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At Your Table – IEP Goals

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  1. At Your Table – IEP Goals Is it measurable? Yes – what makes it measurable? No - How could you make it measurable? 1

  2. January ESE Meeting Chapter 5 – Special Education and Related Services ESE Reminders Reviewing Measurable Goals Services 2

  3. Don’t Be Distracted!

  4. Upcoming Events and Reminders • Transfer Packets are much better – THANKS! • But, don’t forget the Action Date (date the student started) • Medicaid Forms – get them done at meetings • Be sure to PRINT the form. You have to make the box when you print the IEP • The EFA box on the ACTION Form… • PWN date MUST be completed on the last page of the ACTION form 4

  5. More Practicing Without A License • Teachers should not recommend or discuss medication, mental health treatment, or placement in a hospital or RTF • Teachers must only focus on things they can control: schedules, materials, accommodations, behavior plans, etc. • Don’t Diagnose or Speculate • Don’t “hand wring” in front of the parents

  6. Updating with Re-evals • Present levels MUST be updated with every re-eval (whether there is testing done or not) • Update with new individual testing, recent school assessments, and/or info from work samples, informal assessment and observation • Annual review –biggest overhaul • Special reviews • Read and edit existing info • ADD date and current functioning

  7. Recap: Present Levels Just Can’t Say It Enough! • ALL other items and services listed in the IEP must link to this section and descriptions here will support ALL remaining sections of the IEP • Global Statement and Present Levels

  8. Also in Ch. 4: Measurable Annual Goals Measurable annual goals are descriptions of what a child can reasonably be expected to accomplish within a 12-month period with the provision of special education (specially designed instruction) and related services.

  9. Measurable goal musts: • Be selected from the specific needs outlined in the PLAAFP • Be identified as those allowing students to participate in the general curriculum to the fullest extent possible • Be related to meeting the child’s needs that result from the child’s disability

  10. What we know from the Spring 2011 ESE Audit • Some annual goals were not measurable. • Some annual goals were not directly related to weaknesses noted in the PLAAFP. • Some annual goals were not individualized for the student. The same goals were seen on multiple IEPs.

  11. Essential Characteristics of an Annual Goal • Must be measurable • Must be measured (schedule for reporting progress in IEP) Does this really matter? If an annual goal is not measurable OR measured it violates IDEA and may result in a denial of FAPE.

  12. Purpose of Measurable goals • To estimate what a student may accomplish in a year’s time • To evaluate the success of the student’s special education program • To address academic and/or functional needs • To enable the student to be involved in and progress in the general curriculum (LRE)

  13. Simply put, the IEP annual goals: • are what we expect the student to learn or be able to do, and • how we will know when they have learned it or can do it

  14. How do I know if I have written measurable annual goal? • Allows a clear YES of NO determination of whether or not it has been achieved • Tells evaluators what to do to determine if the goal was achieved without adding anything to the goal • Passes the stranger test (different evaluators can agree if the goal has been achieved) • Passes the “Dead Person” test (avoids target behaviors written in negative terms)

  15. Three required components of a Measurable Annual Goal Target Behavior – What we want to change. (Described in terms that are observable, measurable, verifiable, and repeatable) Stimulus material or condition – How we will measure change. (The materials that the teacher will use or the environment where the behavior will be observed) Criterion for acceptable performance - How we will know if the goal has been achieved (Stated in terms of accuracy, speed, or quality) May also include Timeframe (1 year is maximum length)

  16. Am I required to include short term objectives? • Measurable annual goals (3 components) are required for all students • Short term objectives are required only for students who take Alternate Assessment • Short term objectives can be added to IEP of any student if IEP team determines that it is appropriate

  17. Measurable Goal “No Nos” • Use of subjective words such as will improve, will show, will increase, will develop, etc. to describe target behavior • Use of an increase in test scores, such as PASS, HSAP, MAPs, etc. as criterion for performance • Use of classroom grades or passing a course as criterion for performance • Use of moving from one level in F& P to another as criterion for performance • Separate transition goal is no longer required. All goals of transition IEP should address transition.

  18. Annual Goal Checklist • Are goals linked to the assessment and the PLAAFP statements? • Are goals specific clear, and measurable? • Do goals provide a focus for the student’s IEP? • Does the goal section of the IEP contain information on how the student’s progress will be measured? • Does the IEP include how progress will be communicated to the parent? • Can the goal be used to evaluate the effectiveness of the program? • Is the student’s progress toward achieving the goals actually measured?

  19. Also in Ch. 5: Special Ed. and Related Services • All services and supports to enable the child • To advance appropriately toward attaining the annual goals • To be involved in and make progress in the general ed. curriculum • To participate in extracurricu.ar and other nonacademic activities, and • To be educated and participate with nondisabled peers to the maximum extend appropriate

  20. Special Ed. Services – Sec. V • Specially-designed instruction to meet unique needs of a child with a disability • IEP teams decide – in this order!!! • What SERVICES are needed • What AMOUNT OF SERVICES are needed • What SETTING is necessary

  21. Related Services – Sec. V • Developmental, corrective, and supportive services required to assist a child with a disability to benefit from SPECIAL EDUCATION services. • They are in addition to special ed. instruction • Q&A 2 – Can’t just have Related Services

  22. Related Services – Process Guide • Surgically Implanted Devices • Do not include the optimization of it’s functioning • Medical Services • Provided by a doctor • We are only required to provide medical services for diagnostic or evaluation purposes • School Health Services • Provided by school nurse or other qualified person

  23. Related Services – Process Guide • Transportation • Interpreting Services They Failed to Mention… • Speech/Language • Occupational Therapy • Physical Therapy

  24. It Says Here… • The IDEA has clarified that parents cannot be required to obtain a prescription for medication for a child as a condition of attending school, receiving an evaluation or receiving special ed. or related services. • Don’t practice without a license (last month’s meeting)

  25. Frequency, Location, and Duration of Special Education Services …of Special Ed. and Related Services • There should be a Present Level for each area of service • Make your descriptions and locations clear and specific • Length/frequency can be words • Daily, weekly, periods, blocks,

  26. IEP Section III – Supplemental Services Aids, services and other supports to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate. • Provided to the child, or • On behalf of the child • Assistive Technology Devices and Services • Non-academic or Extracurricular Services • Access to Instructional Materials • Program Modifications and Supports for Personnel

  27. IEP Section III – Supplemental Services Where We Put Them here in Rock Hill Schools!!! • Assistant Support (for the student) • Specify assistance or support – WHAT, WHERE, and WHEN • ABA Therapy • Training for regular education teachers or other staff • Even yourself or next ESE teacher

  28. Extended School Year Services • IEP Section VIII • If the team DEFERS, the team MUST revisit ESY question by the end of the school year • ESY Student Eligibility Review and ESY Addendum • If the team determines the student is eligible, but the parents decline the opportunity, THE PAPERWORK MUST STILL BE DONE

  29. To Finish Up Next Month Feb – Discipline (Ch. 8) March – Re-evals (Ch. 7) and Discontinuing Services (Ch. 10) April – Educational Placement and LRE (Ch. 6) 29