EXCEPTIONAL CHILDREN DIVISION Integrated Individualized Education Programs

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EXCEPTIONAL CHILDREN DIVISIONIntegrated
Individualized Education Programs

• Derived from
• Training Modules 10, 11 12

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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

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How Confused Are You?

• Lets Play
• TRUE Or FALSE

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Question 1

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

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The Answer Is

• FALSE
• A students IEP goal should be written in any way
  that will best meet that students needs.
• Sometimes an integrated goal is best, sometimes
  a traditional goal is best, sometimes both!

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Question 2

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

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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.

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Question 3

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

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The Answer Is

• TRUE
• If you are providing services to help a student
  achieve a goal, you must report on the students
  progress or lack of progress from your
  disciplines perspective.

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Question 4

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

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The Answer Is

• FALSE
• The goals should be focused on the students
  function, not the OT or PT. Best practice for
  both OT and PT call for student-centered not
  discipline specific goals.

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Question 5

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

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The Answer Is

• TRUE
• A students 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!

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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?

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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.

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Question 7

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

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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.

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Lets begin at the beginning
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IEP DEVELOPMENTEvidence-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

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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

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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

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Domains of Academic Functional Performance
Foundations Early Learning Standards
http//www.osr.nc.gov/ProfDevandResources/foundati
onsEarly_learningToDownload.asp

• Approaches to Learning
• Emotional Social Development
• Health Physical Development

• Language Development Communication
• Cognitive Development

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The PLAAFP Is

• Current
• Relevant
• Objective
• Measurable
• Understandable
• Related to one academic or functional domain

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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).

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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.

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• 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.

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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)

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Please refer to your handouts

• Actual PLAAF sample
• Suggested PLAAF
• Actual and Suggested Goals
• Fill in the component Table

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• SAMPLE 1
• PreSchool Student
• Present Level of
• Academic and Functional Performance
• -Actual
• -Suggested
• Table

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PLAAFP Component PLAAFP Statement
1. Data-based student specific information about the students current academic achievement and functional performance
2. Strengths of the student
3. Needs resulting from the disability
4. Effects of the disability on involvement and progress in the general education curriculum
Parent, teacher and therapist observation and
report, data collection/chart
Able to find and hold fork interested in food,
eating and interaction
XXXX
XXXXXX
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Annual Goal Component Annual Goal Statement
Given/Conditions (when or under what conditions), as applicable
Skill/Curriculum/Behavior Area or Domain (Academic/Functional)
Observable Learner Performance (Action)
Desired Level of Achievement/Outcome (Measurable Criteriahow well, how many times, over what period of time)
Moderate adult assistance, Adapted feeding tools
Self Care
Feeding and making choices independently
Demonstrating at least one Initiation, sip/bite,
choice
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• SAMPLE 2
• Elementary Student
• Present Level of
• Academic and Functional Performance
• -Actual
• -Suggested
• Table

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

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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.

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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.

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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.

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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.

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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.

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Submitted Questions
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QA - 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?
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• 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?

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QA 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.

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QA 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?

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QA 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?

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QA 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?

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QA 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?

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Questions Comments
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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/

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References/Resources

• Domains of Academic Functional Performance
  Foundations Early Learning Standards
  http//www.osr.nc.gov/ProfDevandResources/foundati
  onsEarly_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/