Win the Game of Writing Good IEP Goals and Services

1. 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 Bathrooms No formal breakBathrooms No formal break

2. Writing Good IEPs�.It�s NOT a GAME!! Compliance Requirements Sanctions Expensive Due Process cases Additional provision of services (compensatory, ESY�) 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)

3. The �game� of writing good IEPs�

4. Developing a Good IEP Future Planning Special Instructional Factors Profile Postsecondary Transition Postsecondary Transition Services Measurable Annual Goals Specially Designed Services Transportation as a Related Service Non Academic and Extracurricular General Factors Least Restrictive Environment Statewide and District Wide Testing Participants Signatures While this presentation focuses on sections 6 and 7 , know that all the parts of the IEP are important and are building blocks for sections 6 and 7. Unless you have good baseline data , know the students strengths, and future plans � it is impossible to develop good goals.While this presentation focuses on sections 6 and 7 , know that all the parts of the IEP are important and are building blocks for sections 6 and 7. Unless you have good baseline data , know the students strengths, and future plans � it is impossible to develop good goals.

5. Profile

6. Section 3: Profile Do not need to repeat if in other sectionsDo not need to repeat if in other sections

7. 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 �.

8. 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 GGG Scores Echo Scores 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

9. Profile Checklist

10. Profile Checklist

11. Profile

12. 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. 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 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.

13. K.D. Profile K.D. likes people and enjoys interacting with her peers and adults. She enjoys acting out favorite movies 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 neighborhood without any difficulty. She solves routine environmental problems when a model for handling the situation is practiced and role-played. She comprehends the literal meaning of what she reads and uses visuals to enhance her comprehension.

14. 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 task later. 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. K.D. benefited from the following accommodations: � Step-by-step directions, � Hand-on experiences, � Use of manipulatives, � 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 K.D. Profile cont.

15. PLOPA. NeedsB. Present Levels

16. What are ALL the needs: that are interfering with the student accessing the general curriculum (involvement and progress in Academic Content Standards) AND that need specially designed instruction (i.e. adapted content, methodology and delivery of service)? A. Identifying Needs

17. How to connect to the ACS? Look at the student�s grade level in the ACS � English Language Arts (what�s expected) Page back to lower grade level content standards -until you find what they can do Look at the next prerequisite skill they struggle with, which is a building block skill � (this will become your goal) See what strand the goal is in and follow that strand forward to the student�s current grade level (connection to grade level standards)

18. SLP Tied to Academic Content Standards

19. Needs Checklist

20. Prioritizing Needs

21. PLOPB. Present Levels

22. Section 6: Measurable Annual Goals: Present Levels ACS Academic Content Standards The team can identify that the only service the student needs is a related service (i.e. OT) as long as they meet one of the 13 handicapping categories ****Let�s add more to this talking point ***** ACS Academic Content Standards The team can identify that the only service the student needs is a related service (i.e. OT) as long as they meet one of the 13 handicapping categories ****Let�s add more to this talking point *****

23. Current evaluation information that is time referenced (by date or by time period ..recent, last month) Progress on Previous IEP Most recent ETR Curriculum Based Measures 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

24. 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?

25. What�s included in a PLOP Description of strategies, accommodations, and/or interventions that have been successful Transition Service Needs Clear and understandable terminology Linkage to the ETR, needs and goals NOT a disability label

26. 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.

27. 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

28. Present Level Checklist Does the PLOP reflect the grade level content standards? Does the PLOP describe how the child is performing in relation to the grade level standards? Does the PLOP describe the child�s strengths/needs in relation to learning the standards? Does the PLOP describe how the child�s disability affects involvement & progress in the general curriculum? Does the PLOP describe what other needs, beyond academics, have an impact on the child�s involvement/progress in the general curriculum? Does the PLOP describe strategies, accommodations, interventions that have been successful in assisting the child to make progress in the general curriculum?

