Clear, Correct & Functional IEPs

Session Outcomes

• Facilitate clarity and consistency of IEP development with a focus on the inclusion of functional skills

• Review new IEP Examples

Big East Regional Data Review

Compliance issues documented in the following areas:

– Baseline 23%– Annual Goals 27%

Program Modifications and Supports SDI & SAS Adverse Affect Accommodations

Present Levels

Educational Performance relevant to disability Current Performance in General Curriculum Current Academic Performance Current Functional Performance

Description of relative strengths Description of needs or concerns including Baseline

Performance How the disability affects educational performance

Measurable Annual Goal(s)

(ABCDE)

Participation in General Education

Least Restrictive Environment

Supplementary Aids and Services

(What the student uses to access curriculum)

Accommodations

(Equal access to State and Classroom assessments)

Program Modifications and Supports for School Personnel

(Unique Programming provided on behalf of the student and support to personnel implementing services)

Extended School Year Services

Specially Designed Instruction

(Implementation of research based instructional practices)

P O

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IEP Development is a Process

Not an Event

Considerations of Special Factors

Methods of Measurement

(CBM, Direct, Indirect, Authentic Measures)

Reporting Progress

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The IEP for each child shall include… A statement of the child’s present levels of academic

achievement and functional performance, including how the child’s disability affects the child’s involvement and progress

in the general curriculum as provided in the Kentucky Program of Studies, 707KAR3:303, or for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities.

707 KAR 1:320 §5 (7)(a), 34 CFR 320 (a)(1)

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Steps for Writing Present Levels

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1. Identify the student's grade level standard

Using KCAS

2. Determine the student's current educational performance using student performance and baseline data

a. academic performance

b. functional performance

Using Student Performance

Data

3. Check "Performance commensurate with similar age peers" if performing within the peer range

4. Describe:

a. relative strengths,

b. needs or concerns,

c. baseline performance for each need or concern

For Each Present

Level Area

5. Describe how the student's performance affects involvement and progress in the general curriculum

Using the Present Level Statements

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Measurable Annual Goals

A statement of measurable annual goals, including academic and functional goals designed:– Meet the child’s needs that result from the child’s disability

to enable the child to be involved in and progress in the general curriculum as provided in the Kentucky Program of Studies, 704 KAR 3:303. or for preschool children, as appropriate, to participate in appropriate activities; and

– Meet each of the child’s other educational needs that result from the child’s disability.

707 KAR 1:320 § 5 (7)(b)(1-2), 34 CFR 300.320 (a)(2)(4) 707 KAR 1:320 § 5 (7)(b), 34 CFR 300.320 (a)(2)(i)(B)

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Prioritize student needs by asking• What prerequisite skills/knowledge does the

student need to close the gap between his/ her present level of performance and the grade-level expectations?

• What additional skills does the student need to be successful – socially, behaviorally, organizationally, etc?

• Are there critical skills the student needs to support instruction in the LRE?

It’s All About the Fit… Special and General Education

• IEP– Not a curriculum– Describes how the student will:

• access education; • make progress in the general curriculum; and • address other unique needs.

• State Standards– Drive the development of the curriculum– Are assessed– Reflect what all students should learn

9PATTAN

Do Not “Force Fit” All IEP Objectives into Alignment with Academic Standards

• Not all skills will be related to the standards– Examples: feeding, toileting, mobility

• Functional skills are important in their own right, and it is neither necessary nor appropriate to attempt to align these skills to the standards.

Ginevra Courtade-Little, M.Ed. and Diane M. Browder, Ph.D.; Aligning IEPs to Academic Standards; 2005

Functional

• Teaching a functional activity means teaching all of the behavior necessary to initiate, perform, and terminate an activity.

• These goals include participation in daily care routines (e.g. attention to personal hygiene, dressing, eating) and in interactional activities (e.g. those related to socialization and communication).

Meaningful

Teaching meaningful activities means teaching activities that are relevant and reflect the values and interests of the student and his/her family

Future Oriented

Teaching to a future orientation means to teach activities that will enhance the student’s participation and inclusion as a young adult in the community

Locally Referenced

Teaching with local referencing means teaching skills in the environments in which they will need to be used rather than teaching “generic skills in isolation” (e.g. teaching switch use in the context of using the switch to play a game with peers rather than practicing using the switch in isolation)

Sample Goals for Functional Skills

Hunter’s IEPAnnual Measurable Goal (#1): Given a total dollar amount (dollars and cents) between $1 and $10 on a price card, Hunter will touch the correct number of dollar bills that corresponds with the Next Dollar with 90% accuracy across 5 consecutive sessions. Method of Measurement: Direct Measure (teacher observation and frequency recording)

Sample Goals for Functional Skills

Annual Measurable Goal (#4) When experiencing mounting frustration and given a choice of 3 sensory calming activities from his AAC device (bouncing on therapy ball, wall push-ups, push heavy cart, theraband exercises, purposeful walk), Hunter will select and access a calming activity by touching the icon from a field of 3 with 80% accuracy across 5 consecutive opportunities. Method of Measurement: Direct measure (teacher observation and frequency recording)

• Jeremy will use an object schedule box to follow his daily routine (remove object representation at the completion of each activity, and grasp next object representation to indicate start of next activity), 75% correct on the steps of the task analysis, 8/10 consecutive trials.

• Provided peer support during a six week period volunteering at the local nursing home for one hour per day, Patty will activate a light touch switch to greet residents, seven out of 10 opportunities.

• Given digital photos of 4 tasks/leisure choices, Robbie will place a card with the number one to indicate which he would like to do first on 5 of 6 probe checks in a 9 week period.

Measuring and Reporting Progress

• Degree of Active Participation• Frequency of the Behavior• Accuracy of the Behavior• Appropriateness of the Behavior• Duration of the Behavior• Generalization of the Behavior

Degree of Active Participation

How much assistance or prompting (physical and/or verbal) does the student require to perform the skill?

Frequency of the Behavior

How often does the student perform the desired activity?

• How many times does the student sign “more” for an interrupted favorite activity?

Accuracy of the Behavior

How precisely does the student perform the behavior?

• During switch work,how many “false hits”occurred? Did thestudent point or gazeaccurately at anobject choice?

Appropriateness of the Behavior

Does the student demonstrate the desired behavior in appropriate situations?

• The student vocalizes when requesting attention, but is appropriately quiet in the classroom

Duration of the Behavior

How long does the student engage in the

desiredbehavior?

Generalization of the Behavior

Does the student have the ability to use the developing skill with different people or in different settings?– Greets a peer in the classroom and also

greets the school secretary in the office?

Special Education Services

An IEP shall include the projected date of the beginning of the services and modifications listed on the IEP and the anticipated frequency, location (whether regular or special education), and the duration of the services and modifications.

707 KAR 1:320 § 5 (12), 34 CFR 300.320 (a)(7)

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In Summary,

Meaningful IEPs focus on relevant, functional annual goals broken into logical, measurable objectives that lead toward a quality of life in the future for a student with severe disabilities.

Accountability is demonstrated by tracking student progress over time.