IEP Development and Implementation

IEP Development and Implementation
Module Training Guide The trainer guide is located in the notes pages of each PowerPoint slide. The IEP Development and Implementation Module is separated into sections, and each section is titled for organizational purposes. Trainers can present the entire module at one time or offer mini-trainings by section. Sections can be divided as well to provide more intensive training of the section. In each section, slides can be moved around for more individualized training, but content information in each slide must not be changed to protect the fidelity of the information. For each slide, the following information is provided: Key Concepts: A summary of the important points of the slide. Training Activities: Training activities to bring key concepts alive. Materials: Materials that might support the key concepts. Not every slide has this information completed so trainers can add their own personal information, training activities and/or materials. Many slides include visual supports such as clipart, pictures, cartoons etc. Trainers may make any changes to these visual supports necessary to personalize the training; however, the CONTENT should not be altered to maintain the fidelity of the information. To be an effective trainer of this module, you will have to Internalize the Essence of the material An idea discovered is better than an idea delivered.

INTRODUCTIONS

Training Norms NO SIDE BARS WRITE NOTES Cell Phones on SILENT OTHERS?

Your Learning Accountability
NOVICE INTERMEDIATE ADVANCED

Why This Module was Created
Purpose of Tools (POC) Implementation -- 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 IS NOT IS
Compliance training in IEP development Cover ALL aspects of IEP development Address issues related to ALL disabilities An IEP on your target student; Pre-IEP Planning IS Honor PROCESS / not FORM Honor LRE in the IEP process Address unique needs of students with ASD in the IEP process Address IEP Implementation Key Concepts Training Activities Materials Needed

AGENDA Understanding FAPE Developing the IEP IEP Implementation
History of Special Education Purpose of the IEP LRE Ed Benefit Review Developing the IEP The PLAAFP Supplementary Aids / Services / Personnel Supports Goals and Objectives S. E. Programs/Services and Ancillary/Related Services Transition IEP Implementation Implementation Fidelity IEP Transitions Measuring Progress

Navigating the Acronyms
IDEA SLD IEP MET NPDC ER 94-142 IT FAPE Navigating the Acronyms ECDD START MDE ASD LRE ECSE EPLI BIP NCLB OSEP FBA 80-80

VOCABULARY / ACTIVITY LRE FAPE IEP Special Education

What is an IEP? Offering of FAPE to the family PROCESS Legally-binding written agreement / contract

Access to and participation in….
Purpose of the IEP Access to and participation in…. Extracurricular Activities General Education Curriculum Nonacademic Activities

The first “where” to consider is…
Special education is not a place. It’s a set of supports and services . . . Where a child with a disability receives special education services is that child’s placement OK, let's see how many you remembered. Did you write down....the parents of the child? If you did, put a check next to "Parents." And how 'bout a representative of the LEA? LEA stands for local educational agency, which is the agency responsible for making a free appropriate education available to the child. In most cases, the representative is someone from the school----say, the principal---- or the director of special education in the school or school district. More important than who this person is are the 3 qualifications this person must have. To serve in this role, the person must be qualified to provide specially designed services to meet the needs of children with disabilities (THAT's the definition of special education under IDEA 2004) (or to supervise its provision). This person must also know about the general education curriculum, and be knowledgeable about the resources that the LEA has available. Implicit in these requirements is that the person can help inform the IEP team as to what the general curriculum involves and focuses upon, AND have the authority to commit the resources of the LEA on behalf of the child as part of his or her special education. Who else did you list as part of the IEP team? What type of teachers? Did you list a special education teacher AND a general education teacher? These two individuals are required by law if the child is participating in general education or MAY be participating in it. Next is someone who can talk about what the evaluation results mean for instruction, or to speak knowledgeably about the instructional implications of the evaluation results. Here we'll call this person an evaluation and instruction "expert." Requiring this person on the IEP team dovetails nicely with the law's requirement that the evaluation be conducted to do more than just determine if the child is eligible for special education services. The evaluation must also provide information that informs development of the IEP. Did you include "others" with knowledge or special expertise about the child? This person is not "required" to attend in the same way the others are. This person is entitled to attend, if invited by the LEA or the parents. This person is there to illuminate the discussion about the child and to shed insight according to his or her special knowledge of the child. This person may be a related services provider, such as the speech-language pathologist or a physical therapist, but could also be someone like another family member, a daycare provider, a past teacher, or a close friend who knows the child well. And finally----last but not least, the CHILD is part of the IEP team when appropriate. If transition services are going to be discussed at the meeting, then the LEA must invite the child to the meeting. There are obvious and very good reasons why the child might wish to attend and have something ----or a lot----to say.

