Presentation Transcript

1. The IEP: A Road Mapto Building Your Future

2. INTRODUCTIONS
3. Improving the Journey Wait for Team Time to Talk Write / share notes Cell Phones on Silent CONTRIBUTE Everyone has a contribution to make
4. Your Learning Accountability NOVICE INTERMEDIATE ADVANCED
5. History Lesson: IEP Module Purpose of Tools (POC) Implementation in the follow up year Errors in the IEP Process
6. 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
7. Transition IEP Errors Lack of VISION Inadequate / invalid assessment tools Lack of student involvement Goals / objectives not focused / related to post-school outcomes Planning not started early enough Not involving agencies early enough OTHERS?
8. Two Choices: 1. Blame the Customer
9. Give you the paperwork and send you on your way……..
10. or 2. FRONTLOAD Best place to solve a problem is BEFORE it happens…… …. or before it happens NEXT time. Dave Schoemer
11. INSERT RIGHT AFTER THE DISMAL NATIONAL DATA!

    “Failure is the opportunity to begin again more intelligently.”

    Henry Ford
12. Purpose of this Module IS NOT Compliance training in IEP development Cover ALL aspects of IEP development Address issues related to ALL disabilities An IEP; Considered Pre-IEP Planning IS Focus on PROCESS not FORMS Consider FAPE & LRE throughout the process Address SECONDARY TRANSITION issues related to ASD Apply K-12 Concepts to Secondary Transition
13. Materials for this Road Trip 3 years of IEPs for target student (current IEP and 2 years previous) Progress Reports, Grades, etc. Most recent MET report Most recent REED (Review of Existing Evaluation Data) Your target student’s EDP (Educational Development Plan) Curriculum for target student’s grade level: K-8 GLCEs (http://www.michigan.gov/mde/0,4615,7-140-28753_33232---,00.html) High School Curriculum (http://www.michigan.gov/mde/0,1607,7-140-38924---,00.html) CCSS (http://www.corestandards.org) District / ISD data report for SPP #5: Education Environments: https://www.mischooldata.org/
14. AGENDA Understanding Special Education & Secondary Transition Creating a Vision: The Discovery Process Developing the Transition IEP
15. IDEA SLD IEP MET NPDC ER 94-142 IT

    Navigating the Acronyms

    FAPE ECDD START MDE ASD LRE EPLI ECSE BIP NCLB FBA OSEP 80-80
16. Lost in Translation
17. COMMON LANGUAGE ACTIVITY Define / Describe FAPE Define / Describe LRE Define / Describe Secondary Transition? Describe Special Education Define Employment
18. OUR DECISIONS HAVE TO ALIGN WITH: THE LAW THE RESEARCH THE DATA
19. WARNING I heard that…. I was told…. PRACTICE IS NOT NECESSARILY LAW, POLICY, or RULE
20. History of Education Horace Mann: Father of American Education Common Schools / Teach Common Values EQUALITY Compulsory Education Tax $$$
21. SPECIAL EDUCATION HISTORY 1954 Brown vs. Board of Education Schools inherently unequal “…… human tendencies to prejudge, discriminate against, and stereotype other people by their ethnic, religious, physical, or cultural characteristics…..”
22. Impact of the Brown Decision
23. Impact of the Brown Decision Elementary and Secondary Education Act of 1965 (underprivileged students) PARC and MILLS: Exclusion of students with disabilities Congressional Investigation 1972 of education of children with disabilities Millions not served 1975: Congress enacted P.L. 94-142 Children with disabilities have a RIGHT to education Ensure ACCESS to education Wright & Wright, 2009
24. IDEA Regulations Two fundamental requirements: That the child will receive FAPE In the least restrictive environment (LRE).
25. What is FAPE? Board of Education v. Rowley (1982) 1. The state has "complied with the procedures set forth in the Act." (ex. legal requirements including notice, IEE, due process, etc.) 2. The IEP is “reasonably calculated to enable the child to receive educational benefits.” ---more than minimal progress…..