29. Present Level Checklist Is the PLOP based on current evaluation reports, statewide testing, teacher reports and checklists, current progress data and parent information? Is the PLOP written in a clear and understandable manner than avoids vague or unclear words or phrases? Does the PLOP provide instructionally relevant information about the child? Is the PLOP written in objective, measureable terms? Does the PLOP reflect the priorities and concerns of the child and his/her parents for the child�s education? 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? Does the PLOP provide the basis for goals? Does the PLOP reflect transition service needs?

43. K.D. Information - 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.

44. K.D. has a functional verbal vocabulary consisting of intelligible single words that she uses effectively to convey her wants 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. It effects her progress in the general education curriculum because she is limited in what she can contribute to class discussions, and in assessing what she knows through oral means. Goal= functions of language

45. Her intelligibility in connected speech as assessed in May 2010, is 50% to familiar listeners when the context is known and 40% to unfamiliar listeners. When context is unknown, intelligibility is 30% to all listeners. Unintelligibility is partially a result of her fast rate of speech and her mumbling of words. Intelligibility is increased when she is cued to slow her speech and focus on her articulation. It effects her progress in the general education curriculum because her teachers and peers can not understand her during discussions, oral reporting, assessing what she knows and in teaming. Goal = intelligibility

47. Measurable Goals

48. Section 6: Measurable Annual Goal

49. 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

50. 6 Elements of a Well Written Goal or Objective Who? Will do what? To what level or degree? Under what conditions? In what length of time? How will progress be measured?

51. 1. Who This is the student

52. 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.

53. Measurable Verbs

54. 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

55. 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)

56. 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)

57. 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)

58. 6. How will progress be measured?

59. 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

60. Goals Checklist Are the goals based on the PLOP? Are the goals measurable and understandable? Is there at least one goal for each area of need? Do the goals describe what the child can reasonably accomplish in 1 year? Are the goals connected to the ACS? Do the goals state �who� will do what? Do the goals contain clearly defined observable behavior? Do the goals state the condition under which the behavior is to be performed? Do the goals include performance criteria (�to what level or degree�)?

61. Examples

62. 6 Elements of a Well Written Goal #3- Intelligibility Who? KD Will do what? Increase intelligibility in her connected speech to familiar listeners when context is known To what level or degree? From a baseline of 50% to 70% over 3 consecutive trials Under what conditions? When given a topic of interest In what length of time? By the end of the year How will progress be measured? Given a one minute probe of intelligibility

63. Initiating Conversation __ Chip will initiate conversation/comment with peers at lunch given prompts with 80% accuracy 

64. Vocabulary __ Andrew will name 10 endangered animals 

65. Language Ryder will improve his language by using/listening to complete sentences 80% of the time 

66. Answering �wh� questions __ will answer the teacher's direct questions accurately (i.e., answer "who" with a person, "where" with a place, "when" with a time word/phrase) with no more than one repetition of the question, in 8 of 10 opportunities. 

67. Language � Content, Use, Form Goal I. �Student� will produce grade level language, demonstrating competency in form, content, and use, both orally and in writing 

68. Language - Syntax __will demonstrate improved grammar and syntax at the sentence level, using copula/is, noun/verb, gender/number agreement with 80% accuracy as measured through language activities within the therapy setting 

69. 5 word Sentences __will communicate using 4-5 words per sentence during 80% of utterances.

70. Figurative Language Given instruction and support, __will explain non-literal and figurative language and infer the causes of a character�s behavior in novels.__will infer why characters in literature say, feel, and do the things they do. 

71. Articulation Given a structured or unstructured classroom setting, __ will correctly produce /insert target sounds / sounds in a hierarchy, beginning with sounds in isolation and carrying over to conversational speech, to __ % over _ consecutive trials as measured by clinician/teacher observation, other informal assessments and data collection

72. Fluency __will independently identify episodes of non-fluency with 80% accuracy.

73. Pragmatics __ will maintain conversations by staying on topic and/or making appropriate topic transitions for up to 6 exchanges with both peers and adults in 4/5 opportunities. 