OUR DECISIONS HAVE TO ALIGN WITH:
THE RESEARCH THE LAW THE DATA

IDEIA Congressional Findings
(5) Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made effective by… (A) 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…

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, “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.

THE OUTCOME DATA IEP and Inclusion Tips for Parents and Teachers
“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)

“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)

THE OUTCOME DATA “The social competence, communication skills, and other developmental skills of students with disabilities improved in inclusive settings.” Bennett, Deluca, & Bruns. (1997) Putting inclusion into practice: Perspectives of teachers and parents. Exceptional Children, 64(1), “The costs of inclusive services over time are likely to be less than those of segregated forms of service delivery.” Halvorsen, Neary, Hunt, & Piuma. (1996). A model for evaluating the cost-effectiveness of inclusive and special classes. Hayward, CA: PEERS Project, California State University.

“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

THE OUTCOME DATA A University of Wisconsin-Madison 2002 study of 405 adolescents and adults with ASD found that: 10% were in competitive employment The lack of social skills and social understanding has been cited as a primary cause of unemployment or under-employment for many otherwise skilled individuals on the autism spectrum. 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 MICHIGAN ( )—61 Ss w/ ASD 19.7% competitively employed All Ss w/ IEP 30.1% competitively employed

What about the LAW?

THE LAW--HISTORY: ORIGINATION OF SPECIAL EDUCATION
Intention of Special Education 1976 P.L ACCESS TO…… WHY: Brown vs. Board of Education You cannot segregate based on color……… You cannot segregate based on disability…….. THIS IS A CIVIL RIGHTS ISSUE And the fight has already been fought……

Brown vs. Board of Education
Brown v. Board of Education was not simply about children and education. The laws and policies struck down by this court decision were products of the human tendencies to prejudge, discriminate against, and stereotype other people by their ethnic, religious, physical, or cultural characteristics. Ending this behavior as a legal practice caused far reaching social and ideological implications, which continue to be felt throughout our country. The Brown decision inspired and galvanized human rights struggles across the country and around the world.

GETTING BACK TO THE INTENTION OF THE LAW
Focus on One Curriculum: General Education WITH Special Education Support (instead of vs.) NCLB Revisions IDEA Revisions 80/80 Statement OSEP

Continuum of Alternative Placements
MI CIMS Thresholds for Restriction SPP Indicator 5: Educational Environments Targets ( ) OK, let's see how many you remembered. Did you write down....the parents of the child? If you did, put a check next to "Parents." And how 'bout a representative of the LEA? LEA stands for local educational agency, which is the agency responsible for making a free appropriate education available to the child. In most cases, the representative is someone from the school----say, the principal---- or the director of special education in the school or school district. More important than who this person is are the 3 qualifications this person must have. To serve in this role, the person must be qualified to provide specially designed services to meet the needs of children with disabilities (THAT's the definition of special education under IDEA 2004) (or to supervise its provision). This person must also know about the general education curriculum, and be knowledgeable about the resources that the LEA has available. Implicit in these requirements is that the person can help inform the IEP team as to what the general curriculum involves and focuses upon, AND have the authority to commit the resources of the LEA on behalf of the child as part of his or her special education. Who else did you list as part of the IEP team? What type of teachers? Did you list a special education teacher AND a general education teacher? These two individuals are required by law if the child is participating in general education or MAY be participating in it. Next is someone who can talk about what the evaluation results mean for instruction, or to speak knowledgeably about the instructional implications of the evaluation results. Here we'll call this person an evaluation and instruction "expert." Requiring this person on the IEP team dovetails nicely with the law's requirement that the evaluation be conducted to do more than just determine if the child is eligible for special education services. The evaluation must also provide information that informs development of the IEP. Did you include "others" with knowledge or special expertise about the child? This person is not "required" to attend in the same way the others are. This person is entitled to attend, if invited by the LEA or the parents. This person is there to illuminate the discussion about the child and to shed insight according to his or her special knowledge of the child. This person may be a related services provider, such as the speech-language pathologist or a physical therapist, but could also be someone like another family member, a daycare provider, a past teacher, or a close friend who knows the child well. And finally----last but not least, the CHILD is part of the IEP team when appropriate. If transition services are going to be discussed at the meeting, then the LEA must invite the child to the meeting. There are obvious and very good reasons why the child might wish to attend and have something ----or a lot----to say. General Education Classroom 80%+ Target 61% (63%) Removal from the General Education Classroom >60% Target 12.4% (11.9%) Removal from the General Education Classroom 21-60% Separate Facility Target 4.9% (4.8%) << Less More >> Restrictive

