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Win the Game of Writing Good IEP Goals and Services

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					Win the Game of Writing Good
    IEP Goals and Services




    Sally Demmler and Deb McGraw
  Sally.Demmler@Hcesc.org   Debbie.McGraw@Hcesc.org

                 OSSPEAC 2010
      Writing Good IEPs….
      It’s NOT a GAME!!
1. Compliance Requirements
  – Sanctions
  – Expensive Due Process cases
  – Additional provision of services (compensatory, ESY…)

2. Raising Performance of SWD
  –   Which drives the services for what we are going to do to
      get students to increase performance
  –   District report cards and state designations (i.e.
      excellent)
The “game” of writing good IEPs…
          Developing a Good IEP
1.    Future Planning
2.    Special Instructional Factors
3.    Profile
4.    Postsecondary Transition
5.    Postsecondary Transition Services
6.    Measurable Annual Goals
7.    Specially Designed Services
8.    Transportation as a Related Service
9.    Non Academic and Extracurricular
10.   General Factors
11.   Least Restrictive Environment
12.   Statewide and District Wide Testing
13.   Participants
14.   Signatures
Profile
                   Section 3: Profile




• This is information that is NOT connected to a goal, or included in
the PLOP – the Generic Overview
• Include Background information:
   • Classes (regular ed.. with what supports, special ed for …)
   • How long received special ed services, related services that are
   received,
   • Parents are providing private therapy through---)
• Include information from special factors (behavior, communication,
VI, ESL…)
                            Profile
• Strategies that work
  – Visuals
     • explain what kind (photos, line drawings., sign language...) and for
        what (schedule, behavior expectation, scripts, first/then…
  – Transition warnings, Reinforcers, etc…

• ELL/ESL
  – Language spoken in the home
  – How long they have lived in the US
  – Disability services in another country

• FBA/BIP/Individual Health plan on file
• Connection to Needs on the ETR
  – NOT addressed on this IEP and why (i.e. prioritized)
  – All areas from ETR mastered and progress monitoring
    indicates needs in ….
                    Preschool Profile
• In all areas:           (adaptive behavior, cognition, communication, hearing,
    vision, sensory and motor functioning, social emotional skills, behavior and pre-
    academic) – strengths and weaknesses compared to peers

• Assessments (from ETR)
•   Formal Assessments
•   Informal Assessments
•   Criterion Referenced Data
                                          Compared to
     – GGG Scores
     – Echo Scores
                                         same age peers
     – ASQ
     – Ages and Stages
•   Observation information

• Previous schooling/interventions
     – Help me Grow, Head Start, EI (i.e. MRDD), Private Preschool, Private
       Therapies

• Eligible for Kindergarten
     – Why another year of preschool was recommended
     – Parent placement in kindergarten despite team’s recommendation
               Profile Checklist
1. Did you include the Parents’
   concerns?
2. Did you include the strengths and
   interests of the child?
3. Did you include results from past
   IEPs?
4. Did you include strategies that
   work?
5. Did you include results of state
   and district wide tests, recent
   evaluations… ?
6. Did you include information about
   Behaviors, LEP, Communication…
   (Special Instructional Factors)?


                                       Developed by SST #13
                 Profile Checklist
7. Did you include why Needs that were
   identified in the ETR have not been
   addressed in this IEP?
8. Did you include how the disability
   affects progress in the general
   curriculum?
9. Did you include information related to
   plans after high school – adult living,
   working and learning that will not be
   included in the PLOP because they don’t
   relate to a goal.
10. Did you include for preschool a
    summary of the child’s developmental
    strengths and opportunities for
    growth in the areas of adaptive
    behavior, cognition, communication,
    hearing, vision, sensory and motor
    functioning, social emotional skills and
    behavior as well as pre-academic
    skills                                     Developed by SST #13
                    Profile
Interests, Future
      Goals                                    Blue Handout in packet



                           Results from past
                                                          What works
                                  IEPs

      Strengths



                           Levels of
                         Proficiency on
                              Ohio
                         Achievement
                              Tests




                     ODE Example From www.edresourcesohio.org
                             K.D. Profile
             K.D. is 12 years old and in fifth grade. She has received special
                education and related services since she was three years old.
Background      She is assigned to a fifth-grade home room and receives
                specially designed instruction in the resource room . She
                participates in the fifth-grade social studies and science
                classes with a modified curriculum and support from a
                teaching assistant. She also participates in the regular
                physical education program.

             K.D. has an adequate functional vocabulary to convey her wants
Commun-
 ication
                and needs and uses natural facial and nonverbal gestures to
                communicate. However, her speech is unintelligible a majority
                of the time. She receives speech and language therapy as a
                related service.
                Special         Needs from                             Results
                                                    Parent
             Instructional      ETR not in                           from Past
                                                   concerns
                Factors            IEP                                  IEPS




                                     ODE Example From www.edresourcesohio.org
                          K.D. Profile
             K.D. likes people and enjoys interacting with her peers
               and adults. She enjoys acting out favorite movies
 Interests     and cartoons and playing board games. She loves
               looking at books and listening to music. She also
               enjoys swimming. K. D. is neat and orderly. She
               works at jobs she enjoys.

