A QUALITY IEP PROCESS FOR PRE-K PROGRAMS

1. A QUALITY IEP PROCESS FOR PRE-K PROGRAMS Session 2

2. Implementing and Monitoring the Individual Educational Plan

3. Purpose of Training • To provide guidance to early childhood professionals in writing and implementing quality IEPs, in accordance with the requirements of IDEA 2004. • To integrate evidence-based practices into the IEP process, including the Division of Early Childhood/Council for Exceptional Children Recommended Practices. http://www.dec-sped.org/ • To support the inclusion of children with disabilities to learn, play, and grow among their typically developing peers.

4. Review of Follow-Up Activity Handout 12 from Session 1 • Review of Jillian Morgan’s Present Level Statement and Measureable Annual Goal. • Comments or Questions about PLAAFPS or MAGS?

5. 5 Implementing the IEP

6. The IEP: A 6-Step Process 1. 2. 3. 4. 5. 6.

7. TEAMING: Spaghetti Tower Activity • Objective: In 15 minutes, construct a tower as high as possible using spaghetti and marshmallows provided. Pieces of spaghetti may be broken into desired lengths. • Teams: 3-4 people. • Rules: Only the materials provided may be used. The highest tower is the winner and the judge’s decision is final!

8. 8 4. Implementing the IEP & Developing the Activity Matrix “How will the goals (and objectives or benchmarks) be embedded in child-initiated, planned, and routine activities?”

9. Effective Implementation of the IEP • All team members should have easy access to the IEP and understand their responsibilities for implementation (including Head Start, VPK, and community child care teachers). • Teamwork and communication are crucial to consistent and effective implementation. • Professional development, support, and coaching must be available for teachers and others implementing the IEP.

10. Effective Implementation of the IEP (cont.) • Requires an organized approach to addressing goals across activities, materials, people, and settings. • Utilizes evidence-based instructional strategies. • Involves all team members in implementing the IEP and assessing the child’s progress and learning. • Requires identification of changes in the child’s needs or changes in the environment that impact progress over time.

11. Example of Implementing IEP Goals in an Inclusive Class • Embedded Instruction Video - Motor planning and peer interaction NPDCI-Connect Modules

12. Rights of Teachers and Staff in Implementing the IEP

13. Family Involvement in Implementing the IEP

14. What is Embedded Instruction? • Promotes child engagement, learning, and independence. • Teaches IEP goals in natural contexts. • Multiple opportunities to learn and practice meaningful skills across settings, materials, and people. http://www.embeddedinstruction.net/

15. DEC Recommended Practices that Support Embedded Instruction • Planning occurs prior to implementation, and that planning considers the situation (home, classroom, etc.) to which the interventions will be applied. (C19) • A variety of appropriate settings and naturally occurring activities are used to facilitate children’s learning and development. (C9) • Practices are used systematically, frequently, and consistently within and across environments and across people. (C18) http://www.dec-sped.org

16. Embedded Instruction http://www.embeddedinstruction.net/

17. Embedded Instruction - What, When, and How Embedded Instruction for Early Learning

18. Which Goal is Best for Embedded Instruction?

19. Which Goal is Best for Embedded Instruction?

20. Example of Embedded Instruction Embedded Instruction Video - Articulation Practice

21. Using an Activity Matrix to Embed IEP Goals • Identifies daily schedules, routines, and transitions for a child or group of children. • Identifies potential teaching opportunities in which to embed targeted IEP goals throughout the day. • Supports selection of appropriate teaching strategies for a routine or activity. • Assists teachers, therapists, parents and administrators in linking the daily schedule with priority IEP goals.

22. EXAMPLE OF ACTIVITY MATRIX – Morning Routine at Home

23. Matrix with Intervention Strategies          Key:  = met outcome; = did not meet outcome

24. Individual Child MatrixHandouts 13 & 14

25. Group Activity MatrixHandout 15

26. Evidence on the Use of Activity Matrices

27. BUILDING BLOCKSSANDALL AND SCHWARTZ (2008) Identification or development of learning opportunities that are more planned, directed, explicit, and intense and are not part of the regular daily curriculum. Increased intensity & specificity Child Focused Instructional Strategies Addressing children’s learning goals (IEP) by embedding planned learning opportunities into typical classroom activities or the daily routine. EmbeddedLearning Curriculum Accommodations Change to ongoing activities or materials to maximize a child’s Participation. High Quality Instructional Program Foundation for optimal development and learning.

28. Continuum of AccommodationsHandout 16 Least Most Intrusive Intrusive The Goal: Use the least intrusive adaptation. If an adaptation is not having the result you want, try the next level of adaptation.

29. Activity MatrixHandouts 17 and 18 JOSÉ

30. 30 Evaluating the IEP

31. The IEP: A 6-Step Process 1. 2. 3. 4. 5. 6.

32. 32 5. Monitoring and Reporting Child Progress “How will we measure and report the progress the child is making toward attaining the goals?”

33. Reporting Progress KITS Technical Assistance Packet - 2006

34. Monitoring and Reporting Progress . . .

35. IDEA 2004 Monitoring Intervention • Performance data are collected and documented on a regular and frequent basis. • Modification of the intervention plan is made as frequently as necessary, based on monitoring information. Progress monitoring information is: • Summarized and documented in a way that communicates whether the intervention is accomplishing its intended effect. • Used frequently and repeatedly to determine whether the anticipated outcomes for the child are being met.

36. Example of Measureable Annual Goal and Monitoring Strategy Goal: In 36 instructional weeks, during group activities, Alicia will attend (i.e., listen to a story, respond to questions, stay in activity) to the teacher for 10 minutes, without individual verbal prompts, for at least 1 activity per day, for 5 consecutive days. • Monitoring: A classroom teacher or other support staff will conduct a time sample observation for at least 10 minutes during circle time, story time or other large group activity. The team may schedule these observational periods over a few days or a few weeks, but Alicia must be observed exhibiting the skill for at least 1 activity for 5 consecutive days. The team will provide Alicia's family with information regarding her progress 4 times a year when progress reports are sent to all families in the classroom. KITS Technical Assistance Packet - 2006

37. 37 Data Collection

38. How Do You Use Data in Your Everyday Life?

39. Data Form

40. Ben’s Playtime – Family Data 4 = Laughed, 3 = Cooperated, 2 = Fussed, stayed 1 = Cried, refused stayed w/activity took several turns briefly to participate From CSEFEL

41. Amy’s Transitions Week of: _________________ Rate the problem behavior: 0 = no problems, 1 = whining, resisting, 2 = screaming, falling on floor, 3 = screaming, hitting, other aggression From CSEFEL

42. CHILD’S NAME: MARCUSBEHAVIOR: SITS DURING SNACKSTARTING FROM THE BOTTOM, SHADE THE NUMBER OF BOXES THAT REPRESENT THE LENGTH OF TIME THE CHILD SITS. EACH BOX REPRESENTS TWO MINUTES. AVERAGE DURATION From CSEFEL

43. For Data to be Meaningful: • Understand the purpose for collecting data. • Use valid procedures for collecting data. • Use data to: • Solve problems • Inform decisions and guide instruction • Improve communication between team members (including family) • Revise the IEP as needed to promote the child’s development and learning .

44. Using Data for Instructional and Service Decisions

45. Things to Remember

46. More to Remember

47. Monitoring Progress - Summary

48. Bailey and Wolery, 2003

49. The IEP: A 6-Step Process 1. 2. 3. 4. 5. 6.

50. 48 6. Reviewing and Revising the IEP