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Developing Integrated IEP Goals & Embedding Intervention: A Team Approach Perry Flynn Consultant to NC DPI in Speech-Language Pathology, UNCG

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Presentation on theme: "Developing Integrated IEP Goals & Embedding Intervention: A Team Approach Perry Flynn Consultant to NC DPI in Speech-Language Pathology, UNCG"— Presentation transcript:

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

2 Derived from: Training Modules 10, 11 & 12 2

3  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

4 Let’s Play TRUE Or FALSE…

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

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

8  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 A related service provider must write a progress report for goals in which their service is integrated. True or False?

10  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 It is better to have IEP goals clearly separated into OT goals, PT goals, Speech goals, etc. True or False?

12  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 A student can have both an RSSD and IEP goals. True or False?

14  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 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  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 If a student has an integrated goal, you must use an RSSD. True or False?

18  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 19

20 1. Formulate clinically relevant questions 2. Gather evidence that may answer questions 3. Evaluate evidence to determine which is best 4. Communicate evidence during decision- making 5. Evaluate outcomes AOTA SSSIS Vol. 13, No. 3, Sept. 200

21 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

22 Art Computer/ Technology Guidance Healthful Living Information Skills 22 English Language Arts Math Science Social Studies

23 Approaches to Learning Emotional & Social Development Health & Physical Development 23 Language Development & Communication Cognitive Development ndationsEarly_learningToDownload.asp

24  Current  Relevant  Objective  Measurable  Understandable  Related to one academic or functional domain 24

25 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). 25

26 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. 26

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.

28 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)

29 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.

30 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.

31 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.

32 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. 32

33 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. 33

34 34

35 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 35

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

37 37

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

39  Law  Research  Benefits Why Embed?

40 Continuum of Service Delivery Regular Education Service  RtI  PBS  CEIS  504  Consultation  Screening Separate Special Education ResourceHome/Hospital Residential Placement Regular Education Environments Separate School

41 Individual pull-out Small group pull-out One-on-one in regular setting Whole class instruction Group activity in regular setting Consultation Service Delivery Models

42 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 Characteristics of Embedded Intervention Characteristics of Embedded Intervention

43 Team approach Transdisciplinary approach Flexible scheduling Intentional demonstration Collaborative consultation Facilitative intervention

44 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

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

46 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

47 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

48 IEP  PLAFP/Goals  Service delivery  LRE Data Collection Intervention notes Progress notes

49 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

50

51 Embedding at Every Level Student Parent Group Class School System

52 Embedded Intervention SYSTEM

53 Embedded Intervention SCHOOL SCHOOL

54 Embedded Intervention: CLASS CLASS

55 Embedded Intervention EXAMPLES: Group Embedded Intervention: GROUP GROUP

56 Embedded Intervention EXAMPLES: Group Embedded Intervention: PARENT PARENT

57 STUDENT STUDENT

58 Application Activities

59 Perry Flynn – UNC-G Lauren Holahan – UNC-CH Laurie Ray – UNC-CH


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