IDEA Regulations Two fundamental requirements:
That the child will receive FAPE In the least restrictive environment (LRE). “….IDEA’s strong preference that, to the maximum extent appropriate, children with disabilities be educated in regular classes with their nondisabled peers with appropriate supplementary aids and services." –Wrights Law

Defining FAPE FAPE is an individualized educational program that is designed to meet the child's unique needs and from which the child receives educational benefit, and prepares them for further education, employment, and independent living. Wrights Law

Defining LRE: Fed Language
To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities are educated in the general education classrooms with children who are not disabled and that special classes, separate schooling, or other removal of children with disabilities from regular education environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aides and services cannot be achieved satisfactorily. OK, let's see how many you remembered. Did you write down....the parents of the child? If you did, put a check next to "Parents." And how 'bout a representative of the LEA? LEA stands for local educational agency, which is the agency responsible for making a free appropriate education available to the child. In most cases, the representative is someone from the school----say, the principal---- or the director of special education in the school or school district. More important than who this person is are the 3 qualifications this person must have. To serve in this role, the person must be qualified to provide specially designed services to meet the needs of children with disabilities (THAT's the definition of special education under IDEA 2004) (or to supervise its provision). This person must also know about the general education curriculum, and be knowledgeable about the resources that the LEA has available. Implicit in these requirements is that the person can help inform the IEP team as to what the general curriculum involves and focuses upon, AND have the authority to commit the resources of the LEA on behalf of the child as part of his or her special education. Who else did you list as part of the IEP team? What type of teachers? Did you list a special education teacher AND a general education teacher? These two individuals are required by law if the child is participating in general education or MAY be participating in it. Next is someone who can talk about what the evaluation results mean for instruction, or to speak knowledgeably about the instructional implications of the evaluation results. Here we'll call this person an evaluation and instruction "expert." Requiring this person on the IEP team dovetails nicely with the law's requirement that the evaluation be conducted to do more than just determine if the child is eligible for special education services. The evaluation must also provide information that informs development of the IEP. Did you include "others" with knowledge or special expertise about the child? This person is not "required" to attend in the same way the others are. This person is entitled to attend, if invited by the LEA or the parents. This person is there to illuminate the discussion about the child and to shed insight according to his or her special knowledge of the child. This person may be a related services provider, such as the speech-language pathologist or a physical therapist, but could also be someone like another family member, a daycare provider, a past teacher, or a close friend who knows the child well. And finally----last but not least, the CHILD is part of the IEP team when appropriate. If transition services are going to be discussed at the meeting, then the LEA must invite the child to the meeting. There are obvious and very good reasons why the child might wish to attend and have something ----or a lot----to say.

LRE Misconceptions Student is in a restricted placement. Staff says: “Well, this is the ‘least restrictive environment’ for this student based on his/her needs.” LRE is a LEGAL term – not a relative description of a program that fits a given students needs. LRE is interpreted by the courts / states.

Why are we Segregated? DISCUSSION

Personal Accountability to END Segregation
We will never have integrated opportunities if WE (special education) are not integrated in the school culture How do you do that?? START WITH: Strategies ….. Medium of Exchange (similarities—gen ed / spec ed)

BUT….. How do you make this CHANGE happen?
Big picture? Committee Perfect Plan PRIOR to Implementation OR Incremental steps . . . PERSONAL Accountability / Responsibility

Your Behavior Expresses Your Belief System
Incremental Steps YOUR ACCOUNTABILITY Your Behavior Expresses Your Belief System

Your Behavior Expresses your Belief System… DO YOU……
Talk about students with ASD by their age rather than their grade level? 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)

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).

