a quality iep process for pre-k programs

A QUALITY IEP PROCESS

FOR PRE-K PROGRAMS

Session 2

IMPLEMENTING AND MONITORING THE

INDIVIDUAL EDUCATIONAL PLAN

2

PURPOSE OF TRAINING

To provide guidance to early childhood professionals in writing and implementing quality IEPs, in accordance with the requirements of IDEA 2004.

To integrate evidence-based practices into the IEP process, including the Division of Early Childhood/Council for Exceptional Children Recommended Practices. http://www.dec-sped.org/

To support the inclusion of children with disabilities to learn, play, and grow among their typically developing peers.

3

REVIEW OF FOLLOW-UP ACTIVITY

Handout 12 from Session 1

Review of Jillian Morgan’s Present Level Statement and Measureable Annual Goal.

Comments or Questions about PLAAFPS or MAGS?

4

Implementing the IEP

5

THE IEP: A 6-STEP PROCESS

6

1.

2.

3.

4.

5.

6.

TEAMING: SPAGHETTI TOWER

ACTIVITY

Objective: In 15 minutes, construct a tower as high as possible using spaghetti and marshmallows provided. Pieces of spaghetti may be broken into desired lengths.

Teams: 3-4 people.

Rules: Only the materials provided may be used. The highest tower is the winner and the judge’s decision is final!

7

4. IMPLEMENTING THE IEP 4. IMPLEMENTING THE IEP & DEVELOPING THE & DEVELOPING THE ACTIVITY MATRIXACTIVITY MATRIX

8

EFFECTIVE IMPLEMENTATION

OF THE IEP All team members should have easy access to

the IEP and understand their responsibilities for implementation (including Head Start, VPK, and community child care teachers).

Teamwork and communication are crucial to consistent and effective implementation.

Professional development, support, and coaching must be available for teachers and others implementing the IEP.

9

EFFECTIVE IMPLEMENTATION

OF THE IEP (CONT.) Requires an organized approach to addressing

goals across activities, materials, people, and settings.

Utilizes evidence-based instructional strategies.

Involves all team members in implementing the IEP and assessing the child’s progress and learning.

Requires identification of changes in the child’s needs or changes in the environment that impact progress over time.

10

EXAMPLE OF IMPLEMENTING IEP

GOALS IN AN INCLUSIVE CLASS

Embedded Instruction Video - Motor planning and peer interaction

11

NPDCI-Connect Modules

RIGHTS OF TEACHERS AND STAFF IN

IMPLEMENTING THE IEP

12

FAMILY INVOLVEMENT IN

IMPLEMENTING THE IEP

13

WHAT IS EMBEDDED INSTRUCTION?

Promotes child engagement, learning, and independence.

Teaches IEP goals in natural contexts.

Multiple opportunities to learn and practice meaningful skills across settings, materials, and people.

14

http://www.embeddedinstruction.net/

DEC RECOMMENDED PRACTICES THAT SUPPORT EMBEDDED INSTRUCTION

Planning occurs prior to implementation, and that planning considers the situation (home, classroom, etc.) to which the interventions will be applied. (C19)

A variety of appropriate settings and naturally occurring activities are used to facilitate children’s learning and development. (C9)

Practices are used systematically, frequently, and consistently within and across environments and across people. (C18)

15

http://www.dec-sped.org

EMBEDDED INSTRUCTION

16

http://www.embeddedinstruction.net/

EMBEDDED INSTRUCTION -

WHAT, WHEN, AND HOW

17

Embedded Instruction for Early Learning

WHICH GOAL IS BEST FOR EMBEDDED INSTRUCTION?

18

WHICH GOAL IS BEST FOR EMBEDDED INSTRUCTION?

19

EXAMPLE OF EMBEDDED

INSTRUCTION20

Embedded Instruction Video - Articulation Practice

USING AN ACTIVITY MATRIX TO EMBED IEP

GOALS

Identifies daily schedules, routines, and transitions for a child or group of children.

Identifies potential teaching opportunities in which to embed targeted IEP goals throughout the day.

Supports selection of appropriate teaching strategies for a routine or activity.

Assists teachers, therapists, parents and administrators in linking the daily schedule with priority IEP goals.