26. What is FAPE?IDEA 2004 An educational program that is individualized to a specific child, designed to meet that child's unique needs, provides access to the general curriculum, meets the grade-level standards established by the state, and from which the child receives educational benefit. 20 U.S.C. §1401(9). Ed Benefit = progress over time (IEP goals, curriculum, social, communication, behavior, etc.) To provide FAPE, schools must provide students with an education that prepares the child for further education, employment, and independent living. 20 U.S.C. §1400(c)(5)(A)(i)
27. National Outcome Data: Housing 2008 Easter Seals Study: More than 80% of adults with ASD ages 19-30 live at home with their parents; may of these parents aging. Adults 19-30 with Autism With parents or guardian 81% Independently, with spouse or partner 3% With other family member/spouse/partner 0% Supported residence for individuals with special needs 14% Other 2% Adults 19-30 with Asperger With parents or guardian 71% Independently, with spouse or partner 9% With other family member/spouse/partner 5% Supported residence for individuals with special needs 7% Other 7% Easter Seals, 2008
28. National OUTCOME DATA: Employment A University of Wisconsin-Madison 2002 study of 405 adolescents and adults with ASD found that only 10% were in competitive employment. 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 2008 Easter Seals Study (Living with Autism): About 6 in 10 children with ASD aged 16 or older have not looked for work, yet 75% of typical children are already working. Even compared to individuals with other disabilities, the employment outcomes for individuals with ASD is significantly lower.
29. What predicts post-school employment? Students who had the highest degree of integration with age-appropriate peers were more likely to engage in post-school employment IQ, behavior problems, physical disability, and individual demographics did not correlate with integrated employment outcome White, J. & Weiner, J.S. (2004). Influence of least restrictive environment and community based training on integrated employment outcomes for transitioning students with severe disabilities. Journal of Vocational Rehabilitation, 21, 149–156.
30. FAPE in SUMMARY Compliance with the procedures Individualized Meet that child's unique needs (disability area) Access to the general curriculum (grade-level standards) Educational benefit (progress in education / goals and objectives) Prepares the child for further education, employment, and independent living (socialization skill development / independent skills)
31. IDEA Regulations Two fundamental requirements: That the child will receive FAPE In the least restrictive environment (LRE).
32. Defining LRE: Fed Language “To the maximum extent appropriate, children with disabilities…. 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.”
33. The first “where” to consider is… What is SPECIAL EDUCATION?--not a place--set of supports and services To ensure ACCESS & PROGRESS Where the child RECEIVESspecial education services is the placement….
34. Purpose of the IEP Define Special Education necessary to assure FAPE in the LRE: Access to, participation and progress in…. General Education Curriculum
35. OUR DECISIONS HAVE TO ALIGN WITH: THE LAW THE RESEARCH THE DATA
36. Excerpts of 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, 29-45. “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.
37. Excerpts of the Outcome DataCited from: Eason, A.I. and Whitbread, K. (2006) IEP and Inclusion Tips for Parents and Teachers. IEP Resources “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)
38. Excerpts of the Outcome DataCited from: Eason, A.I. and Whitbread, K. (2006) IEP and Inclusion Tips for Parents and Teachers. IEP Resources “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)
39. Excerpts of the Outcome DataCited from: Eason, A.I. and Whitbread, K. (2006) IEP and Inclusion Tips for Parents and Teachers. IEP Resources “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)
40. CONGRESSIONAL FINDINGS Understanding Federal Law U.S. Code (U.S.C.) 50 Titles Title 20: Education 78 Chapters Chapter 33: IDEA — IV Subchapters Subchapter I: General Provisions 82 Sections -- denoted as § § 1400: Findings / Purpose “…the implementation of this chapter (33 : IDEA) has been impeded by low expectations, and an insufficient focus on applying replicable research on proven methods of teaching and learning for children with disabilities.”