Convey test scores unrelated to how the student is functioning within the general education classroom? Blame parents for the problems their child is having. Believe that students with ASD are being manipulative, lazy, deliberate, choosing to not comply? Blame the STUDENT for their problem….

The point is this…….. THERE ARE BARRIERS TO SUCCESSFULLY EDUCATING STUDENTS WITH ASD….. WE SHOULD NOT BE ONE OF THOSE BARRIERS….. LOU BROWN

Beliefs and Behaviors that PREVENT Integrated Opportunities
Self Evaluation. . . Beliefs and Behaviors that PREVENT Integrated Opportunities

Where we STARTed . . . You did what you did when you knew what you knew. . . You now know different – which makes you accountable Do Different: Incremental steps Look in the mirror each morning and decide: do I let the barriers stop me or do I do SOMETHING each day to make this change

Self Evaluation. . . Your accountability to the change process
Beliefs and Behaviors that SUPPORT Integrated Opportunities

REPORT OUT ACTIVITY If you write it down, you are even MORE likely to do it…. (Post Its) 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 to promote and integrated culture….
Personal Accountability in the IEP process to honor the development of an integrated culture through LRE / Universal Supports Personal Accountability in implementing the IEP process….

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 One of the most exciting processes incorporated within the CIMS is the Educational Benefit Review. This is a team process that compares and critically self-evaluates a three-year series of student Individualized Education Programs (IEPs). The purpose of the Educational Benefit Review is to determine if individual students’ IEPs were reasonably calculated for the students to achieve educational benefit. This process looks at how and how well the IEP teams made decisions on the behalf of individual students. Through the review and charting of each individual student’s IEPs, spanning a three-year period, the district will be able to answer targeted follow-up questions related to the processes used and decisions made to develop a student’s program. The MDE encourages all superintendents and school administrators to involve themselves with at least one Educational Benefit Review. The experience is eye-opening and a beneficial learning opportunity for everyone involved. Just a quick note about the name “Educational Benefit” being assigned to this process: The MDE is well aware that “Educational Benefit” language was used in the Rowley case and that a few individuals may squirm at any procedures that embrace those words. The CIMS architects have discussed this at length with many experts. The decision was made to keep the language in the context of the “Educational Benefit Review” procedures for the SPSR. It is what it is, and the MDE didn’t want to confuse anyone by creating different terminology for something that has already been assigned this name, a history of working, and been well-received at the local levels. (This specific review process has been used in California for the past several years and the feedback has been overwhelmingly positive. The MDE has witnessed the same positive responses here in Michigan.)

Materials Needed THREE years of: IEPs METs / other assessments ER
Progress Reports on IEP goals

Step 1: Complete ONE for Each Year
Where to get this info?

Analyze Relationships Among Components
Social

Are the assessments complete and do they identify all of the student’s needs? Does the PLAAFP statement identify all of the student’s primary needs related to progress in the general education curriculum / environment? Are all of the student’s needs, including postsecondary outcomes (for secondary students), addressed by supplementary aids and services, goals and objectives, and/or transition services? Are there programs and services to support all of the student’s goals and objectives? Did the IEP consider the LRE in developing the program? Did the student made progress on measurable goals and objectives? Is there objective data to support this progress? OR If adequate progress was not made, was the IEP adjusted?

Social Initiation

Analyze Relationships Across Years
In reviewing the comparison of the PLAAFP from Year 1 to Year 2 and from Year 2 to Year 3, if the student did make progress, were the goals and objectives, transition activities, or programs and services in Year 3 changed in the IEP to facilitate the student’s future progress, including participation in general education? In reviewing the comparison of the PLAAFP from Year 1 to Year 2 and from Year 2 to Year 3, if the student did not make progress, were the goals and objectives, transition activities, or programs and services in Year 3 changed in the IEP to facilitate the student’s future progress? Do the transition services provided for the student over the three-year period of review represent a coordinated set of activities related to the student’s vision for adult life? To assess for overall compliance: Considering the answers to each of the questions above, was the IEP reasonably calculated to result in educational benefit?