21

EXAMPLE OF ACTIVITY MATRIX – Morning Routine at

Home22

OutcomesMorning Routine

Say “Help” Say/gesture “Up”

Point to choose

Wake up Eat breakfast

Get dressed

Car seat

MATRIX WITH INTERVENTION

STRATEGIES OutcomesMorning Routines Say “Help” Say/Gesture “Up”

Point to choose

Wake up Crib. Look expectantly, Gesture, “Want up?” “UP!”

Eat Breakfast Juice Box – Look expectantly, “Need help?” “HELP!”

Pat highchair. Look expectantly, Gesture, “Want up?” “UP!”

Choices: cereal, fruit, juices, cup. Show two choices. “Want apple or pear?”

X

Key: = met outcome; = did not meet outcome

INDIVIDUAL CHILD MATRIX

Handouts 13 & 14

24

Time/Activity Request helpInteract with peers Identify name

Arrival Remove coat Sign inCenters Request toys,

computerw/small group Match name

with activityClean –up Turn on water w/ buddySnack Open

juice/milkw/meal group Find name on

placematOutside play Push on swing

and trike, open toy cabinet

w/1-2 peers

GROUP ACTIVITY MATRIX

HANDOUT 15

25

Class Schedule Brian Cameron LeahArrival Remain with the

groupGreet peers Put away

belongings independently

Circle Time Remain with the groupSay “My turn”

Greet peers Take turns

Sit up using adaptive cushion

Small Groups Match objectsSay “My turn”

Take turnsFollow 2-step directions

Ask peers for items

Free Choice Say “My turn” Take turns Ask peers for items

EVIDENCE ON THE USE OF ACTIVITY

MATRICES26

BUILDING BLOCKSSANDALL AND SCHWARTZ

(2008)

High Quality Instructional Program

Curriculum Accommodations

Embedded Learning

Child Focused Instructional Strategies

Change to ongoing activities or materials to maximize a child’sParticipation.

Addressing children’s learning goals (IEP) by embedding planned learning opportunities into typical classroomactivities or the daily routine.

Identification or development of learning opportunities that aremore planned, directed, explicit, and intense and are not part ofthe regular daily curriculum.

Foundation for optimal development and learning.

27

CONTINUUM OF ACCOMMODATIONS

HANDOUT 16

28

The Goal: Use the least intrusive adaptation. If an adaptation is not having the result you want, try the next level of adaptation.

JO

SÉ

Activity MatrixHandouts 17 and 18

29

Evaluating the IEP

30

THE IEP: A 6-STEP PROCESS

31

1.

2.

3.

4.

5.

6.

5. MONITORING AND 5. MONITORING AND REPORTING CHILD REPORTING CHILD PROGRESSPROGRESS

32

REPORTING PROGRESS

KITS Technical Assistance Packet - 2006

33

MONITORING AND REPORTING

PROGRESS . . .34

IDEA 2004 IDEA 2004 MONITORING MONITORING

INTERVENTION INTERVENTION Performance data are collected and documented on a

regular and frequent basis.

Modification of the intervention plan is made as frequently as necessary, based on monitoring information.

Progress monitoring information is: Summarized and documented in a way that

communicates whether the intervention is accomplishing its intended effect.

Used frequently and repeatedly to determine whether the anticipated outcomes for the child are being met.

35

EXAMPLE OF MEASUREABLE ANNUAL GOAL AND

MONITORING STRATEGY

Goal: In 36 instructional weeks, during group activities, Alicia will attend (i.e., listen to a story, respond to questions, stay in activity) to the teacher for 10 minutes, without individual verbal prompts, for at least 1 activity per day, for 5 consecutive days.

Monitoring: A classroom teacher or other support staff will conduct a time sample observation for at least 10 minutes during circle time, story time or other large group activity. The team may schedule these observational periods over a few days or a few weeks, but Alicia must be observed exhibiting the skill for at least 1 activity for 5 consecutive days. The team will provide Alicia's family with information regarding her progress 4 times a year when progress reports are sent to all families in the classroom.

36

KITS Technical Assistance Packet - 2006

DATA COLLECTION DATA COLLECTION

37

HOW DO YOU USE DATA IN YOUR

EVERYDAY LIFE?38

DATA FORM 39

Objectives: Date

3/6 3/7 3/8 3/9 3/10 3/13

Kaley will remain in the activity for the duration of the activity using visual cues as needed.