41. CONGRESSIONAL FINDINGS “Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by— 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— (i) meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and (ii) be prepared to lead productive and independent adult lives, to the maximum extent possible; “
42. GETTING BACK TO THE INTENTION OF THE LAW One Curriculum: General Education WITH Special Education Support (instead of vs.) NCLB (2002) IDEA Revisions (2004) Increased Accountability Improved Outcomes Research Based Instruction 80/80 Statement OSEP
43. Continuum of Services MI CIMS Thresholds for Restriction SPP Indicator 5: Educational Environments 2012-13 Targets General Education Classroom <40% Target 11.9% General Education Classroom 80%+ Target 63% General Education Classroom 40-79% Target 20.3% Separate Facility Target 4.8% << Less More >> Restrictive
44. Schools are a microcosm of society and offer students opportunities to learn about how society is organized and what is and it not tolerated. When segregation is permitted through segregated classes, students without disabilities may believe that excluding people with disabilities is acceptable because the adults in charge of the schools are doing it.” Paul Wehman
45. Michigan’s Unique Opportunity: 26Where are students without disabilities receiving their education / preparation? Education Independent Living Employment
46. District Data Report
47. Why do we continue to perpetuate a segregated culture? DISCUSSION
48. Remember the Titans – Similarities
49. Incremental Steps YOUR ACCOUNTABILITY Your Behavior Expresses Your Belief System
50. Your Behavior Expresses your Belief System. DO YOU... 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) Blame the STUDENT? Not motivated; Not ready; Unemployable; OTHERS? Adopt a “protective” attitude? DIGNITY OF RISK!! Talk about the student’s lack of perceived competency rather than their contributions? LEAST DANGEROUS ASSUMPTION
51. Self Evaluation. . . Beliefs and Behaviors that PREVENT Integrated Opportunities
52. You did what you did when you knew what you knew….. You now know different – which makes you accountable!!
53. Self Evaluation. . . Your accountability to the change process Beliefs and Behaviors that SUPPORT Integrated Opportunities
54. Making Change Happen If you write it down, you are more likely to do it…. AND…. 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! ! CHANGE
55. An IEP Process that….. Focuses on PROCESS not FORMS Considers FAPE & LRE throughout the process Addresses the unique transition needs of students with ASD
56. Using Meeting Mechanics Visual Support (white / chart board) Facilitator Note-Taker (IEP Form / Computer) Process (Logical IEP Progression) Brainstorming Principles Democratic All ideas are considered / recognized Professional Role Elimination OTHERS (FRONTLOAD) Decision-Making Rules No opinion unless informed by: Law; Research; Data
57. Fatal Comments during the IEP “We can’t do that!” “We don’t…” “That would cost too much.” “No student receives more than ____ minutes of service per week.” “We don’t have staff to….” “I’m only in the building one day a week” OTHERS? Thrun Law Firm, P.C. & Scholten Fant, 2007
58. Fatal Communication Error Lack of succinct, clear responses: Comes across like dodging answers: “Well, it depends…” “Well, it might, could, should, etc….” “It varies…” “Well, I’ve only seen him 3x…”
59. Sentence Starters….. “The data suggests….” “We have evidence that shows….” “Our observations have shown…” “The law indicates….” “The research supports….”
60. IEP Guiding Principles: Avoid Human Nature Traps!! All opinions informed by the law, research, & data. We cannot change the past; We can change today to establish a different future. Everyone has a contribution to make in employment. Presume Competence (Least Dangerous Assumption) Dignity of Risk
61. What to BRING to the IEP DATA: Not PLAAFP already written Assessment Information Observational Data Background Knowledge Considerations for Supplementary Aids and Services Goals and Objectives / Benchmarks IDEAS NOT: “My PLAFFP” / “My GOALS”