You did what you did when you knew what you knew….
WHAT HAVE YOU LEARNED? You did what you did when you knew what you knew…. Once you know different, you are accountable to it!

The PLAAFP

The PLAAFP Statement of the… Student’s present levels of academic achievement and functional performance --how student’s disability affects student’s involvement and progress in the general education classroom and curriculum

What about “ACADEMIC ACHIEVEMENT?”

PLAFFP Statement Framework
Area Data: Impact on Progress in Gen Ed Areas preventing access and/or impacting progress in gen ed Data—COMPARED TO PEERS for each area What impact does this have on progress toward goals and objectives

DATA COMPARED TO PEERS Standardized scores by themselves are not helpful because they do not link with the general education curriculum / classroom and are not specific enough to develop annual goals. State and district-wide assessments often DO related to the curriculum but may not be specific enough to develop annual goals. All assessment scores should be coupled with the day-to-day observational data, progress notes, and instructional and assessment information from the classroom.

OPTIONS for DATA Standardized Measures Rating Scales
State / Local Assessments Classroom Output Grades / Progress Notes Direct Observation GLCEs

The Question to Ask In what way does this student’s disability affect his/her ability to participate / progress in the general education classroom / curriculum? Characteristics Related to ASD Ability to Participate in Instruction Socialization Skills / Competence Communication Independent Skills Transition Issues Ability to Manage Stress / Anxiety Behaviors OTHERS?

PLAFFP Statement EXAMPLE
Area Data: (compared to Peers) Impact on Progress in Gen Ed Social Teacher rating scale: 97% fewer social interactions than others of same age. Sean talks about Star Wars excessively to peers. He does not have a preferred friend and is alone at lunch and recess. In the classroom, Sean does not choose a partner or join a group to work without adult prompting. He does participate in cooperative work with peers without argument, which results in adult intervention and facilitation or Sean having to leave the classroom. Social interactions are affected by continual Star Wars talk and communication difficulties.

PLAFFP Statement EXAMPLE
Area Data: (compared to peers) Impact on Progress in Gen Ed Independent Skills Typical peers are able to navigate the environment independently without adult prompting or support. They are able to take a break when needed and complete their assignments with minimal adult prompting / support. During observations, Jacob needed multiple adult verbal prompts to complete tasks and transition from activity to activity. He was not able to independently take a break when frustrated which resulted in frequent screaming outbursts. Jacob also was not able to get ready to return home by getting his materials and putting on his outerwear without adult supports and prompting.

TEAM TIME PLAAFP Statement for Target Student
WHAT YOU NEED This year’s IEP (PLAAFP & Goals) POC Information Action Plan Form PLAAFP Statement Framework Form Area Data: Compared to Peers Impact on Progress in Gen Ed Socialization Independence ONE MORE OF YOUR CHOICE List what data you have for each area / action plan for what data is needed What impact does this have on progress in gen ed

Just because there is a NEED does not mean you need a GOAL—
You MUST address each need within the IEP – don’t necessarily need a goal— Transition plan Supplementary Aids / Services Goals / Objectives

Identifying Supplementary Aids / Services / Personnel Supports

What ARE Supplementary Aids / Services?
--aids, services and other supports that are provided in regular education classes or other education-related settings to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate.

PLAFFP Statement Framework
Area Data: Impact on Progress in Gen Ed What’s Working What is Needed Areas preventing access and/or impacting progress in gen ed Data—COMPARED TO PEERS for each area / What impact does this have on progress toward goals and objectives What supports / strategies are currently being used and are successful What supports / strategies need to be continued / are still needed

Supplementary Aids / Services / Personnel Supports EFFECTIVE STRATEGIES
Visual Strategies Functional Communication System Peer to Peer Support Paraprofessional Team Meetings Training for Staff Positive Behavior Support Plan Accommodations / Modifications OTHERS?

Supplementary Aids, Services, Personnel Supports for Target Student
TEAM TIME Supplementary Aids, Services, Personnel Supports for Target Student How to Operate the Slide: Slide self-loads. No clicking is needed, except to advance the slide to the next one. Use this slide to orient your audience to what this training will be about: The IEP team and who’s a member.

