Presentation on theme: "Writing IEPs for Entry Level Students from Early Intervention"— Presentation transcript:
1Writing IEPs for Entry Level Students from Early Intervention COMPLEX NEEDSAutistic, Life Skills and Multiple Disabilities SupportOffice of Specialized Instructional ServicesThis presentation will provide information about writing goals and objectives and other IEP components for students coming into complex support needs programs from early intervention. These programs are life skills support, autistic support and multiple disabilities. You will also learn some of the characteristics of complex support needs students, the domains of the life skills curriculum, specifics about the autism support program, and what makes a quality program.
2LIFE SKILLS PROGRAMS A Functional Skills Program Students Learn Life SkillsFunctional AcademicsStandards AlignedCore Curriculum When AppropriateStudents In Autistic Support May Have A More Academic Program And Include Behavior And Social Skills.Complex Support Needs Replaces Low IncidenceSupplemental Or Itinerant Level Of ServiceIDEA defines life skills support as a functional program for students who have intellectual disabilities ( formerly known as mental retardation) and who need to learn functional life skills. Life Skills Support is not a program for students who have only significant academic deficits, although students in life skills support programs are usually substantially below grade level in academic areas. This is not to imply that students in LSS programs are not taught academics. In additional to functional academics, students are instructed in reading and math using researched-based direct instruction programs.Students in autistic support have a diagnosis on the autism spectrum disorder. They may also have an intellectual disability, behavior problems, and speech and language deficits. Their program focuses on the ABCs- academics, behavior, communication and social and sensory.Students in multiple disabilities support have severe and profound multiple disabilities, usually severe to profound intellectual disability ( previously known as mental retardation) , along with language deficits, behavior problems, health impairments, physical disabilities, and/or autism,and may also be deaf or blind.
3COMPLEX SUPPORT NEEDS- EARLY INTERVENTION Many students in complex support needs programs received early intervention servicesStudents are diagnosed with developmental delay under age 5Transition to school age program includes reevaluationEntry reevaluation can include-Review of records, observation, interview of parent and teachers, assessment of cognitive and adaptive behavior functioning, academic achievement, screening for related services, other assessments as indicatedMany students in LSS, MDS, & AS programs attended Early Intervention programs, and come to the district with an IEP and evaluation data from their EI program. The transition to school age program includes a reevaluation to minimally review the records and update the data. A full reevaluation would consist of a measures of cognitive functioning, literacy and math levels, adaptive behavior, and assessments from related service providers as needed such as speech and language assessment, need for physical therapy, need for occupation therapy, medical evaluation, functional vision, and functional hearing. Some students may need a functional behavior assessment and measures of social/emotional functioning or autism assessment. Observations and reports from school staff and parent interviews is also included
4COMPLEX SUPPORT NEEDS Psychological evaluation Measures of cognitive functioning and adaptive behaviorAcademic achievementSocial and behavior evaluationsLife skills and transitionOther evaluations by related service providersOther evaluations such as autism rating scalesInformation from report used to identify present levels and baselines.This describes the battery of tests that could be given for an initial evaluation for a student with moderate disabilities.
5Complex Support Needs- Behavior Functional Behavior Assessment- use when behavior difficulty is indicated in the considerations sectionInterview of parent, therapists, teachers, and other people who work with the studentObservationsReview of dataLook for patternsSummary Statement- When____ (antecedent to the behavior of concern),student ________ (behavior of concern),in order to (perceived function of the behavior)________.Analyze behavior to determine functionA functional behavior assessment can be found on EZ system, and on Pattan’s website. There are three levels of an FBA from informal to complete.An FBA looks for patterns of the targeted behavior, and determines the reinforcement maintaining the behavior . An FBA helps a team determine the function of the behavior. Behaviors occur to get something or to avoid or escape from something. This is the function of a behavior. The summary statement should be listed in the present levels section of the iep.