62. Preparing for Transition: The End of School 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
63. Wanna go to your IEP?
64. The Student was invited to the IEP? Name on the invitation or feet under the table? Meaningful Contribution Student-Led Self-Determination Choice-Making Decision-Making Problem-Solving Goal-Setting / Attainment Self-Management Self-Advocacy / Leadership Self-Awareness / Self-Knowledge Erik Carter Ph.D – Vanderbuilt University
65. Further Education Job / Career Housing
66. The Student has a Post-Secondary Vision Age-Appropriate Transition Assessment Post Secondary Goals Measurable goals that lead to…
67. Expectations: An Enviable Life It is critical to look beyond the 4 F’s usually offered to student with autism! Lou Brown Food, Filth, Flowers, Folding
68. Age-Appropriate Transition Assessment Division on Career Development and Transition (DCDT) of CEC Ongoing Process Data on the individual’s needs, preferences, and interests Related to the demands of current and future working, educational, living, and personal and social environments
69. Issues with Traditional Assessment for Students with ASD Communication Social Reciprocity Theory of Mind
70. Creating the Vision: V3 DISCOVERY
71. V3 Discovery Profile (FORM)Step 8: V3 Discovery Process Checklist SUMMARY of V3 Discovery Process Checklist Step 2: Records Review Step 4: Interviews / Surveys Step 5: ICIE Observations of Typical Life Activities / Routines Step 6: ICIE Observations of Student’s Favorite Places/Activities Step 7: Home Visit / Neighborhood Tour THREE SECTIONS: Section 1: Vocational Profile Section 2: The Brain Blizzard Section 3: Visual Resume
72. V3 Discovery ProfileSection 1: Vocational Profile Interests / Preferences: Personal passions Preferred activities General areas of work interests Highly motivating interests and activities (e.g. activities the student is motivated to engage in without being expected to do so). Skills / Contributions: Activities / tasks the student performs and skills demonstrated that could be contributions to an employer (ex. punctual, orderly). I Include academic and non-academic skills (including task initiation, task engagement, and task completion) Independence skills including managing a personal schedule, transitions from one activity to another, assembling / keeping track of own supplies (e.g. wallet, lunch, planner, communication system, etc.) Communication skills Social interactions Use of technology Self-determination / advocacy skills
73. V3 Discovery ProfileSection 1: Vocational Profile Experiences: Describe school, home and work experiences that may lend themselves well to employment opportunities. Based on these experiences, what are some potential themes and/or job types that this student would demonstrate success. Supports & Services: Supports the student needs to be independent and successful in an employment situation: Visual Supports Peer / Natural Supports Behavioral Supports Accommodations Technology Adult Support Service Agencies
74. V3 Discovery ProfileSection 1: Vocational Profile Conditions for Success: Employment features that have to be in place / avoided for the student to: Be at their best Demonstrate their contributions Be most independent Perform at their level of full participation Make the greatest contribution to the activity. Includes: Physical environment Times of day Movement needs Social preferences Positive behavioral interventions and supports Personal supports Instructional strategies.
75. V3 Discovery ProfileSection 1: Vocational Profile ConnectionsDescribe current connections that may be helpful in securing employment opportunities. These include, but not limited to: Church involvement Sports teams 4-H, FFA Friend and family business owners, etc. Challenges: Areas of concern that could impact the student’s performance (such as: mobility, technology needs, transportation, finances, challenging behavior, health issues). Describe strategies and solutions that are successful in preventing and addressing challenges. SUMMARY IDEAL CONDITIONS for EMPLOYMENT: The characteristics of an ideal job situation for the student based on all the information gathered.
76. V3 Discovery ProfileSection 2: Brain Blizzard(Nila Benito, CODIE) Using vocational profile info to: Develop a list of vocational job opportunities related to vocational themes Identify job responsibilities, duties, and tasks linked to identified theme areas Identify specific employers who may have these types of jobs / job tasks in their businesses Develop actions to facilitate job development
77. V3 Discovery ProfileSection 2: Brain Blizzard Use Meeting Mechanics: Chart Board Identify 3-5 Vocational Themes: Blending of the student’s preferences, interests, strengths, skills, necessary supports, etc. ONE THEME PER CHART BOARD For each theme, develop a list of potential skills, duties, tasks associated with the theme Example: Theme = Computers Tasks: Transcription, data entry, editing movies in moviemaker NOT Job Titles!!