Next Question: What needs CANNOT be met through supplementary aids, services, personnel supports and/or requires specialized instruction

“Specially Designed Instruction” Michigan Revised Admin Rules 2002
Adapting, as appropriate to the needs of the student, the content, methodology, or delivery of instruction To address the unique needs of the child To ensure the child’s access to the general curriculum

Examples ----- The SYSTEMS in Supplementary Aids / Services—
Visual Schedule FCS Visual Supports Accommodations / Modifications OTHERS? Mechanism for IMPLEMENTATION

THESE BECOME YOUR GOALS AND OBJECTIVES

Measurable annual goals; benchmarks / short term objectives
Statement of … Measurable annual goals; benchmarks / short term objectives

These measurable annual goals must be designed to…
Meet child’s needs that result from child’s disability Not --Restatement of gen ed curriculum --List of everything the student is expected to learn in every content area to enable the child to be involved in and make progress in the general education curriculum

What skills does the student need in order to access / master the content rather than what content the student needs to learn. DISCUSSION

Whoa….. What about SB-IEP?
WHY SB-IEP? MDE Memorandum March 2009 MDE Quick Reference Guide

What about academic goals?
No hard / fast rules Things to consider: 3 tiered system of academic support Have to know ASD—OUTPUT Gain Rate vs. Time Spent

Writing Goals and Objectives / Benchmarks
Write broad-based goals with a number of separate but relevant measurable objectives. Write measurable goals with a number of timed benchmarks for the goals.

Writing a Measurable Goal / Objective
Utilizing (WHAT CONDITIONS) Visual Supports Environmental Condition Peers Prompt Level Student will do WHAT (behavior—observable / measurable) to what extent / level over what period of time Measures: Frequency Duration

Recognizing A Good Objective
SMART S = Specific M = Measurable A = Action words (verbs) R = Realistic & Relevant (achievable) T = Time Limited

Who? – will achieve What? – skill or behavior How? – in what manner or at what level Where? – in what setting/ under what conditions When? – by what time? Ending date

Observable Behavior Verbally label Verbally express Point to Look at Complete task Follow Direction Choose/ select Raise hand Remain in seat/area Answer questions Draw Request Locate/ find Cut/ Copy/ paste/ color Put on/ Take off Conditions: Given a request During transition periods During social conversation During structured conversation During class discussion When reading a story, When given 10 problems, questions.... When shown a variety of/ When given a choice When prompted ( Identify and specify type # ) When provided a visual schedule

Criteria and Mastery Criteria Mastery within 5 minutes
3 out of 4 trials 4 times weekly for 40% of trials 2 times daily for 5 consecutive sessions Mastery should be at a 70 % or higher level of success. 7 out of 10 trial days 5 consecutive trial days 5 consecutive weeks 8 out of 10 trial days

GOALS / OBJECTIVES EXAMPLES
Marci will have improved functional communication skills for indicating wants and needs. Marci will use a system of words, pictures, gestures to indicate basic wants and needs during classroom activities. (8 of 10 trials) Marci will use a picture schedule to follow daily classroom routines with minimal prompting. (8 of 10 trials) Marci will use a system of words, pictures, gestures to participate in conversational routines with peers. (8 of 10 trials)

Chris will improve his social communication skills in the classroom setting. 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)

Kayla will increase her social communication skills for interaction with adults and peers as measured by mastery of the following objectives. 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 trials0

Goals / Objectives Activity

GOALS / OBJECTIVES? Social Area Data: (compared to Peers
Impact on Progress in Gen Ed What’s Working What is Needed Social Teacher rating scale: 97% fewer social interactions than others of same age. Sean talks about Star Wars excessively to peers. He does not have a preferred friend and is alone at lunch and recess. In the classroom, Sean does not choose a partner or join a group to work without adult prompting. He does participate in cooperative work with peers without argument, which results in adult intervention and facilitation or Sean having to leave the classroom. Social interactions are affected by continual Star Wars talk and communication difficulties. Adult assignment of peer partner; Adult facilitation of conflict resolution during small group or partner work; Star Wars talk in schedule. Pick a peer to talk about Star Wars for 3 minutes. Peer training to remove adult facilitation;