6Complex Support Needs-Behavior Positive behavior support plan-PBSPStart with summary of FBALook for reinforcer that is maintaining behaviorReplacement behaviorsStrategies- positive reinforcement, redirect, avoid triggers, behavior shapingAddress skills deficitsBehavior goals, objectives and strategies(SDIs on IEP)Environmental/ sensory changes and supports neededThe positive behavior support plan begins with the summary statement of the FBA. The PBSP is a worksheet which guides the team through the process of how the student’s targeted behavior will be replaced by the desired behavior.
7Positive Behavior Support Plans Positive Behavior Support Plans should be written directly intoEasy IEP Behavior section.Based on positive ways to change practicesUse positive reinforcement to shape behaviorEmploy techniques to develop and maintain socially appropriate skills while enhancing opportunities for learningUse the least intrusive intervention possibleTo alter patterns of problem behaviors- behaviors of families, teachers, staff need to changeWhat will we do differently?“If nothing changes……nothing changes”
8SAMPLE BEHAVIOR GOALPresent Level – When demands are made including academic tasks, routines, and requests, when fatigue or illness is present, when unexpected tasks are involved, when directives are given, or during transitions, the student will cry and withdraw in order to postpone, avoid, or escape activities. The rate of the behavior was recorded at 3 times per day.Goal - Given PA Standard SIS.1.A: Identify and manage one’s emotions and behavior, when becoming stressed or anxious, Student will engage in deep breathing or ask for a sensory activity from his sensory “diet” plan to create calm with independence at 80%.Objectives: When becoming stressed or anxious, follow a behavioral model of deep breathing 5 slow breaths or request for a sensory activity with 80% accuracy over 3 consecutive probes.Objectives: When becoming stressed or anxious, follow a verbal prompt to engage in deep breathing for 5 slow breaths or request a sensory activity with 80% accuracy over 3 consecutive probes.Specially Designed Instruction: Use a most to least hierarchy by providing a behavioral model, then simple, short verbal prompt to independence. Supervision needed during task demands to be aware of changing mood in order to intervene at onset of stress or anxiety with breathing/sensory.
9Complex Support Needs- Goals All goals and objectives are based on baseline data and present levelsMust assess and review data to establishbaseline percentage And set target percentageUse life skills domains when reevaluation report includes deficits in these areas and low academic development. Literacy and math is used for students with academic readiness
10Standards Aligned- SAS Website to provide standards- PDESAS.orgLists state standards in many formatsProvides standards, assessment anchors, eligible contentAssessments, Curriculum Framework, Instruction, Materials and Resources, Sample LessonsOrganized by grades or grade bandsStrive for standards aligned goalsStrive for Standards Aligned Instruction
11Standards for Kindergarten K-3 Health and SafetyIdentify personal hygiene practicesRecognize Safe/unsafe practices-fire, electrical, pets and animalsIdentify and engage in physical activities that promote fitness and healthRecognize and use basic movement skills and concepts-run, walk, crawl, jump, leap, hop, stretch, reach. throw, over, under, in, through,Interpersonal Skills StandardsSelf-management skills for life and school success-identify and manage emotions and behaviorThese are some goals from the k-3 grade band for health and interpersonal skills.
