:
FALSE
What?? No, an RSSD is not required. It is always an option.
An IEP is intended to be individualized, write it as it needs to be written.
“Always” and “never” cannot be used if the process is individualized.

19. Let’s begin at the beginning…

20. IEP DEVELOPMENT: Evidence Based Practice
Formulate clinically relevant questions
Gather evidence that may answer questions
Evaluate evidence to determine which is best
Communicate evidence during decision- making
Evaluate outcomes
AOTA SSSIS Vol. 13, No. 3, Sept. 200
Lauren
This is another huge shift. It is not what can this student get, what do they qualify for…It is what do they absolutely need to meet these goals. Holahan-The time has arrived to stop expecting people to trust solely in our clinical judgment and opinion and moving the discussion to data – it’s not only evidence-based and objective, it removes the emotion and the ego from the equation
FORMULATE CLINICAL QUESTIONS:
What supports this student’s performance?
What limits this student’s performance?
What does this student need to access the general curriculum?
What does this child need to access the classroom and campus?
Is this a child with a disability?
What needs to be in the IEP?
What does the child need to participate and make progress in the general education curriculum?
NOT – Does this child need OT or PT at school ?
GATHER EVIDENCE
Observe performance in context; bring a stopwatch
Interview experts on the student’s performance (student, parent, teacher, etc.)
Review student work products
Standardized assessments (rare)
Review existing data:
Evaluations & information provided by the parent
Current classroom-based observations & assessments
Present academic achievement and developmental level
Use a variety of tools and strategies, including information provided by the parent
Data comes from a variety of sources
Tailor data collection to assess specific areas of need
Assess all areas related to suspected disability; be sufficiently comprehensive to identify all needs
EVALUATE & COMMUNICATE EVIDENCE
From your clinical expertise
In light of other team members data
With the IEP team
EVALUATE OUTCOMES
Did the PT or OT evaluation help the team build a relevant, manageable IEP?
Did the PT or OT evaluation inform decisions about:
PLoP?
goals?
services?
accommodations and modifications?
LRE?
NOT, did the student get OT or PT on the service delivery page?

21. IEP DEVELOPMENT: The Sequence
1. Team members report findings/review
existing data
2. Team identifies strengths & prioritizes
needs
3. Team writes prioritized goals student can reasonably achieve by end of IEP
4. Team determines least restrictive environment for plan implementation
5. Team determines services & supports student will need to benefit from & make progress in program
Lauren- (Take your time) I think we have all been in meeting where the “team” is just lip service. But we REALLY need all people to represent in order to get an IEP that is best for the student.
Each authorization of IDEA, especially ‘97 has increased the emphasis on and power of the team in special education. We keep talking about it but not doing it. It takes individual therapists to change their approach in order for this not to continue to be “the way we’ve always done it.” We hear this a lot in NC, I am sure you never hear that here in NYC…
We may go somewhat quickly through this now but will cover it in depth as we continue.
Go over
Not just talking for your 20 minutes and then nodding for the remainder of the mtg!
If that means get in the front seat and drive do. But the majority of the time it means get into the back seat and zip it. Allow the team to prioritize something that you do not find compelling if the data is there.
This is where we focus our efforts and expertise on what THIS student needs Right NOW not on their disability.
Fausto does not need one great big playmate calling the shots. He needs you to help him play with his classmates
This is another huge shift. It is not what can this student get, what do they qualify for…It is what do they absolutely need to meet these goals.

22. Domains of Academic & Functional Performance: Standard Course of Study
Art
Computer/ Technology
Guidance
Healthful Living
Information Skills
English Language Arts
Math
Science
Social Studies
Lauren

23. Approaches to Learning Emotional & Social Development
Domains of Academic & Functional Performance: Foundations – Early Learning Standards
Approaches to Learning
Emotional & Social Development
Health & Physical Development
Language Development & Communication
Cognitive Development
Lauren 23

24. The PLAAFP Is… Current Relevant Objective Measurable Understandable
Related to one academic or functional domain
Perry
This includes the results of the initial or most recent evaluation as well as any results of general state or district-wide assessments.
2.For initial placements, information beginning with the referral (DEC 1) through eligibility (DEC 3) provide the information needed to develop the PLOP.
Providing an accurate picture of what the child can and cannot do in a specific academic/functional area establishes a baseline for monitoring of progress.

