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EAP Part 3

Individual Education Plans

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Why do we have IEPs?

Accountability

Legislation

Funding guidelines

School policy Action Plan Individual Education Plans IEP

Good practice

• builds…

• supports…

• facilitates…

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What is an IEP ?

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An IEP is not

an educational plan designed by the teacher to be signed by the parents

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An IEP is not

an educational plan designed by the specialist teacher and handed to the class teacher to implement

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An IEP is not

a collection of goals submitted by everyone who works with the student

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An IEP is not

a folder to be hidden away for the term of its natural life

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An IEP is not

a document that outlines the total curriculum

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An IEP is a process & a product

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Who needs an IEP?

• Students with disabilities verified and eligible for an EAP profile

• Students who are receiving support through early special education programs

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How many IEPs?• Each student has only one IEP.

• If the student is enrolled in more than one education facility, there is still only one IEP.

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How is the IEP developed?

An IEP developed collaboratively results in:

• positive learning outcomes for the student• a more holistic view of the student• inclusion of those affected by decisions• coordination of support• effective use of resources• personal & professional development of team• synergy

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An IEP is developed collaboratively

The team should include:• family• class/subject teacher• staff specialising in the specific disability area

The team may include:• teacher aide• therapists• support people from other agencies

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IEP goals ?

How many goals?

• most students goals 2 to 4

• some students up to 6

The IEP should focus on the educational needs resulting from the disability

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IEP FocusExamples only:

ASD: social, communication skills

HI: language, auditory, communication & speech II: self management, social, literacy & numeracy

PI: mobility, technology

SED: social skills, self management

SLI: oral language, communication, speech

VI: concept development & orientation skills

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Input to the process

• Consider the student’s needs in collaboration

with others

• Be well informed

• Contribute positively to the development of goals

• Follow through with agreed decisions

• Be honest & approachable

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Consulation & Collaboration

• Collaboration is a corner stone of the IEP process

• Effective teamwork is pivotal for success at all stages of the IEP

• Success depends on members:- having the necessary skills

- wanting to be part of the team- understanding group dynamics

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Why work in a team?Collaboration enables:

• an holistic view of the student

• access to a range of expertise

• sharing of responsibilities

• sharing of accomplishments

• commitment to a problem solving process

• effective use of resources

• synergy

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Heads together?

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Roles in a team

Roles include:

• input to the IEP process

• contribution to group dynamics

Members need to:

• negotiate their role within the team

• understand the roles of other members

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Is this what it’s about?

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Activity:Effective Teams

Take a few minutes to peruse the handout on

‘Effective Teams’. (p.5)

Discuss and reach consensus on the top five

criteria for effective teaming.

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Ineffective teams

Attitudes & circumstances can diminish the

effectiveness of teams:

- reluctant members of the team

- incompetent members of the team

- an environment that does not value

a collaborative approach

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Activity:Ineffective teams

Discuss the situation arising from

ineffective teamwork. (pp. 20, 21)

Identify the barriers to collaboration.

Discuss ways to overcome the

identified barriers.

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Barriers

• Different “languages”

• Poor decision making processes

• No set procedures

• Students supported in more than one

setting

• Different agencies involved

• Inadequate time

• Staffing: part time, itinerant, changes

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Top team member

How do you rate as a team member? (p.7)

• Do you listen to other points of view?

• Do you follow through with decisions?

• Do you share relevant information?

• Are you a positive contributor?

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Top team member

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Successful teamsTeam building is an ongoing process

- not just for teams in trouble

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The team spirit

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1. Information Gathering & Decision Making

• the composition of IEP teams

• what student information to collect

• how to use collected information

• how to conduct effective meetings

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Essential Components• establish team member roles and

responsibilities

• promote parent, student and general class teacher involvement

• collect information about the student

• share information collected – home and school

• collaborate to make decisions relating to IEP goals

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Essential Components

• Core team members are the key

stakeholders in the IEP process.

They are the decision makers about all aspects of

the IEP

• Extended team members provide input to

enable the core team to make informed

decisions.

They do not usually attend IEP meetings

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Activity: IEP Team Members

Who would be likely members of the IEP:

(p. 8)

• core team?

• extended team?

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Activity:

What information do we need? (p. 9)

Where will I get the information? (p. 9)

How is it going to inform the IEP?

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Information Gathering - Parents

For example:• educational and medical history• vision for the future• likes and dislikes• strengths and successes• needs• strategies for managing behaviour• the nature of peer interaction outside

school

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Uninvolved Parents

Consider:

• parents may have different beliefs,

values, perceptions, goals

• parents may be tired, stressed,

intimidated, angry

• parents may assume that only

professionals have the expertise to make

decisions about their child’s education

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Information Gathering – Students

For example:

• their vision for their future

• their strengths and interests

• what they want to learn

• what they most need help with

• classes they like best

• problems their disability causes them

• what they want to do when they leave school

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Information Gathering – Teachers

For example:

• class curriculum & adjustments

• level of SWD participation

• timetabling considerations

• effective teaching strategies

• concerns

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Using Collected Information

Case Manager:

• summarises collected information

• reviews information to identify goal

options

• shares summary information and goal

options across the family and school

team – (prior to the IEP meeting)

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2. IEP Meeting

• The IEP meeting is a key decision-

making time between school

representatives and family members

• Participants collaboratively decide

which goals are to be targeted for the

IEP and determine support needs and

individual responsibilities.