             She is self-directed and independent. She gets around
               familiar locations including her school, home and
Strengths      neighborhood without any difficulty. She solves
               routine environmental problems when a model for         Scripts, role
               handling the situation is practiced and role-played.        play

               She comprehends the literal meaning of what she
               reads and uses visuals to enhance her
               comprehension.             Comprehen-
                                         sion supports
                                         (wh?, visuals,
                                             cloze)

                                  ODE Example From www.edresourcesohio.org
              how affects
              progress??     K.D. Profile cont.                                           Weakness


              K.D. lacks age-appropriate skills. K.D. has difficulty transitioning from
                 activity to activity. She wants to keep working on a task when allotted
                 time has elapsed and cries when told she will have time to return to the
Visual (super
  symbols)
                 task later. At times she refuses to comply with adult requests. However,
    timer,       given time and behavioral choices, she will eventually respond
 reminders,
 schedules,
                 appropriately. She also has difficulty expressing and labeling her
 first/then,     feelings correctly.
reinforcers

              K.D. benefited from the following accommodations:                Visuals for feelings,
                                                                             social stories, what to
              • Step-by-step directions,                                     say when upset/sick…
              • Hand-on experiences,
              • Use of manipulatives,            What works

              • Visual supports, and
              • The opportunity to demonstrate her knowledge through practical
                  applications.

              K.D. participated in Ohio's Alternate Assessment for Students with
                 Disabilities (AASWD) in fourth grade. K.D. performed as follows:
                 Reading: advanced
              Writing: accelerated , Mathematics: advanced                Assessments


                                             ODE Example From www.edresourcesohio.org
                  PLOP
               A. Needs
           B. Present Levels


* Big Change in New IEP – PLOP moved as preface to Goals
          A. Identifying Needs
What are ALL the needs:

1. that are interfering with the student
   accessing the general curriculum
     –     (involvement and progress in Academic
           Content Standards)

     AND

2.       that need specially designed instruction
     –     (i.e. adapted content, methodology and
           delivery of service)?
   How to connect to the ACS?
1. Look at the student’s grade level in the
   ACS – English Language Arts (what’s
   expected)
2. Page back to lower grade level content
   standards -until you find what they can
   do
3. Look at the next prerequisite skill they
   struggle with, which is a building block
   skill – (this will become your goal)
4. See what strand the goal is in and follow   Thought
   that strand forward to the student’s        Process
   current grade level (connection to grade
   level standards)
SLP Tied to Academic Content
         Standards




 www.omnie.org – Academic Content Standards by Susan Givler
                   Needs Checklist
1.    Did you identify what the needs are that are
     interfering with the student accessing the
     curriculum that need specially designed
     instruction?
2. Is there a direct connection to the ETR
   and/or current assessment data?
3. Are the needs supported by baseline data?
4. Is the need from future planning?
5. Did you connect the ACS to the needs that
   require specially designed instruction?
6. Did you identify the mismatch between the
   child’s performance and same age peers?
7. Are there other needs beyond academics,
   that impact the child’s involvement and
   progress in the general curriculum?
                                                     Developed by SST #13
8. Did you identify the priority needs?
Prioritizing Needs




      Available at www.edresourcesohio.org
     PLOP

B. Present Levels
     Section 6: Measurable Annual Goals:
                Present Levels
                                                     What is her language
                                                   ability – can she get why?




• Area = ACS or communication, behavior….
• Present levels of Performance:
    • academic,
    • functional (hygiene, community based instruction, safety…),
    • post secondary transition
  What’s included in a PLOP
1. Current evaluation information that is time
   referenced (by date or by time period ..recent, last
   month)
   – Progress on Previous IEP
                                 - Progress Monitoring
   – Most recent ETR             - OAT results and areas of difficulty
   – Curriculum Based Measures   - Information from teachers and parents
• Measurable/observable/specific information based
  on data
• Enough detail to establish a baseline from which to
  set targets
• Specific levels of performance with multiple forms
  of evidence in the areas of need
What’s included in a PLOP
2. How the disability impacts progress in the general
   ed. curriculum
   • Where the student should be (compared to
     typical peers)
   • What is the gap between the student’s current
     achievement and grade level standards.
   • Linked with Academic Content Standards, GLI’s
   • What are the student’s Needs?
What’s included in a PLOP
3. Description of strategies, accommodations, and/or
   interventions that have been successful

4. Transition Service Needs

5. Clear and understandable terminology

6. Linkage to the ETR, needs and goals

7. NOT a disability label
         Where to put it?
• Some of what is specified for Profile is
  also specified for PLOP

• If you put something in one section it
  doesn’t need to be duplicated.
      PLOP – What causes
       compliance errors?
• Lack of sufficient data and information
   – Quantitative (numerical) and/or
   – Qualitative (can do – cannot do)
   – Typical peer data (should be able to…)