25. Major Components of PLAAFP
Data-based, student specific information related to current academic achievement and functional performance.
Strengths of the student.
Needs resulting from the disability.
Effects of the disability on involvement and progress in the general education curriculum.
The PLAAFP is comprehensive for each skill area or domain (academic/functional).
Perry

26. Present Levels of Academic Achievement and Functional Performance
BOTTOM LINE……… The present level of performance is the cornerstone of the IEP. It drives other IEP components. It links all components of the IEP together.
Perry
The annual goal originates from the PLAAFP.
Activity with preschool/eating

27. The measurable annual goal is a statement that flows from areas of need identified in the present levels of academic achievement and functional performance. The annual goals can reasonably be accomplished within the duration of the IEP.
Perry

28. Measurable Annual Goals Major Components
Any important givens/conditions (when, with what, where)…as applicable.
A skill/domain area (academic, behavioral, functional).
An observable learner performance (what the learner will be doing, an action).
Measurable criteria which specify the acceptable level of student performance (e.g., speed, accuracy, frequency)
Perry
1. If you can close your eyes and see it, then it is measurable.
2. “reading orally” is measurable, “improving” something is not measurable.
Activity high school/goals

29. Measuring Progress Toward the Annual Goal
How ?
Must accurately measure the criteria stated in the goals/objectives/benchmarks.
Must provide clear evidence of progress in the general curriculum.
Must be “parent friendly” language.
Must be based on data.
Laurie
How do I decide and then describe how the student’s progress toward goals will be measured?

30. Common Data Sources to Measure Progress:
Test results
Curriculum-based measurements
Work samples
Portfolios
Teacher/Service Provider observation checklists
Behavior observations
Only one measurement of progress is required; however, it must be sufficient to gather all of the data needed to report progress on each annual goal.
Laurie
Test Results: commercially published, teacher made, state or district wide
Curriculum based measurement: test based directly from the student’s curriculum
Work samples: samples of student work are used to document progress
Portfolios: collections of student work samples documenting progress over time
Teacher/service provider observation checklists: teachers mark observed progress on charts that they usually make themselves to specifically target individual goals///also referred to as skills checklists
Behavior observations: an observer watches a student and marks a checklist of specific behaviors. Behavior observations are used for tracking appropriate and inappropriate social behaviors

31. Progress Report to Parents must include:
Progress made toward achieving goals
Extent to which the progress is sufficient to achieve the goals by the end of the year.
The goal should be written out on the progress report.
Laurie
Progress made toward achieving goals
Example: - a rating of progress (e.g., no progress, some progress, good progress, almost completed), or a brief statement about what the student is doing now that he/she was not doing previously as it relates to the annual goals.
Extent to which the progress is sufficient to achieve the goals by the end of the year.
Example: - a rating of sufficiency (e.g., not sufficient to meet goal, sufficient to meet goal), or a brief statement about whether or not student is on schedule with achieving benchmarks or short term objectives to meet annual goals, (as applicable).

32. Tips for collaborating
Use , include the entire IEP team
Use non-student time during the day (e.g. cleaning up, recess, lunch, walking down the hallway)
Begin discussing potential goals/goal areas early, at progress report time
Draft goals prior to the meeting and distribute to the entire IEP team, make certain they are marked and understood as draft copies.
Lauren

33. Tips for collaborating
Think about the big picture, what the student needs to be doing
next year,
5 years from now,
when they are 21.
Ask the student what they want to be able to do.
Write goals that are ‘real-life’ and foster not only independence but self-advocacy.
Lauren

34. Questions…
Lauren

35. References/Resources
Department of Education Federal Register (August 14, 2006)
North Carolina Policies Governing Services for Children with Disabilities (November 1, 2007)
Domains of Academic & Functional Performance: Standard Course of Study

36. References/Resources
Domains of Academic & Functional Performance: Foundations – Early Learning Standards Writing Quality Individualized Education Programs. Gibb & Dyches, 2007 Writing Measurable IEP Goals and Objectives. Bateman & Herr, NC DPI Training Modules: presentations/

37. Part II EXCEPTIONAL CHILDREN DIVISION Embedding Intervention37

38. Objectives Define embedded intervention
Provide rationale for implementation
Review models of service delivery
Provide tools, including data collection methods
Practice strategies
LAURIE

39. Law Research Benefits Why Embed? LAURIE HANDOUTS Laws Research
Benefits Activity shout out
McWilliams and Scott article
ACTIVITIES
Benefits