12Standards for Kindergarten K-3 Literacy1.1.K.B Employ word recognition techniques, identify letters, segment and blend sounds1.1.K.C Expand Language1.1.K.D Demonstrate listening comprehension1.6.K.A Listen and respond appropriately to others1.6.K.B Speak clearly enough to be understood, share stories, experiences, and interests1.8.K.A Ask Questions
13Standards for Kindergarten K-3 Mathematics2.1.K.A Demonstrate relationships between numbers and quantities, rote count,1 to 1 correspondence2.3.K.F Compare objects to determine greater or lesser2.5.K.B Use appropriate mathematical vocabulary2.6.K.B Organize objects by attributes2.8.K.A Demonstrate understanding of equal and not equal2.9.K.A Identify common 2D shapes2.11.K.A Order from least to greatest
14COMPLEX SUPPORT NEEDS Speech and language/communication Speech and language pathologist administers language assessmentCommunication matrix used for students at lower levels of functioningAssistive technology evaluation for students needing an alternative communication systemHigh tech devices and low tech picture systemsReevaluation report will have levels and recommendations. Speech pathologist will complete present levels, goals, sdi’s and related services.Do not change entries made by related service providers. Invite them to the IEP meeting.Information about speech and communication
15Visual SupportsStudents with autism should have goals or SDIs that speak to following visual supports and structureThese are example of student daily schedules that could be part of an autistic support program
16Visual Structure Visual Instruction sequence to complete the task Autistic support students are uaually visual learners.Visual Instructionsequence to complete the task
17COMPLEX SUPPORT NEEDS- CURRICULUM AND INTERVENTIONS Life Skills CurriculumFunctionalAlternative curriculumLeads towards independenceVocational skills focusTransition skills includedEmbed functional skills in core curriculum contentStandard aligned IEPS and instructionLife skills curriculum available on OSIS website- elementary and secondaryThe life skills curriculum was developed to provide a functional curriculum. It can be aligned to the state standards, and embedded in the standard aligned instruction. COPIES OF THE FULL LIFE SKILLS CURRICULUM FOR ELEMENTARY AND SECONDARY ,AND AN OUTLINE IS AVAILABLE ON THE SCHOOL DISTRICT OSIS WEBSITE.
18COMPLEX SUPPORT NEEDS-CURRICULUM AND INTERVENTIONS 6 Life Skills DomainsPersonal MaintenanceInterpersonal CommunicationVocationalFunctional AcademicsDomestic MaintenanceRecreation and LeisureSome students have goals for literacy and math depending on their abilities and strengths. Behavior and social skills goals are included when indicated.All domains- present levels and goals, are available on easy IEPStudents who are able receive instruction in literacy and math, and have goals and objectives for literacy and math in addition to life skills goals.
19LIFE SKILLS- CURRICULUM AND INTERVENTIONS Personal MaintenanceCare of SelfDressingHygieneBathroom And Toileting SkillsMealtime Skills And EtiquetteFitnessSafetyHealthy ChoicesNot all Life skills student need instruction in personal maintenance.
20SAMPLE SAS GOAL- PERSONAL MAINTAINANCE – AS/LSS STUDENT Present functional level (from Re-Evaluation Report)Student can follow one-step directions. When uses toilet needs supervision and redirection to maintain focus.Goal-Given Student in bathroom at school or in the community, Student will follow task analysis of hand washing (Health and Safety Identify personal hygiene practices) with gesture prompts at 80%Objective- Student will keep water in sink at 80%Objective- Student will ask to wash hands after messy activities and before eating at 80%Specially Designed Instruction- Set goal for student when beginning task, positive reinforcement for attempts to follow directions, include hand washing on student schedule, follow visual schedule
21SAMPLE SAS GOAL- PERSONAL MAINTAINENCE- MDS STUDENT Present Functional Levels (from Re-Eval Report)- Student cannot sit unsupported, dependent on caregiver for all activities and personal care, wears diapers, does not indicate the need for diaper to be changed, can move arms and legs when given a light physical prompt.Given student in situation where dressing/undressing is required, Student will (Health and Safety use basic movement skills) move arm/leg in or out of clothing with a light touch to the elbow or knee with success at 80%Objectives- straighten arm to push it through a sleeve 80%, straighten leg to push it through pant leg 80%SDI-give a light touch to knee/elbow, praise for attempts, use loose clothing.
22LIFE SKILLS- CURRICULUM Domestic MaintenanceCare Of EnvironmentKeeping Desk Area Clean and NeatCare Of BelongingsShopping- Planning, Make ListCooking and Meal PreparationDomestic Skills-cleaning and OrganizationSimple Repairs- Replacing BatteriesLeads To IndependenceCan Lead To Vocation SkillThe overarching goal of life skills is to teach the student to be independent when they graduate. This domain provides skills that are needed for self-maintenance and also can lead to vocational skills.