GOALS / OBJECTIVES Guided Practice
Area Data: (compared to peers) Impact on Progress in Gen Ed What’s Working What is Needed Independent Skills Typical peers are able to navigate the environment independently without adult prompting or support. They are able to take a break when needed and complete their assignments with minimal adult prompting / support. During observations, Jacob needed multiple adult verbal prompts to complete tasks and transition from activity to activity. He was not able to independently take a break when frustrated which resulted in frequent screaming outbursts. Jacob also was not able to get ready to return home by getting his materials and putting on his outerwear without adult supports and prompting. Weekly monitored PBS plan Visual Schedule Visual prompts Break Card / Time Away Active teaching of the visual schedule Check schedule card Pairing verbal prompts with the visuals – creating more Pairing of break card with behavior

GOALS / OBJECTIVES? Area Data: (compared to peers)
Impact on Progress in Gen Ed What’s Working What is Needed Independent Skills Typical peers are able to navigate the environment independently without adult prompting or support. They are able to take a break when needed and complete their assignments with minimal adult prompting / support. During observations, Jacob needed multiple adult verbal prompts to complete tasks and transition from activity to activity. He was not able to independently take a break when frustrated which resulted in frequent screaming outbursts. Jacob also was not able to get ready to return home by getting his materials and putting on his outerwear without adult supports and prompting. Weekly monitored PBS plan Visual Schedule Visual prompts Break Card / Time Away Active teaching of the visual schedule Check schedule card Pairing verbal prompts with the visuals – creating more Pairing of break card with behavior

Kayla’s PLAAFP (Using Option II) Area: Social-Communication
Describe specific baseline data compared to same age peers… Teacher rating scale: 86% fewer social interactions than others of same age. Kayla blurts out with unrelated comments and requests for help during instructional time, independent work time and during whole class discussion at an average rate of 20 times per hour; peers average 2-3 blurt outs per hour . Kayla talks excessively about the weather with her peers; peers have a wider range of conversational topics. Describe how student’s academic, dev, functional needs affect progress in gen ed… In the classroom, Kayla does not offer topic relevant information without adult prompting nor does she participate in cooperative work with peers without continual talking about the weather, which results in adult intervention and facilitation or Kayla having to work independently. Social interactions are affected by continual weather talk. Kayla’s frequent requests for help interfere with her independence as a learner.

Kayla’s PLAAFP Area: Social-Communication
Describe needs of student that will be addressed in supplemental aids/services, goals… Build weather talk into schedule. Pick a peer to talk about weather with for 3 minutes and give weather reports in the morning; Peer training to reduce adult intervention; Visual cue cards related to topic of discussion; Instruction and visual supports in appropriately requesting help and making comments; Implementation of system for self-regulation of blurting out. Explain how student accesses or makes progress in gen ed curriculum based on grade level content standards…(E3.9/E3.10) (1)Utilizing visual supports, visual, verbal, and gestural prompts, and peer support (2) instruction in requesting help and topic maintenance (3) system for self-regulation of blurting out

Using visual and verbal prompts, Kayla will increase her social communication skills for interaction with adults and peers as measured by mastery of the following objectives (E3.9/E3.10). With a visual prompt, Kayla will ask a topic-related question of the teacher during science and social studies lessons (8/10 lessons). With gestural prompts from peers, Kayla will limit conversational ideas appropriate to the topic during cooperative work groups in science and social studies. (8/10 prompts) During independent work time, Kayla will gain the attention of a peer or teacher using visual and gestural means to make a request and to gain assistance. (4/5 requests)

Goals and Objectives Example for ASD
ELA 3.3 When Kayla is……… Self monitoring by applying strategies such as questioning…. (R.MT ) And Applying significant knowledge from grade level science texts…. (R.CM ) She is also…….. Using visual and verbal prompts, Kayla will increase her social communication skills for interaction with adults and peers as measured by mastery of the following objectives (E3.9/E3.10). With a visual prompt, Kayla will ask a topic-related question of the teacher during science and social studies lessons (8/10 lessons).(L.CN.03.01) With gestural prompts from peers, Kayla will limit conversational ideas appropriate to the topic during cooperative work groups in science and social studies. (8/10 prompts) (L.CN.03.02) During independent work time, Kayla will gain the attention of a peer or teacher using visual and gestural means to make a request and to gain assistance. (4/5 requests)

Developing Goals and Objectives for Target Student
TEAM TIME Developing Goals and Objectives for Target Student How to Operate the Slide: Slide self-loads. No clicking is needed, except to advance the slide to the next one. Use this slide to orient your audience to what this training will be about: The IEP team and who’s a member.