Criteria 4/5 consecutive days

4 3 2 1 0 ND

4 3 2 1 0 ND

4 3 2 1 0 ND

4 3 2 1 0 ND

4 3 2 1 0 ND

4 3 2 1 0 ND

KEYND = No data for that session 0 = child refuses to participate1 = 100% physical assistance (hand over hand) 2 = adult provides partial assistance 3 = adult points, gestures, verbally directs or uses visual cue to assist child 4 = child performs independently or when given group instruction

Monday Tuesday Wednesday Thursday Friday Saturday

4 4 4 4 4 4

3 3 3 3 3 3

2 2 2 2 2 2

1 1 1 1 1 1

BEN’S PLAYTIME – FAMILY DATA

40

From CSEFEL

4 = Laughed, 3 = Cooperated, 2 = Fussed, stayed 1 = Cried, refused stayed w/activity took several turns briefly to participate

Rate the problem behavior: 0 = no problems, 1 = whining, resisting, 2 = screaming, falling on floor, 3 = screaming, hitting, other aggression

Monday Tuesday Wednesday Thursday Friday

Arrival0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Circle0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Nap0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Clean-up0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Other: _Bus Ride_ 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3

Average Score

Average Score:

3

Average Score:

2.2

Average Score:

1.4

Average Score:

1.4

Average Score:

.8

AMY’S TRANSITIONSWeek of: _________________

41

From CSEFEL

CHILD’S NAME: MARCUS BEHAVIOR: SITS DURING SNACK

STARTING FROM THE BOTTOM, SHADE THE NUMBER OF BOXES THAT REPRESENT THE LENGTH OF TIME THE CHILD SITS. EACH BOX REPRESENTS TWO MINUTES.

Monday Tuesday Wednesday Thursday Friday

24 min, 24 24 24 24

22 22 22 22 22

20 20 20 20 20

18 18 18 18 18

16 16 16 16 16

14 14 14 14 14

12 12 12 12 12

10 10 10 10 10

8 8 8 8 8

6 6 6 6 6

4 4 4 4 4

2 min. 2 min. 2 min. 2min. 2 min.

AVERAGE DURATION42

From CSEFEL

FOR DATA TO BE MEANINGFUL:

1. Understand the purpose for collecting data.

2. Use valid procedures for collecting data.

3. Use data to:

Solve problems

Inform decisions and guide instruction

Improve communication between team members (including family)

Revise the IEP as needed to promote the child’s development and learning .

43

USING DATA FOR INSTRUCTIONAL AND SERVICE DECISIONS

44

THINGS TO REMEMBER45

MORE TO REMEMBER

46

MONITORING PROGRESS - SUMMARY

47

48

BAILEY AND WOLERY, 2003

THE IEP: A 6-STEP PROCESS

49

1.

2.

3.

4.

5.

6.

6. REVIEWING AND 6. REVIEWING AND REVISING THE IEPREVISING THE IEP

48

REVIEW, REVISION, AND REEVALUATION

51

QUESTIONS TO GUIDE REVIEW OF

THE IEP52

REVISIONS TO THE IEP

Begin the process again with the resources for developing the IEP and work through the steps.

53

PROBLEM-SOLVING54

THE IEP: A 6-STEP PROCESS

55

1.

2.

3.

4.

5.

6.

SOME PROBLEMS WITH

IEP GOALS:

56

Grisham-Brown, J., & Hemmeter, M.L. (1998).

Goals are failed test items. Goals are restatements of curriculum objectives or

indicators from standards. Goals divide the child’s needs by discipline rather

than written holistically for the child. Goals don’t facilitate the use of an embedded

learning approach during routines, daily activities, and play.

Goals don’t reflect skills necessary to function in the daily environment.

IEPs don’t follow recommended practices and IDEA 2004 regulations.

FOLLOW-UP ACTIVITY

HANDOUT 19

Using Handout 19, complete the follow-up activity by the date indicated by your facilitator.

Using 4 children in your classroom, develop a group activity matrix to be used during a specified activity (small group, circle time, center time, etc.)

Use the matrix for 1 week in your class then reflect on your experience.

57

CONTACT INFORMATION

Facilitator Contact Information Here

58