23LIFE SKILLS CURRICULUM VocationalFine Motor SkillsWork HabitsTask CompletionFollowing DirectionsWork Related Skills And BehaviorCareer AwarenessHigh School Work Site ProgramTransition PlanningWork related skills and behaviors are taught along with specific work skills. It is very important that students learn how to remain on task, come to work when scheduled, follow through on the job without taking unscheduled breaks, speak and dress appropriately, and are able to work at the direction of a supervisor.
24SAMPLE SAS GOAL- VOCATIONAL Given student sitting at the work table and presented with 10 objects with 2 different attributes (2.6.K.B- organize objects by one or more attribute) Student will sort objects into 2 groups, with verbal prompts correctly at 80%.Objectives- Student will sort objects by 2 colors at 80, Student will sort objects by 3 colors at 80%, Student will sort objects by size at 80%, Student will sort objects by their function at 80%.SDIs- Increase attributes as Student gains the skill of sorting , use containers to hold the objects, ask Student to describe the attribute, Student needs to know when task begins and ends, use shapes, letters, and numbers.This goal could be appropriate for MDS, AS or LSS student. As student gains skills in the area, make the attributes closer. For example to begin use totally different objects, moving to objects that are similar but differ in color or size. Increase to 3 attributes.
25LIFE SKILLS CURRICULUM Recreation And LeisureGames- Following Rules And Turn TakingGames- Computer And Video GamesHobbiesSpectator EtiquetteGood SportsmanshipTeam PlayerEntertainment- The ArtsSharingAdaptations To Toys And ComputerNot all life skills students will work full time when they exit high school. They may have a lot of leisure time, and need to learn how to use this time. Students also need opportunities to learn how to relate to friends.
26SAMPLE SAS GOAL- RECREATION AND LEISURE FOR MDS STUDENT Present functional level from RER- Student cannot sit unsupported but with good positioning can move arms and legs to interact with environment and people.Goal- Given Student positioned side lying on the mat, Student will extend arm or leg (Health and Safety use basic movement skills) to interact with a toy positioned within easy reach with successful interactions at 80%.Objectives- Student will move arms to hit a toy to make a noise at 80%, Student will move legs to kick a ball to a friend or adult at 80%
27LIFE SKILLS CURRICULUM Interpersonal CommunicationSpeaking And ListeningRequesting And RefusingCommentingSocial InteractionsAppropriate InteractionsAlternative Communication SystemsPictures, Signs, gestures, Devices, Motor Behaviors,All Day Every Day- Everyone’s JobEveryone Models CommunicationEvery Child CommunicatesFor many students this is the most important domain. Everyone must be able to communicate.
28SAMPLE SAS GOAL- INTERPERSONAL COMMUNICATION Present Level: Student’s functional communication skills continue to be significantly below expected norms, characterized by restricted ability to understand/express learning content and to interact at appropriate levels, with educators and peers. Although he is seen to be affectionate toward others, his initiation of social interactions for a desired purpose is limited and/or very subtle and should be fostered.Goal: Given PA Standard A ( listen critically and respond to others in small and large group situations), Student will answer questions and initiate interactions with proficiency at 80%.Objective: Will respond appropriately to who, what, when, where or which questions, in varied school settings, using his communication device with voice output and or/verbalizations. 4/5 attempts- across 3 activities or situations dailyWill initiate social interactions, with educators or peers, for a desired purpose, using his communication device with voice output and or/verbalizations. 4/5 attempts- with faded prompts across 3 activities dailySpecially Designed Instruction :Modeling, Verbal Prompts, Augmentative Communication Device, Pictures/visual cues, Phrase questions with embedded choices, Structured educator/peer interaction opportunities.
29LIFE SKILLS CURRICULUM Functional Academics- LiteracySurvival Signs and IconsEnvironmental SignsPersonal InformationReading Menus and Store DirectoriesReading Newspapers and MagazinesReading Store AdsWritingReading Directions and SchedulesUsing the InternetGoals in functional academics vary according to the student’s abilities. Some students become fluent readers but have comprehension deficits. Some students do not become fluent readers. Some students do not have strong verbal skills and struggle to comprehend what they hear and see. All students are instructed in functional literacy and also receive reading interventions.