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IEP Meeting – School Preparation

School staff:

• discuss – aspirations for the student’s future

– goal options

• decide who will be the school’s representative

• coach student on how to be an active participant

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IEP Meeting – School Preparation

Case Manager:

• negotiates date and time for the meeting

• prepares and circulates

- meeting agenda

- list of attendees & their roles

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IEP Meeting – Family Preparation

The parents and their child:• discuss

– aspirations for the future– goal options

• decide who will represent the family• inform school of:

– any particular staff they would like to attend – any additional agenda items– family advocate attending

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Questions to ask when choosing goals:

• Does the family believe the goal is important?

• Can the goal be justified on the basis of information collected ?

• Is achievement of the goal necessary for success in current and future environments?

• Is the goal practical when the student’s age and remaining years in school are considered?

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Activity: Conducting IEP Meetings

Reflect on your personal

experiences – identify your 5 ‘top

tips’ for conducting effective IEP

meetings. (p. 10)

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Sample IEP Meeting Agenda

• Welcome and introductions

– review purpose of meeting & time limitations

• Review information collected

– discuss aspirations for the student’s future

– discuss current goal options

• Decide which goals are to be addressed

– establish related service/support needs

– determine individual responsibilities

– establish any additional associated tasks and timelines

• Clarify and summarise main points

• Decide on date for IEP review

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3. Writing SMART Goals

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SMART Goals

• recognise the components of a goal- learning outcome- condition- criteria

• be aware of the purpose of baseline data and how criteria relates to it

• be able to formulate a ‘SMART’ goal

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Key Component of the IEP

• Goals identify skills/knowledge the

student needs to learn to assist in

reaching their vision for the future.

• There should be a direct relationship

between the goals and the needs

identified in the student information

summary.

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IEP Goals

The IEP should focus on the educational needs resulting

from the disability

Examples only:

ASD - social, communication skills

HI - language, auditory, communication & speech

II - social, self-management, literacy, numeracy

PI - mobility, technology use

SED - social skills, self management

SLI - oral language, communication, speech

VI - concept development & orientation skills

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Goals need to be written so they:

• provide clear guidance to everyone as to

what the student is expected to learn

• provide a clear basis for monitoring

student progress

• allow a range of observers to recognise if

the goal has been achieved

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Giangreco, M. (1998). Ants in His Pants: Absurdities and Realities

of Special Education

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Aims & Goals

Aim:

to improve listening skills

Goal:

In individual listening sessions, John will

discriminate between two and three

syllable words by pointing to the correct

picture nine times out of ten.

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Smart goals are:

S specific

M measurable

A attainable

R relevant

T time bound

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Smart goals state:

Learning outcome (needs to be observable)

- what the student is expected to learn.

Condition (under which the outcome will occur)

- particular environment or activities, particular

equipment/materials, particular assistance.

Criterion (to measure if the goal has been achieved)

- percentage correct, time limit, level of accuracy,

level of assistance.

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SMART Goal

Learning outcome:

Peter will give a presentation on a negotiated topic

Condition:

using a Delta Talker

Criteria:

independently

duration of presentation - 5 minutes

a minimum of three occasions

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SMART Goal

Learning outcome:

Ian will be both punctual for classes and

have the necessary materials

Condition:

Given a prepared weekly timetable and

colour coded materials

Criteria:

80% of the time

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SMART Goal

Learning outcome: Harry will orally produce grammatically correct sentences using subject, verb, object (eg He kicks the ball) - with selected new vocabularyCondition: Given verbal and visual cues

As a retell after daily story readingCriteria: With a minimum of 7 out of 10 correct responses on three consecutive trials.

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SMART GoalLearning outcome:

Frank will respond by pointing to an

appropriate picture on his board

Condition:

When asked simple questions by his peers

Criteria:

Given one verbal prompt if needed

90% of the time

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Activity: Goal Components

IEP Booklet (p. 12) identify:

• learning outcome – by circling

• condition - by boxing

• criterion - by underlining

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Activity: Response

Learning outcome:

John will learn to manoeuvre his power

wheelchair through doorways

Condition:

At school

Criterion:

Independently

Without knocking into door frames

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Activity: Response

Learning outcome:

Joe will wait his turn

Condition:

Across all preschool activities

Criterion:

On 80% of turn-taking opportunities

for three consecutive data days

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Activity: Response

Learning outcome:

Brad will indicate when he is feeling stressed - with

appropriate interactions (eg help me or I need more

room or I need to move/take a break)

Condition:

Given modelling

Criterion:

75% of the time

With no more than one verbal prompt

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Baseline Data

Before writing goals it is necessary to collect

baseline data to:

- provide an accurate indicator of the student’s

level of performance in the selected goal area

- help formulate attainable goals

- enable progress to be measured

- provide information for program design

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What’s wrong with this baseline data?

