ECSE Indicator Trainings Lunch & Learn Series

1. ECSE Indicator TrainingsLunch & Learn Series Functional IEP Goals in Community Settings Presenter: Mary Joslin – Preschool Environments Statewide Coordinator Moderator: Jenny Giles - DPI Early Childhood Special Education Consultant

2. In today’s webinar we will:

3. Important Things to Know • Everyone is muted • If you have a question just raise your hand by clicking in the hand box by your name. You must click your hand again to lower it. • You can also submit a question in the question box. Type your question here and press send.

4. Participant Poll What is your role in the development of a child’s IEP? Please respond to poll located in the lower section of your control panel – thank you.

5. So… http://sped.dpi.wi.gov/sped_spp-preout scroll down too Assessment Tools for Child Outcomes - PowerPoint - Webinar

6. NICHCY Training Modules

7. Functional Assessment

8. Gathering Functional Information

9. Functionality

10. And with that information

11. http://sped.dpi.wi.gov/files/sped/pdf/iepguide.pdf Page 8

12. Sun Prairie School District Sally Drenoske Early Childhood Teacher/Diagnostician smdreno@spasd.k12.wi.us Stephanie Sauer Occupational Therapist

13. 1) What does the child enjoy doing and what is the child doing now? Very engaging with adults Good sense of humor Great academic readiness skills through the use of flash cards Fast learner Loves being outside Loves learning in general Very observant of people and his environment Enjoys playing with a ball Amazing pencil grasp Loves to color, finger paint Motivated to do, learn, etc… Strong willed Scooting to move, mobility skills have increased since not having oxygen during the day Going up the stairs

14. 1) continued Has about 35 signs, including labels, actions, describing, etc… Starting to put signs together Has a great understanding of language and vocabulary Switching hands for dominancy Does non-interlocking puzzles Walking with his hands held Stands at furniture Has a great safety awareness for himself Thinker Uses a pincer grasp on small objects Starting to taste some things, but is hypersensitive around his mouth (might avoid some toys related to eating, but is beginning to do a lot of this play) Scribbles, no line imitation or drawing within a path Stacks a tower of 3 cubes Not stringing beads

15. 2) What do we want to see the child doing in 3-5 years? Caught up with the children his age (walking, communicating) Actively participating in classroom and school activities Trache out and eating independently

16. 3) What do we want to see the child do 1 year from now? Explore air/sounds output Explore oral sensitivity, motor control, awareness Increase his vocabulary (100), combining words Participate in group art activities Improve visual motor skills including pre-writing strokes Cooperative play with peers Manipulate objects/toys with 2 hands, develop hand dominancy Increase standing balance without support Walk independently at home/classroom Walking outside/distance with assistance Getting from floor to standing without support Washing hands independently Finishing fasteners Put on an art smock/dress up clothes

17. Participant Poll Is what Sun Prairie describes like your process or different from your process? Please respond to poll located in the lower section of your control panel – thank you.

18. Now we can talk about goals Legal Requirements • Measurable • Annual • Meet needs resulting from disability • Enable child to be involved in and make progress in the general education curriculum http://nichcy.org/schoolage/iep/iepcontents/goals

19. IDEAs exact words (2)(i) A statement of measurable annual goals, including academic and functional goals designed to— (A) Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and (B) Meet each of the child’s other educational needs that result from the child’s disability… [§300.320(a)(2)(i)(A) and (B)] 34 CFR 300.320(2)(i)

20. Tie Between “Present Levels” and Annual Goals “…the writing of measurable annual goals flows from the content of the “present levels” statement” http://nichcy.org/schoolage/iep/iepcontents/goals

21. Beyond compliance to… What are things that we hope a child can do to function successfully in his world?

22. Functional Goals • Are naturally occurring • Authentic circumstances • Woven into natural child-driven activities • Have a natural cue • Opportunity to practice in a typical environment • Real life activities allow practice of real life skills • Have a critical effect • Activity matters to the child • Meaningful in the child’s daily life • Important to family • Has a purpose or function

23. Sun Prairie School District Sally Drenoske Early Childhood Teacher/Diagnostician smdreno@spasd.k12.wi.us Stephanie Sauer Occupational Therapist

24. Goal E will increase his developmental skills so that he can independently and successfully participate in routines and developmentally appropriate activities with similar age peers as measured by the following objectives. E will increase his expressive vocabulary to 100 words through sign or verbalization. BASELINE: E has about 35 signs. E will increase his breath/air output by participating in games that include but are not limited to blowing bubbles, blowing through a straw 5 out of 10 measured opportunities. BASELINE: E is just learning to get air passed his valve -- spontaneously. He is laughing. E will participate in oral exploration of non-food and food items during activities at least 1 out of 3 measured opportunities per week for 3 out of 4 weeks. BASELINE: E is not tolerating items to his mouth other than from mom at this time. E will wash his hands independently 4 out of 5 observed opportunities. BASELINE: E assists with washing hands.

