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Tuesday June 22, 2010 IEP Goals. START/NPDC Summer Institute June 2010. Writing Meaningful and Measurable Goals. OUR DECISIONS HAVE TO ALIGN WITH:. THE LAW THE RESEARCH THE DATA. Special Education: Civil Rights Legislation. History of Education: Horace Mann

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Tuesday June 22, 2010 IEP Goals


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    Presentation Transcript
    1. Tuesday June 22, 2010 IEP Goals

    2. START/NPDC Summer Institute June 2010 Writing Meaningful and Measurable Goals

    3. OUR DECISIONS HAVE TO ALIGN WITH: • THE LAW • THE RESEARCH • THE DATA

    4. Special Education: Civil Rights Legislation • History of Education: Horace Mann • Brown vs. Board of Education: 1954 • Elementary and Secondary Education Act of 1965 (underprivileged students) • PARC and MILLS: Exclusion of students with disabilities • Congressional Investigation 1972 of education of children with disabilities • 1975: Congress enacted P.L. 94-142 • Children with disabilities have a RIGHT to education • Ensure ACCESS to education Wright & Wright, 2009

    5. IDEA Regulations • Two fundamental requirements: • That the child will receive FAPE • In the least restrictive environment (LRE).

    6. What is FAPE? • Compliance with the procedures • Individualized • Meets the child's unique needs (disability area) • Access to the general curriculum (grade-level standards) • Reasonably calculated to provide “Educational Benefit”(Rowley (1982) in alignment with IDEA 2004 / NCLB—Wrights Law) • PLAAFP related to involvement / progress in general curriculum • MEASURABLE annual goals • Services planned to support PROGRESS toward goals • In the LRE • IEP adjusted if no progress made • Prepares the child for further education, employment, and independent living (socialization skill development / independent skills) 20 U.S.C. §1401(9) / §1400(c)(5)(A)(i)

    7. Defining LRE: Fed Language To the maximum extent appropriate, children with disabilities…. are educated in the general education classrooms with children who are not disabled ….and that special classes, separate schooling, or other removal of children with disabilities from regular education environment occurs only if the nature or severity of the disability is such that education  in regular classes with the use of supplementary aides and services cannot be achieved satisfactorily. 

    8. Purpose of the IEP Define the Special Education SUPPORTS / SERVICES necessary to assure FAPE in the LRE:

    9. Continuum of Services (80/80) MI CIMS Thresholds for Restriction SPP Indicator 5: Educational Environments 2009-10 Targets (2010-11) General Education Classroom <40% Target 12.4% (11.9%) General Education Classroom 80%+ Target 61% (63%) General Education Classroom 40-79% Target 21.7 % (20.3%) Separate Facility Target 4.9% (4.8%) << Less More >> Restrictive

    10. Educational Benefit Review Is there objective data to support progress on the goals and objectives? Did the student make adequate progress? If not, was the IEP re-designed to address that? Do the needs listed in the PLAAFP appear to be the PRIMARY ones related to access to, involvement / participation in, success/progress and progress in general education ENVIRONMENTS and CURRICULUM? Where is each need addressed in the IEP? For each goal and benchmark / objective, is there a program or service to address it? Are the programs and services designed to assure progress the goals and objectives? Did the IEP consider LRE in the development of the programs / services? Does EACH supplementary aid and service address needs specifically listed in the PLAAFP? Are Universal Supports for students with ASD considered / addressed? Are the goals and benchmarks / objectives measurable? Does each goal specifically address a need listed in the PLAAFP?

    11. PREPARING for the IEP • DATA • Related to involvement and progress in general education • Ideas about Supplementary Aids and Services • Goal / Objective CONSIDERATIONS NOT: “My PLAFFP” / “My GOALS”

    12. Statement of the student’s Present Levels ofAcademic Achievement and Functional Performance. The PLAAFP • QUESTIONS TO ANSWER: • How does the student’s DISABILITY prevent access to, involvement / participation, and/or success in (including social skill development, independent skills, etc.) general education ENVIRONMENTS… • How does the student’s DISABILITY impact access to / progress inthe general education CURRICULUM…..

    13. What about “ACADEMIC ACHIEVEMENT?” • ED did not define “academic achievement” • 2006 IDEA Regulations: • “’Academic achievement’ generally refers to a child’s performance in academic areas (e.g. reading, math, science..). We believe the definition could vary depending on a child’s circumstance or situation, and therefore, we do not believe a definition of ‘academic achievement’ should be included in these regulations.” • ASD Eligibility Requirements….