Sam is always breaking the school rules

John is inconsistent with handing in

assignments

Mary has difficulty with reading.

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Baseline:

Data collected over 5 consecutive preschool sessions

showed Sam is typically speaking in single words. Only

one 2 word utterance was heard over this period.

Learning outcome:

Sam will extend her length of utterance to 2 words

Condition:

At preschool

Criterion:

A minimum of six 2 word utterances to be heard over 5

consecutive preschool sessions.

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Baseline:

Chris is reluctant to greet people in the school

environment. Over the 10 opportunities during the week of

data collection no greeting was heard.

Learning outcome:

To verbally greet his class teacher with “Good

Morning” on arrival and “Good Afternoon” on leaving.

Condition:

In structured school contexts

Given modelling and/or verbal cue

Criterion:

A minimum of 5 out of 10 opportunities

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Baseline:

Katarina needs verbal prompting to identify the correct

bus to catch and when to press the bell to indicate her

stop.

Learning outcome:

Katarina will catch the 563 bus to and from the Pizza

Hut on Fridays

Condition:

For work experience

Criterion:

Independently

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Baseline: Brett has not understood the double meanings of words used to impart humour in class on any occasion

Learning outcome:

Brett will identify that something is considered humorous because of the two meanings that can

apply to a word

Condition:In the classroomGiven verbal/visual cues

Criterion:Able to explain the double meaning in 4 out of 6 jokes

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Baseline:

Data collected over 2 science classes indicated

Branko gained teacher attention by calling out on

90% of occasions

Learning outcome

Branko will raise his hand when wishing to gain the

teacher’s attention

Condition:

In Science class

Criteria:

Given one verbal prompt to recall class rule on poster

on 60% of occasions

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• Is it relevant to the student’s vision?

• Can it be accomplished in 20 weeks?

• Does it pass the ‘Stranger Test’?

• Does it avoid educational or therapy jargon?

• Is it measurable?

• Is it stated positively?

Baseline Data

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• Gina will enlarge her circle of friends

• Mary will have her hearing aids

checked daily by the school nurse

• John’s buddy will assist him to get

his materials ready

• Ben will improve articulation of

bilabial sounds

What’s wrong with these ‘goal’ statements?

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• Bob will be included in the school camp

activities

• Helen will use appropriate language

when answering questions in class

• Tracy will participate in class activities

• The teacher will use open ended

questions

What’s wrong with these ‘goal’ statements?

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When writing goals try to use words that

describe a physical action.

Which of these would be observable?

to know to select to point to

to understand to improve to read

to appreciate to put on to name

to increase to list to learn

Activity:

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Write a SMART goal for yourself

• Think of some aspect of your life you would like to improve

(eg activity/skill/knowledge)

• Write your baseline information in observable and measurable

terms (p. 13)

• Write a SMART goal for yourself

Activity:

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Baseline:

Over the last 3 weeks I have only walked the dog

on 2 out of a possible 21 days

Outcome:

I will take the dog for a walk

Condition:

After work

Criterion:

A minimum of 3 times each week

Activity: Walking the dog

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Write a SMART goal for your student

• Identify baseline data

• ensure it is measurable

• Ask another participant to provide feedback.

Activity:

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• active participation with peers

• prioritise for 6 months

• identify learning areas

• restructure classroom practice

4. Planning for Implementation

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curriculum

learning, teaching, assessment

environment

support personnel

professional development

monitoring

individual programs

Consider:

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How can they help?

(p. 15)

Support Personnel

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• Principal is responsible for documentation

• Team collaboration determines

information included

• Case manager completes documentation

• Principal allocates time for collaboration

and documentation

Documenting the Plan

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includes:

• student information sheet

• current IEP

• data

• work samples

(separate current & historical IEPs)

IEP Working Folder

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For smart goal consider: • strategies to assist achievement

• monitoring

• team responsibilities

• evaluation

SMART Goal

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Consider how, when, where and the

why for the following:

• Collaboration

• Communication

• Data

• Flexibility

• Timeline

IMPLEMENTATION

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Consider:

• time allocation• impact of disability – adaptations• teacher experience• teacher aide skills• work programs as part of

curriculum

COLLABORATION

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Consider:

• information to be shared

• who needs to know

• contact procedures

COMMUNICATION

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Consider:

•not just collected but interpreted

•informs decisions for planning implementing, evaluating and reporting

•measures achievement of IEP outcomes

•used to make decisions for IEP and programs of support

DATA

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Consider:

• change of teacher

• changes at home

• absences of staff

• student illness

• information kit for relief staff

• resource kit of activities for independent work

FLEXIBILITY

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Consider:

• outcomes for IEP goals are measured at end of

semester (comparison of student

performance)

• reporting includes outcomes related to IEP

goals and outcomes related to curriculum

• report ‘card’ – look the same as peers

• team effectiveness

5. EVALUATION & REPORTING

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• the quality of instruction is what is most important,

not the place

• research shows that these students will be

rejected by other students & teachers if it’s not

in their best interest

• the schools are not ready

• it’s too idealistic

• we need more analysis & study

Have you heard these comments – about students with IEPs?