25. E will increase his strength and balance in order to increase his independent mobility so he can access various school, home and community environments with supervision. 1. E will independently walk throughout his preschool classroom, without falling 50% of the time. (BASELINE: walks with hands held) 2. E will walk 100 feet on an uneven surface (grass, woodchips), using an assistive device, without falling 75% of the time, with supervision. (BASELINE: does not have experience with an assistive device) 3. E will independently stand for 60 seconds with supervision 3 of 5 observed opportunities. (BASELINE: stands while leaning against a stable object, occasionally will stand for 2-3 seconds while transitioning between objects) 4. E will transition from the floor to standing without holding onto an object 1 of 4 trials (BASELINE: gets up from floor while holding stable object or an adult's hands)

26. Functional Goals in Community Settings

27. CESA #4 Jen Kalis • Early Childhood Program Support Teacher/ EC Director • jkalis@cesa4.k12.wi.us • RBI Trainer-Candidate • (…and proud Mama to 15- month old L.J.!)

28. Routines Based Interview (RBI) What is an RBI? • Created by Robin McWilliams • This is a specific strategy to gather information from families in a conversational way. What are ROUTINES? • In this model, they are not activities the professional sets up with the family. Instead, they are: Naturally occurring activities happening with some regularity • Caregiving events • Hanging out times

29. 3 Purposes of RBI • Establish positive relationship with the family • Obtain rich and thick description of child’s functioning related to: • Participation/Engagement • Independence • Social Relationships 3. Generate a list of prioritized concerns created with the family

30. Go through each “routine” (i.e., time of day or activity) Get a sense of family’s and child’s functioning Write down significant information Star concerns identified by family Recap concerns with the family, showing them the starred items Ask what the family would like to concentrate on Write down these outcomes Ask them for the priority order The Routines-Based Interview

31. IEP Meeting Following the RBI: • Family prepared to participate meaningfully in Present Level discussion at the IEP Meeting • Family has a list of their priorities to assist in goals discussion (to bring to the IEP Meeting)

32. Steps to Functional Goal Writing • Write, “The child will participate in ______ [the routine(s) in question]” • Write “By _______ing”, (addressing the specific behavior such as walking, chewing, pointing, etc.) • Write, “We will know when he/she can do this when ____”(describe criterion for demonstration) • Add Measurement for Generalization, Fluency, or Maintenance: how frequently and over what time period, such as: 1) over time, 2)across routines, or 3) rate of behavior

33. Sample goal Olivia will participate in meals by eating independently without prompts. We will know she can do this when she eats independently without prompts for 10 minutes during three meals in 1 day for 5 consecutive days. For more information on the RBI or writing functional goals please contact your local CESA Program Support Teachers (PSTs).

35. Edgerton School District Lori Van Himbergen • Director of Pupil Services • lori.vanhimbergen@edgerton.k12.wi.us Daphne Knox • Preschool Options Coordinator • daphne.knox@edgerton.k12.wi.us

36. Pulling it all together at the IEP meeting… • Utilizing a collaborative process enlists everyone’s thoughts and ideas • The result is a truly functional and authentically integrated IEP • When the child is held at the center of the discussion, barriers are fewer and more easily overcome

37. Participant Poll What do you see as the biggest barrier to developing functional goals? Please respond to poll located in the lower section of your control panel – thank you.

38. Three tools to help • Goal Functionality Scale-Robin McWilliam • Colorado Variation on McWilliam' Scale • Early Childhood Technical Assistance Center-Functional Goals Training • Always work with your Special Education Director to review national tools before using them

40. Sample Goal: When prompted, Melissa will respond to a question without crying or displaying physical resistance (such as dropping to the floor). Goal Functionality Question: Does the goal emphasize the child’s participation in an activity or routine? (child will participate in free play not child will participate in playing)

41. Sample Goal: When prompted, Melissa will respond to a question without crying or displaying physical resistance (such as dropping to the floor). Goal Functionality Question: Does the goal focus on a skill that is useful and necessary for participation in daily activities and routines? (meaningful and relevant))

42. Sample Goal: When prompted, Melissa will respond to a question without crying or displaying physical resistance (such as dropping to the floor). Goal Functionality Question: Does the goal state the specific behaviors the child will do using observable, measurable words? (to monitor progress)

43. Sample Goal: When prompted, Melissa will respond to a question without crying or displaying physical resistance (such as dropping to the floor). Goal Functionality Question: Does the goal include a measurable, meaningful criterion based on the child’s current present level of development? (holds a spoon for ten bites or writes 10 words)

44. Sample Goal: When prompted, Melissa will respond to a question without crying or displaying physical resistance (such as dropping to the floor). Goal Functionality Question: Does the goal focus on a behavior that is teachable during daily activities and routines? (consider the contextually relevant learning opportunities)

45. Sample Goal: When prompted, Melissa will respond to a question without crying or displaying physical resistance (such as dropping to the floor). Goal Functionality Question: Does the goal include a generalization criterion? (across settings, materials, or people)

46. Sample Goal: When prompted, Melissa will respond to a question without crying or displaying physical resistance (such as dropping to the floor). Goal Functionality Question: Does the goal include a time frame for maintenance? (to ensure acquisition and fluency over time)

48. When prompted, Melissa will respond to a question without crying or displaying physical resistance (such as dropping to the floor).

49. Participant Poll What is one thing I plan to do to improve my IEP goals? Please respond to poll located in the lower section of your control panel – thank you.

50. Ask Us A Question