• Data is not current or time referenced

• PLOP is not linked to ETR, goals or needs

• PLOP does not indicate how the disability has an
  impact in making progress in the general education
  curriculum
        Present Level Checklist
1.   Does the PLOP reflect the grade level
     content standards?
2.   Does the PLOP describe how the child is
     performing in relation to the grade level
     standards?
3.   Does the PLOP describe the child’s
     strengths/needs in relation to learning the
     standards?
4.   Does the PLOP describe how the child’s
     disability affects involvement & progress in
     the general curriculum?
5.   Does the PLOP describe what other needs,
     beyond academics, have an impact on the
     child’s involvement/progress in the general
     curriculum?
6.   Does the PLOP describe strategies,
     accommodations, interventions that have been
     successful in assisting the child to make
     progress in the general curriculum?            ODE Developed
      Present Level Checklist
7.    Is the PLOP based on current evaluation
      reports, statewide testing, teacher reports and
      checklists, current progress data and parent
      information?
8.    Is the PLOP written in a clear and
      understandable manner than avoids vague or
      unclear words or phrases?
9.    Does the PLOP provide instructionally relevant
      information about the child?
10.   Is the PLOP written in objective, measureable
      terms?
11.   Does the PLOP reflect the priorities and
      concerns of the child and his/her parents for
      the child’s education?
12.   Does the PLOP identify where the child is now
      so a clear picture is given as to what has to
      be learned next and what supports and
      services are needed to get there?
13.   Does the PLOP provide the basis for goals?        ODE Developed
14.   Does the PLOP reflect transition service
      needs?
Reflect the



              Example
grade level
standards?
 Example
 How the child
 is performing
 in relation to
the grade level
   standards
   Describe



                Example
Strengths and
    needs
   Disability


                 Example
    affects
 involvement
 and progress
in the General
  Curriculum
Example




            What other
           needs, beyond
             academics
          impact progress
     Describe
    strategies,



                     Example
accommodations,
interventions that
    have been
    successful
Based on current evaluation
 reports, statewide testing,


                               Example
  teacher reports, current
   progress data, parent
        information
Example




            Clear and
          understandable
             manner?
Instructionally


                  Example
    relevant
 information?
 Objective


             Example
Measurable
  Terms?
Example
     Clear baseline
     of where the
      child is now,
       and what
          next?
Basis for annual goals,

                          Example
    objectives and
    benchmarks?
    Reflect

                 Example
  transition
service needs?
                                                  The only


        K.D. Information -
                                                information
                                                   about
                                              communication



• K.D. has an adequate functional vocabulary to convey
  her wants and needs and uses natural facial and
  nonverbal gestures to communicate.
• However, her speech is unintelligible a majority of
  the time. She receives speech and language therapy
  as a related service.
• At times she refuses to comply with adult requests.
• However, given time and behavioral choices, she will
  eventually respond appropriately.
• She also has difficulty expressing and labeling her
  feelings correctly.
                            Revised K.D. PLOP

                            K.D. has a functional verbal vocabulary
                                                                                                        Describe
                                                                                                    Strengths and
                               consisting of intelligible single words that                             needs

                               she uses effectively to convey her wants
What other needs, beyond
academics impact progress
                               and needs, label, protest, and greet. She
                               does not have a functional system to
                               make comments, ask questions, or talk
                               about things that aren’t in her
                               environment.                                                       Describe what works


                            It effects her progress in the general
      Instructionally
          relevant
                               education curriculum because she is limited
       information?            in what she can contribute to class
     Reflect transition
                               discussions, and in assessing what she
      service needs?           knows through oral means.
                            Goal= functions of language
                                                               Disability affects involvement and progress in the
                                                                               General Curriculum
                             Revised K.D. PLOP
                                                                                                            Describe
                          Her intelligibility in connected speech as
      Objective                                                                                          Strengths and
     Measurable
                                                                                                             needs
                             assessed in May 2010, is 50% to familiar
       Terms?



   Based on current          listeners when the context is known and 40%
  evaluation reports,
   statewide testing,        to unfamiliar listeners. When context is
    teacher reports,
 current progress data,      unknown, intelligibility is 30% to all listeners.
                          Unintelligibility is partially a result of her fast
  parent information                                                           Describe what works


                             rate of speech and her mumbling of words.
 Clear baseline
 of where the                Intelligibility is increased when she is cued to
  child is now,
and what next?               slow her speech and focus on her articulation.
Basis for annual          It effects her progress in the general education
     goals,
 objectives and              curriculum because her teachers and peers can
 benchmarks?
                             not understand her during discussions, oral
    Clear and
  understandable
                             reporting, assessing what she knows and in
     manner?                 teaming.
                                                               Disability affects involvement and progress in the
                                                                               General Curriculum
                          Goal = intelligibility
 Shout
 Out!!
Can we do
 better ??
Measurable Goals
            Section 6: Measurable
                 Annual Goal




• Goals are the roadmap from where the child is currently
performing to where they need to be (ACS).
• Specify how the team will determine that the student has met
the goal – a clear picture
• The Focus should be on the skills vs. the Academic Content
Standards that are needed to master
       Measureable Annual Goals
Goals should:
   – Be individualized
       • Not an ACS for same grade?
       • Is it what student will do – not teacher?
   – have a direct relationship between the ETR, PLOP and goals
   – be prioritized and accomplished in 12 months