74. Objectives /BenchmarksHow the child is going to reach the annual goal

75. A smaller, more manageable learning task that a child must master as a step toward achieving an annual goal Objectives break the annual goal into discrete components May be sequential steps or implemented simultaneously Should include condition, clearly defined behavior and performance criteria- measurable information

76. Benchmarks Benchmarks (able to do by a specific time) How far the child is expected to progress and by when

77. 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

78. Objectives have the same 6 elements as a goal�. Who? T.J Will do what (action verb)? Will use decoding skills to sound out the words To what level or degree? With fewer than 2 errors, 2 out of 3 times Under what conditions? Given a list of 6th grade level words from TJ�s classes every week In what length of time? (none- assumed will be worked on until accomplished or throughout the school year) How will progress be measured? Sound out the words with fewer than 2 errors, 2 out of 3 times

79. 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

80. Short Term Objective/ Benchmark Checklist

81. Examples

82. K.D. Objectives

85. 6 Elements of a Well Written Objective- Intelligibility A Who? KD Will do what? Increase intelligibility of speech to a familiar listener when context is known To what level or degree? 100% in 8 out of 10 sentences Under what conditions? When reading a 3 word sentence with text and picture In what length of time? By the end of the first quarter How will progress be measured? Tally each intelligible word in the sentence

86. 6 Elements of a Well Written Objective- Intelligibility B Who? KD Will do what? Increase intelligibility of speech to a familiar listener when context is known To what level or degree? To 60% over 3 consecutive trials Under what conditions? During structured conversational activities, In what length of time? By the end of the third quarter How will progress be measured? Tally each intelligible word in her connected speech

87. Progress Monitoring/Reporting

88. OP-6 Progress Report

89. Section 7: Description of Specially Designed Services(This is what will drive the changes in our students� performance in statewide testing!)

90. Section 7: Specially Designed Services the IEP you only need to provide the position requiredthe IEP you only need to provide the position required

91. A. Specially Designed Instruction ThIs section is the page needed for MEDICAID reimbursement. It requires the name and role of the service provider. As the IEP you only need to provide the position required. If this child is to be submitted for reimbursement you must have the name. If the provider�s name changes (maternity, a new provider and nothing else is changed) you do NOT have to reconvene the team to change the names.ThIs section is the page needed for MEDICAID reimbursement. It requires the name and role of the service provider. As the IEP you only need to provide the position required. If this child is to be submitted for reimbursement you must have the name. If the provider�s name changes (maternity, a new provider and nothing else is changed) you do NOT have to reconvene the team to change the names.

92. Specially Designed Services

93. 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.

94. What are the components of Specially Designed Instruction?

95. 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.

96. Intervention in the area of reading to include: Modeling, Corrective feedback, Repeated practice, and Comprehension skills development (Decoding � Intervention Specialist and Reg. Ed.) Specially Designed Instruction- Example

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

98. 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). Specially Designed Instruction- Example

99. 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

101. 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. Specially Designed Instruction- Example

102. Who Best to Deliver the Specialized Instruction?

103. 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�

105. 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 Specially Designed Instruction- Example

106. 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

107. 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�) Specially Designed Instruction- Example

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

109. D. Accommodations/Modifications

110. 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

111.  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

112. Allowable Accommodations for Statewide Assessment

113. 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 ___

114. 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

116. E. Support for School Personnel/Medical Needs Support for school personnel � indicate whom will receive the support Medical needs: Not an epipen, that would be in �Other Information� or �Profile�Support for school personnel � indicate whom will receive the support Medical needs: Not an epipen, that would be in �Other Information� or �Profile�

117. Specially Designed Instruction Checklist

118. Specially Designed Instruction Checklist

119. 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)

120. What did you learn today that will change your practice tomorrow?

121. Questions???