    14. PLAAFP Statement Framework Janzen, J., 2003

    15. PLAAFP Statement Framework

    16. OPTIONS for DATA • Standardized Measures • Rating Scales • State / Local Assessments • Classroom Output • Grades / Progress Notes • Direct Observation • GLCEs

    17. PLAAFP Statement Framework

    18. PLAAFP Statement Guided Practice

    19. PLAAFP Statement Guided Practice

    20. Just because there is a NEED does not mean you need a GOAL— • You MUST address each need within the IEP – don’t necessarily need a goal— • Transition plan • Supplementary Aids / Services • Goals / Objectives

    21. What ARE Supplementary Aids / Services? --aids, services and other supports that are provided in regular education classes …. to enable children with disabilities to be educated with non-disabled children to the maximum extent appropriate.

    22. Supplementary Aids / ServicesUniversal Supports (the Non-Negotiables) • Visual Strategies • Functional Communication System • Peer to Peer Support • Positive Behavioral Supports • Accommodations / Modifications • Paraprofessional

    23. Identifying the GOAL AREAS • Needs that CANNOT be met through supplementary aids and services (or transition)… AND / OR 2. Needs AND / OR Supports from Supplementary Aids and Services require “specialized instruction”

    24. “Specially Designed Instruction”Michigan Revised Admin Rules 2009 • Adapting, as appropriate to the needs of the student, the content, methodology, or delivery of instruction • To address the unique needs of the child • To ensure the child’s access to the general curriculum

    25. Measurable annual goals and short-term objectives / benchmarks must be designed to… Annual Goals • Meet child’s needs that result from child’s disability • Not • --Restatement of gen ed curriculum • --List of everything the student is expected to learn in every content area to enable the child to be involved in and make progress in the general education curriculum

    26. What skills does the student need in order to access / master the content rather than what content the student needs to learn.DISCUSSION

    27. Whoa….. What about IEP’s written for the Content Standards? • MDE Memorandum March 2009 • MDE Quick Reference Guide

    28. So… then…What about Academic Goals? • No hard / fast rules • Things to consider: • 3 tiered system of academic support • Have to know ASD—OUTPUT • Gain Rate vs. Time Spent

    29. Now that we understand MEANINGFUL GOALS… Time to Write MEASURABLE ones….

    30. Writing Measurable GoalsFormula for Success • Condition - Circumstances the student will need in order to perform the expected skill (when, where, with whom, type of activity, with what support, etc.) • When given a verbal request • During transition periods • During a social conversation • During class discussions • When shown a three choices • When prompted (specify type and # ) • When given a check schedule card • When prompted (specify type and #) to a visual schedule • Using peers / peer to peer support • Using a choice modification strategy • During lunch (math, science, etc)

    31. Writing Measurable GoalsFormula for Success • Condition - Under what condition / using what support should the skill be demonstrated? • Behavior - Get some VERBS in your sentence • What competency / skill should change? • OBSERVABLE

    32. Respond to (describe) Complete task Transition to next activity Look at Wait to be called on Ask for help Ask a peer Follow direction Choose / select Raise hand Remain in seat / area Answer questions Request Locate / find Put on / Take off BEHAVIOR

    33. Writing Measurable GoalsFormula for Success • Condition - Under what condition / using what support should the skill be demonstrated? • Behavior - Get some VERBS in your sentence • What competency / skill should change? • OBSERVABLE • Criteria - How MUCH / WELL is mastery for the time frame of the IEP?

    34. CRITERIA / Mastery • 9 out of 10 trials / opportunities • 6 items / assignments • 75% accuracy • Increase by 10% • 3 times a day • On 9 consecutive attempts • For 15 minutes at a time • Within 5 minutes • 4 times weekly • 3 out of 5 days • 4 class periods

    35. GOALS / OBJECTIVES Guided Practice • Marci will have improved functional communication skills for indicating wants and needs. • Marci will use a system of words, pictures, gestures to indicate basic wants and needs during classroom activities. (8 of 10 trials) • Marci will use a picture schedule to follow daily classroom routines with minimal prompting. (8 of 10 trials) • Marci will use a system of words, pictures, gestures to participate in conversational routines with peers. (8 of 10 trials)

    36. GOALS / OBJECTIVES Guided Practice • Chris will improve his social communication skills in the classroom setting. • Chris will raise his hand when he needs assistance or wants to share important information. (90% of time) • Chris will ask for help and accept teacher response when he doesn’t understand something. (80% of time) • With gestural prompts from peers and adults, Chris will limit conversational ideas appropriate to the setting. (90% of time)

    37. GOALS / OBJECTIVES Guided Practice • Kayla will increase her social communication skills for interaction with adults and peers as measured by mastery of the following objectives. • Kayla will use appropriate social greetings upon entering and leaving the classroom with teacher and peers (hi, bye) in 8 out of 10 trial days. • Kayla will expressively identify peers and adults by name in group and play activities with verbal prompting. (4/5 trials) • Kayla will gain the attention of a communicative partner by verbal or nonverbal means to make a request, to gain assistance, and to engage in activities. (4/5 trials)

    38. ACTIVITY Meaningful: Select at least ONE goal area for your target student Measurable: Write at least ONE measurable goal for that goal area