   – be Aligned to Academic Content Standards/ Standards
     Based IEP
   – contain: condition, clearly defined behavior, criteria for
     mastery…
   –   use the same unit of measure as the PLOP (%, __out of 5) –
       it is a way to measure progress.
   –   meet the stranger test – no confusion as to when the goal
       has been met
6 Elements of a Well Written
      Goal or Objective
1.   Who?
2.   Will do what?
3.   To what level or degree?
4.   Under what conditions?
5.   In what length of time?
6.   How will progress be measured?
                        1. Who




• This is the student
       2. Will Do What?




• Measurable and observable behavior.
• It is expressed as an action word (verb).
• What it looks like when student has mastered it.
        Measurable Verbs




Also see http://www.adprima.com/examples.htm
   3. To What Level or Degree


• Includes Criteria- how many times the behavior must be
  observed/measured before it is considered to be mastered
   – Frequency
       •   ___ times weekly
       •   in ___out of ___ attempts/opportunities
       •   ___ consecutive trials/weeks
   – Duration
       •   For __ minutes/repetitions
   – Accuracy
       •   _____% accuracy
       •   ___ out of ___ trials
   – Latency/Speed
       •   within ___ minutes
       •   with less than ___ errors per minute/paragraph
   – Intensity
       •   With __intensity so _ can be heard
       Criteria and Mastery
• Although not law, best practice includes both
  accuracy and trials. (i.e. 80% on 3/5
  opportunities)
• Unless stated, the implication is without error
  or 100% performance. (100% on 3/5
  opportunities)
• This same criteria should be what is reported
  for progress reports (PLOP-Goal-Progress).
  (%tage on _/5 opportunities)
 4. Under What Conditions


• Situation (during circle time, given a familiar object/
  experience, when student’s hand is placed on the
  switch, with hand over hand support
• Setting (Small group, classroom, 1:1, on the
  playground)
• Required Material, Given… (an auditory/visual/
  written prompt, graphic organizer, teacher notes, a
  topic, given 5th grade vocabulary words)
5. In what length of time



• This is the time frame in which the
  goal/objective will be completed.

• If it is not listed it is assumed to be the
  length of the IEP (throughout the school
  year)
6. How will progress be measured?




 • Selected from the list, or write your own in the text
 box (Methods)
Annual Goal/Objectives – What
  causes compliance errors?
• Using “increase”, “decrease” or “improve” without a
  baseline and target (i.e. increase fluency to 100 wpm
  = ok)

• Using grade scores (i.e. A, B, 75 or 90)

• Inappropriate measurement or not compatible to
  baseline measurement in PLOP (i.e. cross the street
  80% appropriately)

• Too many variables (kitchen sink approach)

• No behavior goal but it is marked in special factors
                      Goals Checklist
1.   Are the goals based on the PLOP?
2.   Are the goals measurable and
     understandable?
3.   Is there at least one goal for each area of
     need?
4.   Do the goals describe what the child can
     reasonably accomplish in 1 year?
5.   Are the goals connected to the ACS?
6.   Do the goals state “who” will do what?
7.   Do the goals contain clearly defined
     observable behavior?
8.   Do the goals state the condition under which
     the behavior is to be performed?
9.   Do the goals include performance criteria
     (“to what level or degree”)?