78. V3 Discovery ProfileSection 2: Brain Blizzard
79. V3 Discovery ProfileSection 2: Brain Blizzard Have each team member list at least THREE employers / businesses in the local community consistent with the identified themes, tasks, conditions for employment (approx. 20 per theme)—Use sticky notes
80. BOOKS THEME Job Ideas Classrooms; GED prep sites 1Research Institutes Museums; museum research dept. Gift Shops (i.e. Hallmark) Auction Websites Online Online stores Hair Salons Hotels Thrift Stores (i.e. shelving the donated books) Publishing House/Company Printing company Book Manufacturing/book binding company Legal department; law libraries Post secondary training site departments Guidance departments Vendors that go around and sell book items to large companies (i.e. “Books are Fun” display that comes to the school monthly) Telephone book depositories County appraiser dept. School and university libraries and media centers bookstores children’s book stores or children’s section at a library Book fairs Books for Kids charity event dollar store card shops medical libraries medical records at the hospital church; and church libraries Superstores: Target, Kmart, Wal-Mart Discount Stores: Marshall’s, Ross, TJMaxx Music Stores: FYE, Virgin Megastore Visitor Centers Career Centers Daycare Centers County engineer dept. Real estate appraiser offices Court house reference areas Airport, and magazine counters
81. Job Development Action Plan for next steps New Skills needed for these jobs (IEP goals)
82. V3 Discovery ProfileSection 3: Visual Resume Focus Paint a clear picture of the person Convey skills, contributions, conditions
83. TEAM TIME: V3 Discovery
84. Develop the PLAAFP
85. Statement of the student’s Present Levels ofAcademic Achievement and Functional Performance (and transition related needs). The PLAAFP Question you are attempting to answer: How does the student’s DISABILITY impact access to and participation in & progress in: The general education CURRICULUM General education ENVIRONMENTS (including social skill development, independent skills, etc.)? Further education, employment, and independent living
86. What about “ACADEMIC ACHIEVEMENT?” ED did not define “academic achievement” 2006 IDEA Regulations: “’Academic achievement’ generally refers to a child’s performance in academic areas (e.g. reading, math, science..). We believe the definition could vary depending on a child’s circumstance or situation, and therefore, we do not believe a definition of ‘academic achievement’ should be included in these regulations.” ASD Eligibility Requirements….
87. PLAAFP Statement Framework Janzen, J., 2003
88. Prioritizing Areas “PLPs should be pruned to reflect the educational priorities for the period covered by the IEP…...” “Without prioritizing, there is a ‘Jack of all trades, master of none’ effect, whereby too much is attempted and too little is accomplished.” Diane Twachtman-Cullen & Jennifer Twachtman-Reilly (2002) IEP goals / objectives are not the ONLY thing you are teaching!!
89. PLAAFP Statement Framework
90. OPTIONS for DATA Standardized Measures Rating Scales State / Local Assessments Behavior Plans / Logs Classroom Output Grades / Progress on Current IEP Goals Direct Observation GLCEs MDE Quick Reference Guide: Section 2 PLAAFP
91. Make sure data is ACCURATE
92. PLAAFP Statement Framework
93. PLAAFP Statement Example
94. PLAAFP Statement Example
95. Translating Process to PaperMDE Model IEP Form Section 2 B: ONE of 3 Options Required Option I: Identification of Need across a number of areas Option II: Narrative Approach Option III: Designed for use with progress monitoring systems
96. TEAM TIMEPLAAFP Statement for Target Student
97. REPORT OUT
98. Just because there is a NEED does not mean you need a GOAL— However, you MUST address each need identified in the PLAAFP in another appropriate section of the IEP…. Secondary Transition Considerations Supplementary Aids and Services Goals and Objectives / Benchmarks