40. Continuum of Service Delivery
Regular Education Service
RtI
PBS
CEIS
504
Consultation
Screening
Separate
Special Education
Resource
Home/Hospital
Residential
Placement
Regular
Education Environments
Separate School
PERRY

41. Individual Pull-Out Service Delivery Models
Small group pull-out
One-on-one in regular setting
Whole class instruction
Group activity in regular setting
Consultation
Perry
Ask audience to contribute to each category, especially LOC, rationale
For some students, most restrictive may be least restrictive
PERRY

42. Embedded Intervention
Characteristics of
Embedded Intervention
Assumes collaborative planning
Occurs within daily routines
Uses childhood activity as instructional and therapeutic media
Recognizes dynamic relationship between student, activity, and/or environment
Front-load investment with long-term efficiency
- Frank Porter Graham Child Care Staff & Dr. Robin McWilliam, 2005
Laurie
Instills a level of uncertainty (this is good); art and science of therapy
Continuous questioning

43. Becoming an Embedded Practitioner
Team approach
Transdisciplinary approach
Flexible scheduling
Intentional demonstration
Collaborative consultation
Facilitative intervention
Laurie
Talking point: transdisciplinary approach and roles/responsibilities
PERRY- Friend HANDOUT

44. Embedding Goals into Daily Routines & Activities
Team approach
Understanding of the relationship between Foundations, Standard Course of Study & IEP
IEP with functional goals
Daily schedule including planned activities
Knowledge of child’s preferences, interests, & motivators
LAUREN
ACTIVITIES 3 & 4

45. Intervention Strategies
Assistance
Change in expectations
Delay
Forgetfulness
Novelty
Piece by piece
Visible but unreachable
Responsive Teaching
Pretti-Frontczak & Bricker, 2004
Wesley, Dennis, & Tyndall, 2007
LAUREN
HANDOUT

46. Guidance for Data Collection System
Procedures are linked to
criterion
Procedures are flexible &
applicable across settings, events, & people
Procedures yield valid & reliable data
Responsibility is shared by team
Procedures are compatible with resources
Pretti-Frontczak & Bricker, 2004
LAURIE

47. Classroom Data Collection Scoring System
1 – Student completes goal independently
2 – Student requires a verbal prompt
3 – Student requires a verbal & physical
prompt
4 – Student requires a verbal & physical
assistance
LAURIE

48. Documenting Embedded Intervention
IEP
PLAFP/Goals
Service delivery
LRE
Data Collection
Intervention notes
Progress notes
LAUREN
Integrated goals may yield varying progress notes, depending on who’s writing it/professional lens—prepare parents for this
Progress reporting is not a static effort—collaborative, student-centered, dynamic nature of collective reporting might suggest changes in the IEP, or subtle changes in intervention approach

49. Team Communication Prepare team members for change
Describe why this student needs embedded approach
Pitch the rubber-stamp approach
Describe how implementation will occur
Invite parent to come observe embedded session
Solicit multiple perspectives for review
LAUREN
HANDOUT
Do the Math
Embedded is not therapy light, or teacher-turned-therapist therapy
Parents and teachers see the goals and progress from a different perspective
Prioritization flows more effectively when multiple perspectives are considered

50. Embedding 101: How do we do this?
PERRY

51. Embedding at Every Level
PERRY
HANDOUT
Resources for Embedded Intervention
therapists are challenged to be program facilitator, specialized interventionist, materials or environmental adapter, teacher, consultant and collaborator, parent supporter and educator, district planner, paraprofessional trainer, and curriculum evaluator. Any one or a combination of these roles may be part of a student’s therapy intervention plan
STUDENT = LESSON-BASED; environmental supports; assignment modification; differentiated instruction (e.g. multi-sensory letter formation)
WRITING – positioning, posture; organization; hand skills, tool use
READING – L/R discrimination; visual tracking; GM word finds with hopping/throwing; memory games using spelling and vocabulary lists
MATH – spatial relations; organization; directionality; sequencing; visual discrimination; tool use
RECESS – social skills, GM skills; treasure hunts/map reading
GROUP = STATION-BASED; stations during math centers; playground games; lunch-bunch
WHOLE CLASS = co-teaching; teaching movement routine; handwriting; posture/ergonomics; meal time skills/etiquette (Diner’s Club); organization
SCHOOL = assembly on disability awareness, ergonomics, movement, diet, body care; consult on playground; consult on evacuation protocols
SYSTEM = consult to central office teams 51 51