                                                    ODE Developed
Examples
6 Elements of a Well Written
   Goal #3- Intelligibility                     Can you
                                                make it
                                                better?
1. Who? KD
2. Will do what? Increase intelligibility in her
   connected speech to familiar listeners when context
   is known
3. To what level or degree? From a baseline of 50% to
   70% over 3 consecutive trials
4. Under what conditions? When given a topic of
   interest
5. In what length of time? By the end of the year
6. How will progress be measured? Given a one minute
   probe of intelligibility
       Initiating Conversation
• __ Chip will initiate               1. Who?
  conversation/comment with           2. Will do what?
  peers at lunch given prompts
  with 80% accuracy                   3. To what level or
                                         degree?
                                      4. Under what
                                         conditions?
                                      5. In what length
                                         of time?
                     Shout Out!!
                      Can we do       6. How will
                       better ??
                                         progress be
                                         measured?
                        From Barbara Bateman
                Vocabulary
• __ Andrew will name 10             1. Who?
  endangered animals                 2. Will do what?
                                     3. To what level or
                                        degree?
                   Shout Out!!
                    Can we do        4. Under what
                     better ??          conditions?
                                     5. In what length
                                        of time?
                                     6. How will
                                        progress be
                                        measured?
                       From Barbara Bateman
                   Language
• Ryder will improve his              1. Who?
  language by using/listening         2. Will do what?
  to complete sentences 80%
  of the time                         3. To what level or
                                         degree?
                    Shout Out!!
                     Can we do        4. Under what
                      better ??          conditions?
                                      5. In what length
                                         of time?
                                      6. How will
                                         progress be
                                         measured?
                        From Barbara Bateman
     Answering “wh” questions
• __ will answer the teacher's         1. Who?
  direct questions accurately          2. Will do what?
  (i.e., answer "who" with a
  person, "where" with a place,        3. To what level or
  "when" with a time                      degree?
  word/phrase) with no more            4. Under what
  than one repetition of the              conditions?
  question, in 8 of 10                 5. In what length
  opportunities.                          of time?
                      Shout Out!!
                       Can we do       6. How will
                        better ??
                                          progress be
                                          measured?
                         From www.speakingofspeech.com
Language – Content, Use, Form
• Goal I. “Student” will          1. Who?
  produce grade level             2. Will do what?
  language, demonstrating         3. To what level or
  competency in form,                degree?
  content, and use, both          4. Under what
  orally and in writing              conditions?
                                  5. In what length
                                     of time?
                 Shout Out!!
                                  6. How will
                  Can we do          progress be
                   better ??         measured?
                               From www.speakingofspeech.com
           Language - Syntax
• __will demonstrate improved           1. Who?
  grammar and syntax at the             2. Will do what?
  sentence level, using
  copula/is, noun/verb,                 3. To what level or
  gender/number agreement                  degree?
  with 80% accuracy as                  4. Under what
  measured through language                conditions?
  activities within the therapy         5. In what length
  setting                                  of time?
                     Shout Out!!
                      Can we do         6. How will
                       better ??
                                           progress be
                                           measured?
                                   From www.speakingofspeech.com
           5 word Sentences
• __will communicate using 4-        1. Who?
  5 words per sentence during        2. Will do what?
  80% of utterances.
                                     3. To what level or
                                        degree?
                                     4. Under what
                                        conditions?
                                     5. In what length
                                        of time?
                    Shout Out!!
                     Can we do       6. How will
                      better ??
                                        progress be
                                        measured?
                       From www.speakingofspeech.com
          Figurative Language
• Given instruction and               1. Who?
  support, __will explain non-        2. Will do what?
  literal and figurative
  language and infer the              3. To what level or
  causes of a character’s                degree?
  behavior in novels.                 4. Under what
                                         conditions?
  __will infer why characters         5. In what length
  in literature say, feel, and           of time?
  do the things they do.              6. How will
                      Shout Out!!        progress be
                       Can we do
                        better ??
                                         measured?
                                    From www.speakingofspeech.com
                 Articulation
• Given a structured or
  unstructured classroom setting,      1. Who?
  __ will correctly produce            2. Will do what?
  /insert target sounds / sounds       3. To what level or
  in a hierarchy, beginning with          degree?
  sounds in isolation and carrying
                                       4. Under what
  over to conversational speech,
                                          conditions?
  to __ % over _ consecutive
  trials as measured by                5. In what length
  clinician/teacher observation,          of time?
  other informal assessments and       6. How will
  data collection                         progress be
                       Shout Out!!        measured?
                        Can we do
                         better ??   From www.speakingofspeech.com
                    Fluency
• __will independently                1. Who?
  identify episodes of non-           2. Will do what?
  fluency with 80% accuracy.
                                      3. To what level or
                                         degree?
                                      4. Under what
                                         conditions?
                   Shout Out!!
                    Can we do
                                      5. In what length
                     better ??           of time?
                                      6. How will
                                         progress be
                                         measured?
                        From www.speakingofspeech.com
                  Pragmatics
• __ will maintain                     1. Who?
  conversations by staying on          2. Will do what?
  topic and/or making
  appropriate topic transitions        3. To what level or
  for up to 6 exchanges with              degree?
  both peers and adults in 4/5         4. Under what
  opportunities.                          conditions?
                                       5. In what length
                                          of time?
                      Shout Out!!
                       Can we do       6. How will
                        better ??
                                          progress be
                                          measured?
                         From www.speakingofspeech.com
Objectives /Benchmarks
How the child is going to reach the annual goal
                    Objectives
                                                             Goal

•    A smaller, more manageable
    learning task that a child must
                                                      Step
    master as a step toward
    achieving an annual goal                    Step

• Objectives break the annual goal           Step
  into discrete components
                                        Step
• May be sequential steps or
  implemented simultaneously

• Should include condition, clearly                                 Goal
                                      Step     Step      Step
  defined behavior and
  performance criteria-
  measurable information
             Benchmarks
• Benchmarks (able to do by a specific
  time)
  – How far the child is expected to progress
    and by when
       Benchmarks and Objectives…

• Make the plan to reach the goal.

• Provide a mechanism to determine whether the child
  is progressing during the year.