99. What needs can be met through Transition Services?
100. Important Transition Practices Access to General Education Curriculum High Expectations for Students Youth Leadership in Educational and Transition Planning Self-Determination Skills and Opportunities Early Career Development and Work Experiences Extracurricular Involvement Friendships and Supportive Peer Relationships Caring Teachers and Mentors Parent and Early Involvement Collaboration and Systems Linkages Natural Supports and Partners in the Community Rigor Relevance Relationships Erik Carter Ph.D – Vanderbuilt University
101. Practice vs. Policy vs. Best Practice DISCUSSION
102. Supplementary Aids and Services
103. What ARE Supplementary Aids / Services? § 300.42 Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with §§ 300.114 through 300.116. (Authority: 20 U.S.C. 1401(33))
104. MDE Interpretation of the Purpose of Supplementary Aids and Services Provided to enable the student to: Advance appropriately toward attaining the annual IEP goals. Be involved and progress in the general education curriculum and to participate in extra-curricular and other nonacademic activities. Be educated and participate in activities with other students with disabilities and nondisabled students. MDE OSE-EIS Quick Reference Guide: Section 5
105. Supplementary Aids / ServicesUniversal Supports (the Non-Negotiables) Visual / Organizational Supports Functional Communication System Accommodations / Modifications Peer to Peer Support Positive Behavioral Interventions and Supports Appropriate Adult Support
106. Accommodation or Modification?
107. Translating PROCESS to PAPERDocumenting Intensive Individualized Plans VARIABLES: Nature of the support varies significantly (day to day, content to content, etc.) Support is intensive in nature Support includes a lot of details
108. Translating Process to PaperMDE Model IEP Form: Section 5 Positive Behavior Support PLAN Individualized Accommodation PLAN Individualized Differentiated Instruction PLAN Grading Matrix; Example Individualized Peer to Peer Support PLAN OTHERS?
109. TEAM TIME Supplementary Aids & Services
110. Developing GOALS and Objectives / Benchmarks
111. Annual Goals 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
112. What skills does the student need in order to access / master the content rather than what content the student needs to learn.DISCUSSION
113. What about IEP’s written for / aligned with the Content Standards? WHY SB-IEP? MDE Focus on Results June 09 http://focus.cenmi.org/category/ieps-ifsps/ Excluded from gen ed curriculum; Exposed to an alternate curriculum w/ deficit driven instruction (remediation); Not included in district / statewide assessments MDE Quick Reference Guide http://www.michigan.gov/mde/0,4615,7-140-6530_6598_36168-236252--,00.html
114. What about academic goals? No hard / fast rules Things to consider: Definition of “academic” 3 tiered system of academic support Have to know ASD—OUTPUT Gain Rate vs. Time Spent
115. Transition Goal(s)
116. Transition Goals:Fluff or Fact? Getting “ready” for employment Paid Employment
117. Targeting Goal AREAS Needs that CANNOT be met through the secondary transition plan or supplementary aids and services… AND / OR 2. Needs and/or Supports from Supplementary Aids and Services that require “specialized instruction”
118. “Specially Designed Instruction”IDEA Words and Terms to Know (March 2009) Adapting the content, methodology, or the delivery of instruction to address the unique needs that result from the child's disability…. to ensure that the child has access to the general curriculum….. http://www.ncld.org/resources1/glossaries/idea-terms-to-know
119. Supplementary Aids / ServicesUniversal Supports (the Non-Negotiables) Visual / Organizational Supports Functional Communication System Accommodations / Modifications Peer to Peer Support Positive Behavioral Interventions and Supports Appropriate Adult Support
120. Writing MEASURABLE Goals and Objectives / Benchmarks
121. Writing MEASURABLE IEP Goals and Objectives / Benchmarks (PROGRESS MARKERS) Write an annual measurable goal with a number of separate but relevant measurable objectives. --Progress on the objectives would lead to meeting the annual goal. Write an annual measurable goal with a number of timed, measurable benchmarks. --GAS: Goal Attainment Scaling
122. Writing Goals (Objectives / Benchmarks) The IEP Form: ADD: by what date; on what assessment? Does not have line for: Utilizing