52. Embedded Intervention SYSTEM
PERRY
therapists are challenged to be program facilitator, specialized interventionist, materials or environmental adapter, teacher, consultant and collaborator, parent supporter and educator, district planner, paraprofessional trainer, and curriculum evaluator. Any one or a combination of these roles may be part of a student’s therapy intervention plan
SYSTEM =
consult for renovation/building for accessibility, transportation/positioning of students with special needs;
consult to central office teams for ergonomics/office safety, movement, diet, body care;
promote disability awareness and celebration of OT/PT on their respective “months” 52

53. Embedded Intervention SCHOOL
PERRY
therapists are challenged to be program facilitator, specialized interventionist, materials or environmental adapter, teacher, consultant and collaborator, parent supporter and educator, district planner, paraprofessional trainer, and curriculum evaluator. Any one or a combination of these roles may be part of a student’s therapy intervention plan
SCHOOL =
assembly on disability awareness, ergonomics, movement, diet, body care;
consult on playground;
consult on evacuation protocols 53

54. Embedded Intervention: CLASS
PERRY
therapists are challenged to be program facilitator, specialized interventionist, materials or environmental adapter, teacher, consultant and collaborator, parent supporter and educator, district planner, paraprofessional trainer, and curriculum evaluator. Any one or a combination of these roles may be part of a student’s therapy intervention plan
WHOLE CLASS = co-teaching; teaching movement routine; handwriting; posture/ergonomics; meal time skills/etiquette (Diner’s Club); organization; assisting teacher to incorporate motor activities into class routines
Erin has CP and one of my best success stories for inclusion model.  It took some significant advocacy but I got her in the weight training & conditioning PE elective with the athletes. She's lost 20 lbs . boosted her UE strength for transfers, does a 1/4 mile lap on the track in 7 min, enjoys social relationships with non-disabled peers and her self esteem is no longer in the pity party, tearful teenager territory.  She was formerly a huge 'whiner'.  Not so now! 54

55. Embedded Intervention EXAMPLES: Group Embedded Intervention: GROUP
PERRY
HANDOUT
Guidance for Group Interventions
therapists are challenged to be program facilitator, specialized interventionist, materials or environmental adapter, teacher, consultant and collaborator, parent supporter and educator, district planner, paraprofessional trainer, and curriculum evaluator. Any one or a combination of these roles may be part of a student’s therapy intervention plan
GROUP = STATION-BASED; stations during math centers; playground games; lunch-bunch; energizers/motor activities to incorporate into group times/stations 55

56. Embedded Intervention EXAMPLES: Group Embedded Intervention: PARENT
PERRY
HANDOUT
Guidance for Group Interventions
therapists are challenged to be program facilitator, specialized interventionist, materials or environmental adapter, teacher, consultant and collaborator, parent supporter and educator, district planner, paraprofessional trainer, and curriculum evaluator. Any one or a combination of these roles may be part of a student’s therapy intervention plan
GROUP = STATION-BASED; stations during math centers; playground games; lunch-bunch; energizers/motor activities to incorporate into group times/stations 56 56

57. Embedded Intervention: STUDENT
PERRY
therapists are challenged to be program facilitator, specialized interventionist, materials or environmental adapter, teacher, consultant and collaborator, parent supporter and educator, district planner, paraprofessional trainer, and curriculum evaluator. Any one or a combination of these roles may be part of a student’s therapy intervention plan
STUDENT =
IEP SKILLS—awareness of goals in order to incorporate skills into therapy: numbers/counting concepts; color; matching; vocabulary; letters
LESSON-BASED; environmental supports; assignment modification; differentiated instruction (e.g. multi-sensory letter formation)
WRITING – positioning, posture; organization; hand skills, tool use
READING – L/R discrimination; visual tracking; GM word finds with hopping/throwing; memory games using spelling and vocabulary lists
MATH – spatial relations; organization; directionality; sequencing; visual discrimination; tool use;
RECESS – social skills, GM skills; treasure hunts/map reading
ACCESS– transition; movement t/o campus with class 57

58. Application Activities
Perry
Kapiti plain/Healthful Living grid – Activity 5

59. DPI Consultant Contact Information
Perry Flynn – UNC-G
Lauren Holahan – UNC-CH
Laurie Ray – UNC-CH