• If the student is not achieving them- Revise them.
   – Reconvene the IEP team to revise the
     goals/objectives
   – Reevaluate the specialized services and/ or
     instruction
• Mastery date is optional
Objectives have the same 6 elements as
               a goal….
 1. Who? T.J
 2. Will do what (action verb)?                 Will use decoding
    skills to sound out the words

 3. To what level or degree? With fewer than 2
    errors, 2 out of 3 times

 4. Under what conditions?                Given a list of 6th grade
    level words from TJ’s classes every week

 5. In what length of time?               (none- assumed will be
    worked on until accomplished or throughout the school year)

 6. How will progress be measured? Sound out
    the words with fewer than 2 errors, 2 out of 3 times
 Annual Goal/Objectives – What causes
          compliance errors?
            (Same as Goals)
• Using “increase”, “decrease” or
  “improve” without a baseline and
  target
• Using grade scores (A, B, 75 or 90)
• Inappropriate measurement or not
  compatible to baseline measurement in
  PLOP
• Too many variables
          Short Term Objective/
           Benchmark Checklist
1. Did you identify the discrete steps
   needed to achieve the goal?
2. Are their 2-3 benchmarks/
   objectives for each goal?
3. Are the objectives/benchmarks
   individualized (not the ACS)?
4. Are the objectives/benchmarks
   measureable/observable?
5. Did you use the same unit of
   measurement as the goal?
6. Does the objective/benchmark contain
   the 6 elements (who, will do what, to
   what level/degree, under what
   conditions, in what length of time, how
   progress will be measured) that are       Developed by SST #13
   required?
Examples
                           K.D. Objectives




                                            Are we all clear what
                                            these mean and what
 How does this look?
4 choices far off/close,                     it looks like when KD
visuals (PLOP= visuals)
                                                  gets there??
                                              Can we do better??
      From ODE at www.edresourcesohio.org
2.2 Given a series of pictures with written text
from a story K.D. has read, K.D. will arrange the
pictures in the appropriate sequence to
determine the correct answers for “what
happens next?” and “why?” questions throughout
the story in four out of five trials.
1.   Who? K.D.
2.   Will do what (action verb)? Arrange pictures in appropriate
     sequence to determine the answers to verbal prompts “what
     happens next”, and “why”?
3.   To what level or degree? 100% - Four out of five trials
4.   Under what conditions? Given a series of pictures with written
     text from a story read (assumed 2nd grade??)
5.   In what length of time? (none- assumed will be worked on until
     accomplished or throughout the school year)
6.   How will progress be measured? % tage of 5 trials
2.2 Given a series of pictures with written
text from a story K.D. has read, K.D. will
arrange the pictures in the appropriate
sequence to determine the correct answers
for “what happens next?” and “why?”
questions throughout the story in four out
of five trials.

                             Shout
                             Out!!
                            Can we do
                             better ??
6 Elements of a Well Written
 Objective- Intelligibility A
1. Who? KD
2. Will do what? Increase intelligibility of speech to a
   familiar listener when context is known
3. To what level or degree? 100% in 8 out of 10
   sentences
4. Under what conditions? When reading a 3 word
   sentence with text and picture
5. In what length of time? By the end of the first
   quarter
6. How will progress be measured? Tally each
   intelligible word in the sentence
6 Elements of a Well Written
 Objective- Intelligibility B
1. Who? KD
2. Will do what? Increase intelligibility of speech to a
   familiar listener when context is known
3. To what level or degree? To 60% over 3 consecutive
   trials
4. Under what conditions? During structured
   conversational activities,
5. In what length of time? By the end of the third
   quarter
6. How will progress be measured? Tally each
   intelligible word in her connected speech
        Progress Monitoring/Reporting




• How the progress will be reported and how often
• Check ALL the boxes that apply
• Must be at least concurrent with issuing of report cards
and periodic reports for typical students (interims too)
     OP-6 Progress Report




• Must report on goals
• Must report on objectives/benchmarks if the student
is on Alternate Assessment
• Reported in same unit of measurement as goal/
objective
 Section 7: Description of
Specially Designed Services


(This is what will drive the
  changes in our students’
 performance in statewide
          testing!)
                   Section 7: Specially
                   Designed Services
• Why Reformat?          To make as
clear as possible to all parties:
    • Confusing when had goals with 20
    min, 20 min (20 vs. 40 minutes)
    • Direct is not Individual
    • Consult and Direct are different
Moral: the more specific you are the
less conflict you will have later

• Synthesize services on this
page by:
   • provider,
   • location,
   • and service
   A. Specially Designed Instruction



                                                           What is the
                                                           knowledge/
                                                            skills you
                                                          have that are
                                                           needed???
•BE SPECIFIC !!
   • What is the specially designed instruction?
       •Describe what the instruction is,
       • How it is to be delivered
       •What group size (i.e. individual, small group),
       •Type of service (i.e. direct, consultation)
       • Conditions (i.e. using__ grade)
   • What goals for that service?
   • Who Provides? (Title)
   • Where?
   • Duration and Frequency (minutes/hours)?
        Specially Designed Services




• You need a new set of boxes if there are any changes in:
   • the specially designed instruction
   • provider
   • location (resource room, general ed classroom..)
   • amount of time or frequency (in minutes or hours-
   PACT Monitoring)
   What exactly is Specially
    Designed Instruction?
• Is it help with completing a
  homework assignment?
• Is it finishing a worksheet?
(Hint: What do we spend our time
  on?)
• Teaching strategies for
  vocabulary, comprehension….
  Using the worksheet or
  homework as the medium.
 What are the components of
Specially Designed Instruction?




