Perry Flynn [email protected]
Consultant to NC DPI in Speech-Language Pathology, UNCG
Lauren Holahan [email protected]
Occupational Therapy Consultant to NC DPI , UNC
Laurie Ray [email protected]
Physical Therapy Consultant to NC DPI, UNC
Derived from:
Training Modules 10, 11 & 12
http://www.ncpublicschools.org/ec/policy/presentations/
Special thanks to Sandy Steele and Vivian James
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
2
 Describe essential components of a Present Level
Let’s Play
TRUE Or FALSE…
1
All IEP goals supported by related
services must be integrated.
 True or False?
If a related service is required for the
student to benefit from special education,
an RSSD must be completed.
 True or False?
FALSE
A student’s IEP goal should be focused on
the student’s function, not the OT, PT or
SLP.
Sometimes an integrated goal is best,
sometimes a traditional goal is best,
sometimes both!
FALSE
A RSSD is not required in any case, it is
one more option to document the
services a student needs in the IEP.
2
A related service provider must write a
progress report for goals in which their
service is integrated.
 True or False?
Medicaid will not reimburse services
provided under integrated goals.
 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.
FALSE
Medicaid reimburses for discreet,
medically necessary intervention sessions,
not the entire IEP. The goals are part of
the plan of care required by Medicaid, but
how goals are written does not affect
reimbursement.
3
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.
4
Therapy assistants are trained and
qualified to develop integrated goals
with the IEP team at the meeting.
 True or False?
IEP goals should be written to achieve
student activity or participation, not
skill acquisition.
 True or False?
FALSE
Developing and IEP is an intervention
planning task and is not within the scope
of practice for therapy assistants.
Assistants may contribute data for IEP
development, but finalization of the IEP
with the team must be conducted by a
licensed therapist.
TRUE
The IEP is the student’s document and
should describe what the student needs
to accomplish to learn and participate at
school.
Impairment level concerns and
therapeutic approaches are critical to
achieve functional outcomes but these
belong in the therapist’s plan of care not
in the IEP.
5
Integrated IEP goals are developed
after the IEP team decides which
services the student requires.
FALSE
The need for services is determined by:
 content of the goals
 strengths and needs of team members
 environmental considerations
 True or False?
As such, need for services is determined
AFTER goals are developed.
1.
2.
3.
4.
5.
Formulate educationally
relevant questions
Gather evidence that may
answer questions
Evaluate evidence to determine which
is best
Communicate evidence during
decision-making
Evaluate outcomes
AOTA SSSIS Vol. 13, No. 3, Sept. 200
23
6
1. Team members report findings/review
2.
3.
4.
5.
existing data
Team identifies strengths & prioritizes
needs
Team writes prioritized goals student can
reasonably achieve by end of IEP
Team determines least restrictive environment
for plan implementation
Team determines services & supports student will
need to benefit from & make progress in
program



The student is a ‘student with a disability’.
The disability adversely affects educational
or functional performance at school.
The performance deficits related to
the disability are such that the student
requires specially designed instruction
in order to ensure access to the general
curriculum.
Individuals with Disabilities Education Improvement Act (2004)
http://www.ncpublicschools.org/curriculum/
 Art
 Computer/ Technology
 Guidance
 Healthful Living
 Information Skills
http://www.osr.nc.gov/ProfDevandResources/fou
ndationsEarly_learningToDownload.asp
• English Language Arts
• Math
• Science
• Social Studies
Approaches to Learning
Emotional & Social
Development
 Health & Physical
Development


• Language Development
& Communication
• Cognitive Development
28
27
28
7
 Data-based, student specific information related
Current
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).
Relevant
Objective
Measurable
Understandable
Related to one academic or functional
domain
29
30
ANNUAL GOAL
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.
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.
31
8
 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.
9
 Use email, include the entire IEP
 Progress made toward achieving goals
 Extent to which the progress is sufficient
to achieve the goals by the end of the
year.
team
 Use non-student time during the day (e.g.
cleaning up, recess, lunch, walking down the
hallway)
 Begin discussing potential goals/goal areas
The goal should be written out on the
progress report.
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.
38
 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.
39
40
10
 Domains of Academic & Functional Performance:
 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/
Foundations – Early Learning Standards
http://www.osr.nc.gov/ProfDevandResources/found
ationsEarly_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/
41
 Define
embedded
intervention
 Provide rationale for
implementation
 Review models of
service delivery
 Provide tools,
including data
collection methods
 Practice strategies
43
43
11
Why Embed?
 Providing service in
the setting the student
routinely participates
 Planning and
collaborating between
teachers and service
providers
 Curriculum-, context-,
and routine-based
intervention
Law
Research
Benefits
Continuum of Service Delivery

Regular Education
Service

RtI

PBS

CEIS

504

Consultation

Screening



Resource
Regular
Education
Environments
Separate
Special
Education
Separate
School
Home/Hospital


Individual pull-out
Small group pull-out
One-on-one in regular setting
Whole class instruction
Group activity in regular setting
Consultation
Residential
Placement
12
Characteristics of
Embedded Intervention
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
•
•
 Team
approach
 Transdisciplinary approach
 Flexible scheduling
 Intentional demonstration
 Collaborative consultation
 Facilitative intervention
- Frank Porter Graham Child Care Staff & Dr. Robin McWilliam, 2005
 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
 Novelty
 Change
 Piece
in
expectations
 Delay
 Forgetfulness
by piece
 Visible
but
unreachable
 Responsive
Teaching
Pretti-Frontczak & Bricker, 2004
Wesley, Dennis, & Tyndall, 2007
13
 Procedures are
linked to
criterion
 Procedures are flexible &
applicable across settings, events, & people
 Procedures yield valid & reliable data
 Responsibility is shared by team
 Procedures are compatible with resources
Pretti-Frontczak & Bricker, 2004
1 – Student completes goal independently
2 – Student requires a verbal prompt
3 – Student requires a verbal & physical
prompt
4 – Student requires a verbal & physical
assistance
http://www.speakingofspeech.com/
(click on data forms)
 Prepare team
 IEP
 PLAAFP/Goals
 Service delivery
 LRE
 Data Collection
 Intervention notes
 Progress notes
members for change
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
 Describe
14
Embedding at Every Level
Student
Parent
Group
Class
School
System
15
Movement-based Instruction:
http://jc-schools.net/Health/K-5-Energizers.pdf
http://www.ncpe4me.com/pdf_files/MS-Energizers-Music.pdf
Courageous Pacers
16
 Perry
Flynn – UNC-G
http://www.uncg.edu/csd/faculty/perryflynn.html
 Lauren
Holahan – UNC-CH
http://www.med.unc.edu/wrkunits/2depts/ahs/
ocsci/schoolbasedot.htm
 Laurie
Ray – UNC-CH
www.med.unc.edu/ahs/physical/schoolbasedpt
17