1 / 48

EXCEPTIONAL CHILDREN DIVISION Integrated Individualized Education Programs

EXCEPTIONAL CHILDREN DIVISION Integrated Individualized Education Programs. Derived from: Training Modules 10, 11 & 12. 1. Objectives. Describe essential components of a Present Level of Academic and Functional Performance (PLAFFP) and develop an example

rance
Download Presentation

EXCEPTIONAL CHILDREN DIVISION Integrated Individualized Education Programs

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. EXCEPTIONAL CHILDREN DIVISIONIntegrated Individualized Education Programs Derived from: Training Modules 10, 11 & 12 1

  2. Objectives • Describe essential components of a Present Level of Academic and Functional Performance (PLAFFP) and develop an example • Describe essential components of an annual goal and develop an example • Describe integrated goals and their development and develop an example • Discuss appropriate progress reporting and develop an example

  3. How Confused Are You? Let’s Play TRUE Or FALSE…

  4. Question #1 All IEP goals supported by related services must be integrated. • True or False?

  5. The Answer Is: • FALSE A student’s IEP goal should be written in any way that will best meet that student’s needs. Sometimes an integrated goal is best, sometimes a traditional goal is best, sometimes both!

  6. Question #2 If a related service is required for the student to benefit from special education, an RSSD must be completed. • True or False?

  7. The Answer Is: • FALSE A RSSD is not required in any case, it is one more option to document the services a student needs in the IEP.

  8. Question #3 A related service provider must write a progress report for goals in which their service is integrated. • True or False?

  9. The Answer Is: • TRUE If you are providing services to help a student achieve a goal, you must report on the student’s progress or lack of progress from your disciplines’ perspective.

  10. Question #4 It is better to have IEP goals clearly separated into OT goals, PT goals, etc. • True or False?

  11. The Answer Is: • FALSE The goals should be focused on the student’s function, not the OT or PT. Best practice for both OT and PT call for student-centered not discipline specific goals.

  12. Question #5 A student can have both an RSSD and IEP goals. • True or False?

  13. The Answer Is: • TRUE A student’s IEP should be individualized and be made to fit their needs. IEPs should not be made to fit the form or computer program. If it will not fit, write it out!

  14. Question #6 At the IEP meeting, a related service provider should review goals developed by other team members and select which goals to integrate into. • True or False?

  15. The Answer Is: • FALSE This is not a shopping opportunity! If you think an integrated goal will work well, all collaborators should discuss (via email, phone or meeting) what the goal, data collection and progress reporting may look like and present a draft to the team.

  16. Question #7 If a student has an integrated goal, you must use an RSSD. • True or False?

  17. The Answer Is: • FALSE What?? No, an RSSD is not required. It is always an option. An IEP is intended to be individualized, write it as it needs to be written. “Always” and “never” cannot be used if the process is individualized.

  18. Let’s begin at the beginning…

  19. IEP DEVELOPMENT:Evidence-Based Practice Formulate clinically relevant question Gather evidence that may answer question Evaluate evidence to determine which is best Communicate evidence during decision-making Evaluate outcomes AOTA SSSIS Vol. 13, No. 3, Sept. 2006

  20. IEP DEVELOPMENT: The Sequence 1. Team members report findings/review existing data 2. Team identifies strengths & prioritizes needs 3. Team writes prioritized goals student can reasonably achieve by end of IEP 4. Team determines least restrictive environment for plan implementation 5. Team determines services & supports student will need to benefit from & make progress in program

  21. Domains of Academic & Functional Performance: Standard Course of Study http://www.ncpublicschools.org/curriculum/ • Art • Computer/ Technology • Guidance • Healthful Living • Information Skills • English Language Arts • Math • Science • Social Studies 21

  22. Domains of Academic & Functional Performance: Foundations – Early Learning Standards http://www.osr.nc.gov/ProfDevandResources/foundationsEarly_learningToDownload.asp • Approaches to Learning • Emotional & Social Development • Health & Physical Development • Language Development & Communication • Cognitive Development 22

  23. The PLAAFP Is… • Current • Relevant • Objective • Measurable • Understandable • Related to one academic or functional domain

  24. Major Components of PLAAFP • Data-based, student specific information related to current academic achievement and functional performance. • Strengths of the student. • Needs resulting from the disability. • Effects of the disability on involvement and progress in the general education curriculum. The PLAAFP is comprehensive for each skill area or domain (academic/functional).

  25. Present Levels of Academic Achievement and Functional Performance BOTTOM LINE……… The present level of performance is the cornerstone of the IEP. It drives other IEP components. It links all components of the IEP together.

  26. The measurable annual goal is a statement that flows from areas of need identified in the present levels of academic achievement and functional performance. The annual goals can reasonably be accomplished within the duration of the IEP.