                           SST #13
            Specially Designed
           Instruction- Example
Decoding – Intervention Specialist
• Direct instruction (with a
  multisensory approach) in basic
  reading skills, to include:
   – Phonics,
   – Vocabulary,
   – Analysis of the structure of
     words,
   – Contextual analysis to
     determine the meaning of new
     words, and
   – Guided repeated oral reading
     practice.                       T. J - ODE
           Specially Designed
          Instruction- Example
• Intervention in the area of reading
  to include:
   – Modeling,
   – Corrective feedback,
   – Repeated practice, and
   – Comprehension skills development
   (Decoding – Intervention Specialist and
     Reg. Ed.)




                                             T. J - ODE
          Specially Designed
         Instruction- Example
Speech and Language:
• Individual therapy that
  focuses on articulation
  skills and receptive and
  expressive language
  development.

   For Goal 2 and 3
   NOT 1 (dolch sight words)



                                K.D. ODE
            Specially Designed
           Instruction- Example
Language:
   – Direct speech and language therapy
     in a small group setting to provide
     modeling, prompting, expansion,
     shaping and feedback for language
     skills.
Fluency:
   – Direct individual speech and language
     therapy to teach strategies to
     reduce dysfluencies (i.e. easy speech,
     easy onset, pull outs, breathing
     exercises).



                                              SST #13
             Specialized Instruction
Articulation:
         • Direct small group articulation therapy
           to provide: placement cues, prompts and
           shaping approximations
Phonology:
         • Direct small group instruction on
           phonological processes(i.e. deletion of
           final consonant, airflow, etc) through
           auditory bombardment, placement cues,
           touch cues, prompts and shaping
           approximations.
Voice:
         • Direct small group instruction on
           education of vocal hygiene, volume, and
           placement cues
Specially Designed Instruction
     Ideas/Examples???



                    Shout
                    Out!!
                   Can we do
                    better ??
            Specially Designed
           Instruction- Example
• Direct small group speech and language
  therapy on __ grade level vocabulary
  instruction incorporating strategies
  such as:
   • Prefix/Suffix
   • Root Word
   • Function, Category, Parts, Associations..
   • Mnemonics (i.e. visualization, acronyms..)
    Strategies will be modeled and practiced and
      instruction will be given in when to use a
      strategy, which strategy to use and how to
      assess the effectiveness of each strategy.
   Students will generalize their learning by telling
      in their own words the meaning of the word,
      and using the word in context.

                    Vocabulary
         Who Best to Deliver the
         Specialized Instruction?
As a team decide
  1.   What goals/objectives the student needs to achieve
  2.   What services are needed to achieve the goals and objectives
  3.   Who is the best person/discipline to provide this service
          • LD Tutor/ Intervention Specialist
          • SLP
          • Deaf Hard of Hearing teacher
          • VI teacher
          • Other
  4. If the team decides the IS should deliver the instruction and there
     are no other SLP goals – best practice would be to have consultative
     SLP services to monitor progress and help with the language skills
     embedded in vocabulary learning.
                Methods??
• Methods or approaches are to be
  considered by the team but are NOT
  expected to be written into the IEP
  – PECs
     • Student will travel to a communication partner and
       exchange a picture for a desired food item…
     • with a highly preferred and a non preferred student
       will choose the preferred picture…
  – Phonological
     • Auditory bombardment and cycles of phonological
       processes…
     • Student will produce final consonants…
              B. Related Services
• OT, PT, VI, Deaf Hard of
Hearing, SLP, Orientation and
Mobility, etc…
• It really doesn’t matter if you
put it in related services or the
first specially designed
instruction – just be clear what
you are doing.
•Be specific as to what you are
going to do, where, how
frequently, etc…
• Can have a range – shouldn’t
always be the minimum
                        • If you are using software that goes into EMIS – you
                        need to put your information in related services – even
                        if you are the primary handicapping condition – or you
                        won’t get full funding.
         Specially Designed
        Instruction- Example
• Hearing Impaired:
  – Direct individual instruction in
    developing self advocacy skills to
    help others understand the student’s
    hearing loss and what educational
    needs the student may have.
  – Direct individual instruction and
    expansion of vocabulary (i.e. social,
    idioms, multi-meaning) used in the __
    grade classroom prior to
    presentation of the material in the
    classroom.
  – Direct individual instruction on using
    and understanding signed vocabulary      SST #13
                                             Thanks Dotti Wagner
                      C. Assistive Technology



• AT Devices:
   –   “Any item, piece of equipment or product …that is used to increase, maintain, or improve the functional capabilities of a
       child with a disability.”
   –   “The term does not include a medical device that is surgically implanted, or the replacement of such device.”

• AT Services:
   Any service that directly assists in the selection, acquisition or use of an assistive technology device. The term includes:
   – The evaluation of the needs…
   – Purchasing, leasing, or otherwise providing for the acquisition of assistive technology devices …
   – Selecting, designing, fitting, customizing, repairing, … assistive technology devices;
   – Coordinating and using other therapies, …
   – Training or technical assistance for a child and family…
   – Training or technical assistance for professionals ,employers, or other individuals who provide services to, employ, or
       are otherwise substantially involved in the major life functions of that child.