30SAMPLE SAS FUNCTIONAL ACADEMICS GOAL-LSS/AS Present level- Readiness inventory showed that Student can identify 8 letters, and can repeat and imitate sounds.Goal- Given Student during researched-based literacy activity, Student will listen and repeat sounds ( 1.1.K.B-employ word recognition techniques and segment and blend sounds) with correct responses at 80%.Objectives- Student will repeat single sounds 80%, Student will repeat two sounds slowly and fast at 80%SDIs- Seat Student close to the instructor, be sure student is ready to attend, provide many repetitions, praise for successful attempts, use hand signals
31SAMPLE SAS GOAL FUNCTIONAL ACADEMICS FOR MDS Present level of functioning-Student does not consistently respond to sounds or when his name is called. Hearing is better on his left side.Goal- Given Student at the beginning of an activity, Student will show a response to hearing his name called (1.6.K.A-Listen and respond appropriately) with a change in motor behavior or facial expression at 80%Objectives Student will respond to his name 20%, Student will respond to his name 50%, Student will respond to his name 80%SDIs- Call Student’s name in many environments and settings, pair auditory with a visual or tactile cue, fade visual/tactile cues as student’s responses increase, always says student’s name to get his attention before beginning an activity
32LIFE SKILLS CURRICULUM Functional Academics- MathCounting, Concepts, and Math LanguageMoneyTimeMeasurementFunctional FractionsWord ProblemsChecks and BankingCredit and EBT CardsCalculator and ComputerKitchen MathLearning to use and manage time and money is a very important functional math skills.
33COMPLEX SUPPORT-RELATED SERVICES Occupational and Physical TherapyNeed for related services determined by provider evaluationRelated service provider enters results of evaluation, eligibility for services and recommendations in re-evaluation report. Present levels, recommendations for accommodations, and level of services are entered into IEP by provider. Do not change anything added by provider. Invite provider to IEP meeting. PT/OT does not always have goals.Related services provided to assist a child with a disability to benefit from his/her educationOccupational Therapy-fine motor (hand)Sensory IntegrationPhysical Therapy-gross motor(mobility)Provided in environment where neededMonitor program and consult with staff
34LSS AND AS-INTERVENTIONS Research Based, Direct Instruction ProgramsPlacements TestsReading Mastery Levels K-5 and Corrective ReadingPhonemic Awareness,Phonics and DecodingUses ABA TechniquesReading FluencyStresses Mastery
35LSS AND AS INTERVENTIONS Research Based Math ProgramsPlacement Tests for EntryDirect InstructionUses ABA TechniquesDistar ArithmeticCounting Concepts, Numeration, Place ValueOperations, Word ProblemsConnecting Math Concepts Levels 3,4,5Extends Operations
36Reading and Math Interventions Faith B. Fisher, M.Ed., PresidentFisher Educational Services, LLC
37Strategies for Teaching Based on Autism Research STAR InterventionStrategies for Teaching Based on Autism ResearchABA BasedK-2 AS Support Classrooms3-5 AS Support Classrooms Principles and PracticesSTARTeaching strategiesDiscrete trial trainingPivotal response trainingFunctional routinesPaired with curriculum contentReceptive languageExpressive languageSpontaneous languagePre-academic skillsPlay & social conceptsThe STAR program is based on principles of ABA. Many parents know about ABA from their EI program. The STAR program has been very successful for our AS students, and is supported by University of Pennsylvania who provide training and onsite coaching and support.
38LSS AND AS INTERVENTIONS Research Based InterventionsLanguage for LearningLanguage for ThinkingLanguage for WritingOther Available InterventionsStar ProgramLexiaAchieve 3000Learning Ally- Books on Tape
39C0MPLEX SUPPORT-INCLUSION Students in Complex Support Programs benefit from participation in all school activities and eventsIDEA gives all children with disabilities the right to a Free And Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE)Planning must occur to provide appropriate inclusion of students in Complex Support Programs in regular education as much as possibleNon-disabled peersCore curriculum
40PDE’s Commitment to Least Restrictive Environment (LRE) Recognizing that the placement decision is an Individualized Education Program (IEP) team decision, our goal for each child is to ensure IEP teams begin with the general education setting with the use of supplementary aids and services before considering a more restrictive environment.“Inclusion is a right, not the privilege of a select few.”