Identifying Special Education Programs / Services and Ancillary / Related Services

From the Goals / Objectives…..
What special education programs / services and/or ancillary / related services are needed. THE LRE QUESTION: With supplementary aids / services AND / OR Push in ancillary / related services Can the student make adequate progress on goals and objectives If yes, no pull out program / services is needed…. NO RESTRICTION If no, what level of restriction is needed and for what services: Speech language, OT, PT, etc. Classroom / Program

Continuum of Alternative Placements
MI CIMS Thresholds for Restriction SPP Indicator 5 LRE 2009 Targets – Changes Yearly to 80/80 OK, let's see how many you remembered. Did you write down....the parents of the child? If you did, put a check next to "Parents." And how 'bout a representative of the LEA? LEA stands for local educational agency, which is the agency responsible for making a free appropriate education available to the child. In most cases, the representative is someone from the school----say, the principal---- or the director of special education in the school or school district. More important than who this person is are the 3 qualifications this person must have. To serve in this role, the person must be qualified to provide specially designed services to meet the needs of children with disabilities (THAT's the definition of special education under IDEA 2004) (or to supervise its provision). This person must also know about the general education curriculum, and be knowledgeable about the resources that the LEA has available. Implicit in these requirements is that the person can help inform the IEP team as to what the general curriculum involves and focuses upon, AND have the authority to commit the resources of the LEA on behalf of the child as part of his or her special education. Who else did you list as part of the IEP team? What type of teachers? Did you list a special education teacher AND a general education teacher? These two individuals are required by law if the child is participating in general education or MAY be participating in it. Next is someone who can talk about what the evaluation results mean for instruction, or to speak knowledgeably about the instructional implications of the evaluation results. Here we'll call this person an evaluation and instruction "expert." Requiring this person on the IEP team dovetails nicely with the law's requirement that the evaluation be conducted to do more than just determine if the child is eligible for special education services. The evaluation must also provide information that informs development of the IEP. Did you include "others" with knowledge or special expertise about the child? This person is not "required" to attend in the same way the others are. This person is entitled to attend, if invited by the LEA or the parents. This person is there to illuminate the discussion about the child and to shed insight according to his or her special knowledge of the child. This person may be a related services provider, such as the speech-language pathologist or a physical therapist, but could also be someone like another family member, a daycare provider, a past teacher, or a close friend who knows the child well. And finally----last but not least, the CHILD is part of the IEP team when appropriate. If transition services are going to be discussed at the meeting, then the LEA must invite the child to the meeting. There are obvious and very good reasons why the child might wish to attend and have something ----or a lot----to say. General Education Classroom 80%+ Target 61% Removal from the General Education Classroom >60% Target 12.4 Separate Facility Target 4.9 Removal from the General Education Classroom 21-60% << Less More >> Restrictive

TEAM TIME Discussion on Special Education Programs / Services and Ancillary / Related Services for Target Student How to Operate the Slide: Slide self-loads. No clicking is needed, except to advance the slide to the next one. Use this slide to orient your audience to what this training will be about: The IEP team and who’s a member.

This is not the end. It is not even the beginning of the end
This is not the end. It is not even the beginning of the end. But it is, perhaps, the end of the beginning Winston S. Churchill

Implementing the IEP with Fidelity

Measuring Progress (PROBES)
Implementing the IEP Fidelity Tools Measuring Progress (PROBES) Transitions in the IEP Year

Instructional Outcomes— PURPOSE AND INTENT Differentiated Instruction

Measuring Progress PROBES—Things to Consider Who When How Often
In What Format Analysis Reporting

Taking Data Probes Utilizing a check schedule card, Jason will go to his schedule independently 4/5 transitions. Utilizing a visual communication system, Kayla will independently make requests in at least 3 environments. Utilizing visual mini schedules, Candice will independently complete a 3 step activity.

QUESTIONS / CLARIFICATIONS
SUMMARY QUESTIONS / CLARIFICATIONS 5 CONCEPTS to IMPLEMENT

IEP Development and Implementation

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IEP Development and Implementation

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