• If you checked AT on the special factor page – you should have
  information here
• May or May not be tied to a goal
             Specially Designed
            Instruction- Example
Assistive Technology Services:
•   AT Assessment through a collaborative team
    based model with data collection of trials on
    various voice output communication devices with
    varied language organization systems– to
    determine which features best match KD’s
    needs.
Assistive Technology Devices:
•   Access to and direct individual instruction with
    modeling in the use of a dynamic voice output
    communication device organized with 30 cells
    per page, with core vocabulary on the main page,
    and links to categories of fringe vocabulary.
    (Goals: about language structure/length/
    operational skills (i.e. clear, go back, main page…)
                                                           SST #13
  D. Accommodations/Modifications




• “level the playing field” so SWD can access and make
  progress in the general ed curriculum.
        D. Accommodations/Modifications




• Accommodations:
   • Do NOT need to specify frequency or duration of accommodations
• Modifications:
   • Altering the content (decreasing amount or complexity)
   • Require frequency and duration, and tied to goals - even though
   form says is optional
    Accommodations/Specially
      Designed Instruction
• Each student needs a balance of both
  – Accommodation- Text to Speech Program –
    to have books read aloud
  – Specialized Instruction – in how to read
  IEP specifies when, where, how and under what
    conditions accommodations will occur.. (PACT
    monitoring)
• Extended time when over 4 pages, not to exceed 2 hrs.
• Read aloud written material which is above first grade
  readability via technology or a person
• Scribe for written work when over 2 pages
• Large print (24 font size) for all reading material (textbooks
  and tests)
• Braille edition of all textbooks and classroom materials
• Graphic organizers to mind map before writing
• Visual schedules for all classes and visual mini schedules for
  tasks within classes
• Use of slant board for all written work
• Access to a portable electric spell checker for all classes
Allowable Accommodations for
    Statewide Assessment
                  Keyword Search:
                  •testing rules,
                  •allowable accommodations
    Accommodations Examples
• First/then visual -with reinforcement after each
  work job
• Visual of single expectation (i.e. sit, stand, quiet)
  using MJ picture symbols
• Hand over hand assistance with imitative motor
  tasks during song/group time
• Visual model of behavioral expectations/Rules
• Pictured (photographs) Social stories for ___ that
  are reviewed before ___
Accommodations Examples

– Transition Needs
  • Picture schedule (MJ line drawings)
  • Picture schedule with mini schedule (3 activities
    for each block i.e. group, math)
  • Transition pictures (photos) that the student
    holds and takes to new location then puts in a
    finished envelope
  • Visual Count down timer
  • Frequent auditory cues that time is coming up to
    transition (i.e. 4 more minutes, 3 more minutes)
  • Visual of Behavior rules/expectations
Other Accommodation
    Examples???


                Shout
                Out!!
               Can we do
                better ??
       E. Support for School Personnel/
                Medical Needs




• Support for School Personnel:
   •CPI Training, 1:1 aide, Board maker training to create visuals,
   Device training for Aides (could be here or in AT section)
   • Specify who is getting and who is giving the training- where and
   when
• Services to Support Medical Needs:
   • Medical services child needs to receive FAPE,
   • May or not be tied to goals
   • Individual Health plan vs. on the IEP
 Specially Designed
Instruction Checklist
1. Did you clearly define what specially
   designed service/instruction is needed?
    Group size(large/small group, individual)
    Type of service (direct, consultative)
    Conditions (using…, testing)?
2. Did you specify who (Title), when (begin and
   end, frequency and duration (amount of
   time), where (location) and which goals the
   instruction is tied to?
1. Did you include a new set of boxes for each
   change in type of service, provider, location,
   time, beginning, ending or frequency?



                                                    Developed by SST #13
   Specially Designed
  Instruction Checklist
4. Did you include supports for school
   personnel, (training staff/parents), assistive
   technology, modifications and
   accommodations?
5. Is the initiation date immediate (unless
   otherwise noted) and not to exceed 1 yr.?
6. Has every need been addressed by a
   service, or goal and service (if instruction is
   needed)?
7. Are these services based on peer reviewed
   research to the extent practicable?
8. Are methodologies included? (Methods or
   approaches are to be considered by the team
   but are NOT expected to be written into the
                                                     Developed by SST #13
   IEP)
  Specially Designed Instruction –
  What causes compliance errors?
• Service is written as:
   – A place
   – A person
   – A disability category
• Service is not clear to all parties (time, what, who,
  when…)
• Lacks a description or is too vague:
   –   “And/or” – combined frequency for multiple services
   –   “daily”
   –   “as needed”
   –   “at the discretion of the teacher”
• Schedules of service providers do not indicate what
  is on the IEP’s (PACT Monitoring):
   – (i.e. OT -30 min. consult time for Johnny)
What did you learn today that
 will change your practice
         tomorrow?
Questions???

				
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