Developing Integrated IEP Goals & Embedding Intervention: A Team Approach Perry Flynn Consultant to...
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Transcript of Developing Integrated IEP Goals & Embedding Intervention: A Team Approach Perry Flynn Consultant to...
Perry Flynn
Consultant to NC DPI in Speech-Language Pathology, UNCG
Lauren Holahan
Consultant to NC DPI in Occupational Therapy, UNC
Laurie Ray
Consultant to NC DPI in Physical Therapy, UNC
Special thanks to Sandy Steele and Vivian James
Derived from: Training Modules 10, 11 & 12
http://www.ncpublicschools.org/ec/policy/presentations/ 2
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
Let’s PlayTRUE Or FALSE…
All IEP goals supported by related services must be integrated.
True or False?
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!
If a related service is required for the student to benefit from special education, an RSSD must be completed.
True or False?
FALSE
A RSSD is not required in any case, it is one more option to document the services a student needs in the IEP.
A related service provider must write a progress report for goals in which their service is integrated.
True or False?
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.
It is better to have IEP goals clearly separated into OT goals, PT goals,
Speech goals, etc.
True or False?
FALSE
The goals should be focused on the student’s function, not the OT, PT or SLP.
Best practice calls for student-centered goals not discipline specific goals.
A student can have both an RSSD and IEP goals.
True or False?
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!
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?
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.
If a student has an integrated goal, you must use an RSSD.
True or False?
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.
19
1. Formulate clinically relevant questions
2. Gather evidence that may answer questions
3. Evaluate evidence to determine which is best
4. Communicate evidence during decision-making
5. Evaluate outcomesAOTA SSSIS Vol. 13, No. 3, Sept. 200
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
Art
Computer/ Technology
Guidance
Healthful Living
Information Skills
22
• English Language Arts
• Math• Science • Social Studies
http://www.ncpublicschools.org/curriculum/
Approaches to Learning
Emotional & Social Development
Health & Physical Development
2323
• Language Development & Communication
• Cognitive Development
http://www.osr.nc.gov/ProfDevandResources/foundationsEarly_learningToDownload.asp
Current
Relevant
Objective
Measurable
Understandable
Related to one academic or functional domain
24
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
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
ANNUAL GOAL
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.
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)
How ?
Must accurately measure the criteria stated in the goals/objectives/benchmarks.
Must provide clear evidence of progress in the general curriculum.
Must be “parent friendly” language.
Must be based on data.
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.
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.
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.
32
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.
33
34
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/
35
Domains of Academic & Functional Performance: Foundations – Early Learning Standards http://www.osr.nc.gov/ProfDevandResources/foundationsEarly_learningToDownload.asp
Writing Quality Individualized Education Programs. Gibb & Dyches, 2007
Writing Measurable IEP Goals and Objectives. Bateman & Herr, 2006.
NC DPI Training Modules:
http://www.ncpublicschools.org/ec/policy/
presentations/
3737
Define embedded intervention
Provide rationale for implementation
Review models of service delivery
Provide tools, including data collection methods
Practice strategies
Law
Research
Benefits
Regular Education Service RtI PBS CEIS 504 Consultation Screening
SeparateSpecial Education
Resource Home/Hospital
ResidentialPlacement
RegularEducation Environments
Separate School
Individual pull-outSmall group pull-outOne-on-one in regular settingWhole class instructionGroup activity in regular settingConsultation
•Assumes collaborative planning
•Occurs within daily routines
•Uses childhood activity as instructional and therapeutic media
•Recognizes dynamic relationship between student, activity, and/or environment
•Front-load investment with long-term efficiency
- Frank Porter Graham Child Care Staff & Dr. Robin McWilliam, 2005
Team approach
Transdisciplinary approach
Flexible scheduling
Intentional demonstration
Collaborative consultation
Facilitative intervention
Team approach
Understanding of the relationship between Foundations, Standard Course of Study & IEP
IEP with functional goals
Daily schedule including planned activities
Knowledge of child’s preferences, interests, & motivators
Assistance
Change in expectations
Delay
Forgetfulness
Novelty
Piece by piece
Visible but unreachable
Responsive Teaching
Pretti-Frontczak & Bricker, 2004
Wesley, Dennis, & Tyndall, 2007
Procedures are linked to
criterionP
rocedures are flexible & applicable across
settings, events, & peopleP
rocedures yield valid & reliable dataR
esponsibility is shared by teamP
rocedures are compatible with resourcesPretti-Frontczak & Bricker,
2004
1 – Student completes goal independently
2 – Student requires a verbal prompt
3 – Student requires a verbal & physical
prompt4 –
Student requires a verbal & physical
assistance
IEP
PLAFP/GoalsService deliveryLRE
Data Collection
Intervention notes
Progress notes
Prepare team members for change
Describe why this student needs embedded approach
Pitch the rubber-stamp approach
Describe how implementation will occur
Invite parent to come observe embedded session
Solicit multiple perspectives for review
Embedding at Every LevelEmbedding at Every Level
Student
Parent
Group
Class
School
System
Embedded InterventionEmbedded InterventionEXAMPLES: GroupEXAMPLES: GroupEmbedded Intervention:Embedded Intervention:
PARENTPARENT
Perry Flynn – UNC-G
[email protected] Holahan – UNC-CH [email protected]
Laurie Ray – UNC-CH [email protected]