123. Writing Measurable GoalsFormula for Success UTILIZING—Using WHAT tool, support, system, etc. will the student learn to perform the skill? Utilizing a visual schedule Using peers / peer to peer support Using a picture choice board When provided a visual prompt Using a visual functional communication system Utilizing a routine checklist When given a check schedule card Using a choice modification strategy Using a self-management checklist
124. Writing Measurable GoalsFormula for Success UTILIZING—Using WHAT tool, support, system, etc. will the student learn to perform the skill? Behavior—Get some VERBS in your sentence What competency / skill should change? OBSERVABLE
125. Independently transition from activity to activity Make a choice Complete the activity independently Follow the classroom routine Complete the worksheet independently Raise hand and wait to be called on Ask for help Initiate interaction with a peer Follow instructions independently Make and engage in a choice Remain in seat / area Answer content-related questions Request a food item Independently put on / take off BEHAVIOR
126. Writing Measurable GoalsFormula for Success UTILIZING—Using WHAT tool, support, system, etc. will the student learn to perform the skill? Behavior—Get some VERBS in your sentence What competency / skill should change? OBSERVABLE Conditions / Criteria— Under what conditions and how MUCH / WELL will be considered mastery for the time frame of the IEP (use peers)?
127. Writing Measurable GoalsFormula for Success Condition--Under what condition should the skill be demonstrated (e.g. time, place, event)? During transition times During a social conversation During class discussions At lunch time (or math, science, etc.) During morning and lunch recess During independent work activities When teacher is giving group instructions During morning arrival routines When preparing to go home
128. CRITERIA / Mastery 9 out of 10 trials / opportunities 6 items / assignments 75% accuracy Increase by 10% 3 times a day On 9 consecutive attempts For 15 minutes at a time Within 5 minutes 4 times weekly 3 out of 5 days 4 class periods
129. Using the GAS to Establish BenchmarksGoal Attainment Scaling +2 Much more than expected +1 More than expected 0 EXPECTED OUTCOME -1 Less than expected -2 Much less than expected (BASELINE)
130. GAS Example: It’s better to increase independence with lower skill levels than to increase skill levels at lower independence levels.
131. Dan is inconsistently performing job tasks. He needs multiple verbal, gestural and visual prompting to complete a task. Utilizing a visual checklist, Dan will independently complete 2 steps of a 5-step vocational task, over 3 consecutive probe days. Utilizing a visual checklist, Dan will independently complete 4 steps of a 5-step vocational task, over 3 consecutive probe days. Utilizing a visual checklist, Dan will independently complete a two 5-step vocational tasks, over 3 consecutive probe days. Utilizing a visual checklist, Dan will complete any familiar 5-step vocational task over 3 consecutive probe days.
132. TEAM TIME Writing Measurable IEP Goals and Objectives / Benchmarks
133. Identifying Special Education Programs and Related Services
134. If you have a goal, you MUST have a program / service to address it….. What service? What program? WHERE (Placement)?
135. Making Placement Decisions "In all cases, placement decisions must be individually determined on the basis of each child’s abilities and needs and each child’s IEP, and not solely on factors such as category of disability, severity of disability, availability of special education and related services, configuration of the service delivery system, availability of space, or administrative convenience.“ Preface, 2006 Final  Federal Regulations for the IDEA
136. The LRE Question With supplementary aids / services AND / OR Push in ancillary / itinerant / related services can the student make adequate progress on the IEP goals and objectives AND more than minimal progress in the general education curriculum (standard for educational benefit? If yes, no pull out program / services is needed…. NO RESTRICTION – GEN ED PLACEMENT…. If no, what level of restriction is needed and for what program / related services in order to assure adequate progress on the IEP goals and objective / benchmarks AND more than minimal progress in the general education curriculum.
137. Building a Plan While Flying
138. SUMMARY QUESTIONS / CLARIFICATIONS FINAL ACTION PLAN 5 CONCEPTS to IMPLEMENT