41COMPLEX SUPPORT- PROGRAM GOALS AND MONITORING Data collection is regularly scheduled in Life Skills classroomsGoals and ObjectivesObservableMeasurableCriteria for meeting targetIncludes condition and promptsProbes taken weekly or biweeklyAligned to standardsSkills embedded in grade level contentData collection is crucial for progress monitoring. Data collection is only possible if the goals are written in to be clearly measureable and observable. The goals should have an observable behavior with criterion for achieving the goal. Some students need cues and prompts to meet their goals.
42COMPLEX SUPPORT- PROGRESS MONITORING Progress ReportingInformal Notes to Parents in Communication BookAnnual IEP Meeting or Parent RequestReport Card ConferencesProgress Report From EasyIEPGradebook Report Card, 4 Times A YearMarks Are Given For Goals In DomainsA-achievedB-made ProgressC-maintainedD-regressedUntil December 2011, life skills students received hand written report cards, that were not part of an electronic record. Starting the second reporting cycle of the school year. Life skills students received the same gradebook report card that all other students do. The report card is accompanied by the progress report from easyiep.
43COMPLEX SUPPORT - ABA ABA - Applied Behavior Analysis Basis of instruction strategiesMany positive repetitions needed to learnPositive reinforcement to correct answer increases learning and likelihood that the learner will want to repeat skillIncorrect responses followed by several correct responsesReinforcements of correct associations/responses- academicsBehavior shaping-reinforcement for attempt or response close to desired responseMany skills are learned as response to a stimulus
44COMPLEX SUPPORT- ABA ABA- Applied Behavior Analysis Basis for positive behavior support planBehavior is caused by an antecedent and maintained by the consequenceIdentifying/eliminating the antecedent helps to reduce the behaviorRemoving the consequence can reduce the occurrence of a behaviorIgnoring a negative behavior can remove the consequence that is maintaining the behaviorRewarding a desired behavior will increase the occurrenceof the desired behaviorData is taken to identify antecedents and consequences,and to track progress.
45Complex Support- Program IEPsComplete and Compliant with signaturesMaterials and equipment included on IEP in general terms, not by specific brand nameInclude researched validated programsALL goals and objectives observable and measurableCriteria for goal attainment and prompt levelsPositively stated – what student will doState and local assessments not given at this levelMay need to customize goals, objectives and SPECIALLY DESIGNED INSTRUCTION- Do not list only testing accommodations for SDIs.Transition goals not needed at this ageESY- data driven decision, for the current year-EI students will not attend ESY for the current yearInclude transportation- all complex needs students require special transportation
46Complex Support- Program Program PracticesInstruction delivered in various settings/groupsInstruction promotes independence and generalizationPrompts/reinforcements fadedSpecially designed instruction customized as neededData collected all goals, objectives, in all settingsIncluding community based instructionData is kept in organized systemABA is used throughout day and reflected in SDIsCommunication, instruction, behavior management
47Complex Support- Program CommunicationPrimary method of communication listed on IEP and used throughout day by all staffAssistive communication systems developed for students without effective verbal communicationSigns, gestures, body movements, pictures, devicesStaff trained and able to use signs and devices- include in supports for staff on IEPStaff models language and encourage studentsAsk questionsSpeak in full sentences
48Complex Support, Contacts Office of Specialized Instructional Services(F)Coordinator for LOW INCIDENCE (LSS/MDS) ProgramsLiz Thompson, elthompson,Coordinator for Autistic SupportJane Cordero,jcordero,Director of School Health Services (PT and OT)Tracey Williams, twilliams2,Coordinator of Speech, Hearing, and Vision SupportSusanne Kelly, sukelly,Transportation