Perry Flynn

Consultant to NC DPI in Speech-Language Pathology, UNCG

pfflynn@uncg.edu

Lauren Holahan

Consultant to NC DPI in Occupational Therapy, UNC

lauren_holahan@med.unc.edu

Laurie Ray

Consultant to NC DPI in Physical Therapy, UNC

Laurie_ray@med.unc.edu

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

pfflynn@uncg.eduLauren Holahan – UNC-CH lauren_holahan@med.unc.edu

Laurie Ray – UNC-CH laurie_ray@med.unc.edu