  27. Measurable Annual GoalsMajor Components • Any important givens/conditions (when, with what, where)…as applicable. • A skill/domain area (academic, behavioral, functional). • An observable learner performance (what the learner will be doing, an action). • Measurable criteria which specify the acceptable level of student performance (e.g., speed, accuracy, frequency)

  28. Please refer to your handouts… • Actual PLAAF sample • Suggested PLAAF • Actual and Suggested Goals • Fill in the component Table

  29. SAMPLE 1: PreSchool Student Present Level of Academic and Functional Performance -Actual -Suggested Table

  30. Parent, teacher and therapist observation and report, data collection/chart Able to find and hold fork; interested in food, eating and interaction XXXX XXXXXX

  31. Moderate adult assistance, Adapted feeding tools Self Care Feeding and making choices independently Demonstrating at least one: Initiation, sip/bite, choice…

  32. SAMPLE 2: Elementary Student Present Level of Academic and Functional Performance -Actual -Suggested Table

  33. SAMPLE 3: High School Student Present Level of Academic and Functional Performance -Actual -Suggested Table

  34. Measuring Progress Toward the Annual Goal How ? • Must accurately measure the criteria stated in the goals/objectives/benchmarks. • Must provide clear evidence of progress in the general curriculum. • Must be based on data. • Must be “parent friendly” language.

  35. Common Data Sources to Measure Progress: • Test results • Curriculum-based measurements • Work samples • Portfolios • Teacher/Service Provider observation checklists • Behavior observations Only one measurement of progress is required; however, it must be sufficient to gather all of the data needed to report progress on each annual goal.

  36. Progress Report to Parents must include: • Progress made toward achieving goals • Extent to which the progress is sufficient to achieve the goals by the end of the year. The goal should be written out on the progress report.

  37. Tips for collaborating • Use email, include the entire IEP team • Use non-student time during the day (e.g. cleaning up, recess, lunch, walking down the hallway) • Begin discussing potential goals/goal areas early, at progress report time • Draft goals prior to the meeting and distribute to the entire IEP team, make certain they are marked and understood as draft copies.

  38. Tips for collaborating • Think about the big picture, what the student needs to be doing next year, 5 years from now, when they are 21. • Ask the student what they want to be able to do. • Write goals that are ‘real-life’ and foster not only independence but self-advocacy.

  39. Submitted Questions…

  40. Q&A - PLAAFP • How do people tend to write PLAAFP--do they read what the teacher has written and add details or write their own paragraph and submit it to the PLAAFP. What is best practice and or reasonable? • If a teacher doesn't want to meet and do an integrated PLAAFP and request that I submit a separate page with a PLAAFP on it and doesn't leave me an option, what is my recourse?

  41. Q&A – Integrated Goals • Can we as the related service provider write the goal and say it is integrated even though it is obviously a PT, OT, speech goal?  This is especially for our severe/profound population where we expect the classroom staff to implement the goals and strategies in all daily activities or daily, with our assistance/guidance.

  42. Q&A – Integrated Goals • Should the team mark the box that says "Is this goal integrated with related service(s)?" if the RS is serving the child on a support description? • For preschoolers, what is your recommendation for using objectives or not for children who you know will be on extend two when they become school age?

  43. Q&A – Integrated Goals • What are some examples of "Assistive Technology devices" that should be listed after the annual goal? Are we to list only the more high tech devices (i.e., portable word processor, communication devices, etc.) or are we to include the more miniscule devices (i.e., pencil grip, slant board/surface) as well? • Can you have both academic and functional checked off on the same goal page?

  44. Q&A – Related Service Support Description (RSSD) • Do we input service time for a service plan? • Can you have both a Related Service Support Plan in an  IEP and then have the teacher check off that it is an integrated goal?

  45. Q&A – Service Delivery • Is observing a student in his classroom, or working with the student in class while also interacting with his/her classmates considered direct service, or is pull-out or individual instruction is needed to count as direct service?  • If the team wants to provide a related service on a consultative basis, how should this be indicated in the IEP, in terms of  individual/integrated goals, frequency/location of service, and/or RSSD?

  46. Questions & Comments

  47. References/Resources Department of Education Federal Register (August 14, 2006) http://idea.ed.gov North Carolina Policies Governing Services for Children with Disabilities (November 1, 2007) http://www.ncpublicschools.org/ec/ Domains of Academic & Functional Performance: Standard Course of Study http://www.ncpublicschools.org/curriculum/

  48. References/Resources Domains of Academic & Functional Performance: Foundations – Early Learning Standards http://www.osr.nc.gov/ProfDevandResources/foundationsEarly_learningToDownload.asp Writing Quality Individualized EducationPrograms. Gibb & Dyches, 2007 Writing Measurable IEP Goals andObjectives. Bateman & Herr, 2006. NC DPI Training Modules: http://www.ncpublicschools.org/ec/policy/ presentations/

More Related