educational benefit - gvsu.edu2).docx · web viewfor every iep goal, there must be a special...

BYF Intensive Training (IT)

IEP and the Discovery Process

IEP Process Tools

START Project 2017

Parent InputPLAAFP

Area of Need Data ImpactSecondary Transition

Considerations Supplementary Aids /

ServicesGoals & Objectives /

BenchmarksSpecial Education Program

and Related Services

It is important for family members to offer input without

judgement or reaction from staff.

When gathering parent input, do not question, disagree, or give explanation to anything they list as issues, concerns, or wishes. Simply write them all on a white board as they are expressed, and

then use the list as a guide throughout the meeting (whether or

not it is a formal IEP) to be sure their input is addressed.

To develop a PLAAFP statement, you must identify areas of need related to the

student’s ASD and the impact of the ASD on access to and

progress in the general education curriculum and

environments.

The following skill areas should be considered for students with ASD: Ability to Participate in

Instruction (engagement) Socialization Skills /

Competence Communication Independent Skills Transition Issues Ability to Manage Stress /

Anxiety Behaviors

PLAAFP statements must also include assessment and observational data for each area of need compared to peers.

Data can be derived from any / all of the following (not an inclusive list) Standardized Measures Rating Scales State / Local Assessments Classroom Output Grades / Progress Notes GLCEs

Required to be in effect when the student turns 16.

Tools to utilize:

EDP

V3 Discovery and other assessment information (e.g. student interview)

Using gathered preference and skill

information from V3 Discovery, use the V3 Discovery Summary

form, Section 1: VISION to write post-

secondary (after school) measurable goals in the areas of living, employment,

community, and further

education/training.

Brainstorm services (e.g. instruction,

community experiences, and job development) needed to word toward these goals based on needs

in the PLAAFP

--aids, services and other supports that are

provided in regular education classes …..

to enable children with disabilities to be

educated with non-disabled children to the

maximum extent appropriate.

Of the need areas identified in the

PLAAFP, which ones can be addressed through the use of

supplementary aids and services?

Universal supports for students with ASD should always be considered first: Visual Supports &

Strategies Functional

Communication System

Peer to Peer Support

Positive Behavioral Interventions and Supports

Accommodations / Modifications

Appropriate Adult Support

Needs that cannot be met through supplementary aids

and services or transition services and needs that

require specialized instruction must be addressed

in goals / objectives and/or benchmarks (or transition

plans for transition age students).

Goals & Objectives / Benchmarks must be

measurable.

Measurable goals & objectives / benchmarks must be designed to meet the needs of the student that result from

the disability to enable the child to be involved and

make progress in the general education curriculum.

Goals & objectives / benchmarks should NOT be a

restatement of the general education curriculum or a list of everything the student is

expected to learn. They should be the prioritized needs from the PLAAFP.

It’s often helpful to ask “What skills does the

student need in order to access / master the content rather than what content

the student needs to learn.”

For every IEP goal, there must be a special education

program / service to address it, including, but not limited to:

Services: SLP, SSW, OT/PT: Determine amount of time

needed to assist the student in making adequate progress on goals / objectives. Consider

push-in services FIRST.

Placement / Program: The question to ask to ensure LRE is considered in the planning for placement is: “With the id identified supplementary aids / services and push in itinerant / related services, can the student make adequate progress on the

goals and objectives?”

If yes, no placement outside of general education is needed.

If no, what amount of time would the student need to be

pulled from the general education environment to work

specifically on the goal(s) to ensure adequate progress?

What placement is most conducive to working on the

goals / objectives?

BYF IEP Process White Board Template

START Project 2017

PLAAFP Development Student Observation ToolThis form is intended to assist in organizing student observation information.

It also may be helpful to consider the following questions in gathering observation data in preparation for the IEP, specifically the development of the PLAAFP: 1). How does the student’s disability impact access to and involvement, success, and progress in the general education curriculum and environments or future employment and independent living.2). How do current assessment results align with student academic, social, and behavioral performance in the general education curriculum and environments.

Student’s Name: ______________________________________________ Date: _________________________ Time:_________________Observer’s Name: _____________________________________________ Location: _____________________________________________

Social Interaction / Communication Skills Independent Skills

Behavioral Performance / Concerns Academic / Community Participation / Progress

START Project 2017

Schedule Matrix

Student Name: District / Building: Classroom:

Student Schedule Expectations & Instructional Outcomes

Current Level of Skills (Compared to Peers)

Current Supports, Strategies & EBPs

Potential Goals & Strategies Needed

START Project 2017

PLAAFP Statement

Area of Need Data for Area Compared to Peers Impact on Access and Progress in Gen Ed and Future Living and Employment Settings

Secondary Transition Considerations

Related to employment, complete the following:Choices Contributions Conditions Connections

Employment Goal(s)

Services Needed

START Project 2017

Supplementary Aids and Services for Students with ASD Worksheet

Universal Support

Needs (from PLAAFP) addressed by this SA & S Implementation Fidelity (Check all the Apply)

Visual / Organizational

Supports

1. ____The daily schedule is consistent, clear and predictable and changes in the schedule are highlighted with as much advanced notice as possible to prepare the student for change.

2. ____The classroom environment is clutter-free and organized visually (e.g. use of color-coding, labeling, pictures, etc.) to cue expected behavior, decrease distractions, and clarify expectations.

3. ____The student has an individual visual schedule that accurately reflects his/her skills and abilities.

4. ____ Visual schedule is used or the student is prompted to it at each transition.

5. ____Students physically interact with their schedule (e.g. cross out, move to “done,” move to check in area in the room).

6. ____Sub / mini schedules are used when needed (e.g. when skills break down, when the student presents with behavior).

7. ____Transition supports (e.g. picture cards, check schedule cards) are used when needed (e.g. when skills break down, when the student presents with behavior, etc.).

8. ____ Work systems and routine / task lists are used regularly to increase task independence.

9. ____Social stories / facts / scripts are developed and used.10. ____Break Cards are used to teach students to exit appropriately when

necessary.11. ____Appropriate instructional strategies are used to teach the visual

systems.12. ____Visual supports are used when making requests, giving directions,

providing instruction, encouraging participation.

NOTES:

START Project 2017

Universal Support

Needs (from PLAAFP) addressed by this SA & S Implementation Fidelity

Functional Communicati

on System

1. ____Assessment of the student’s communication involves observation of all forms of communication (verbalizations, gestures, pictures, behavior) currently used by the student across environments, as well as the functions of problem behaviors (e.g., whether student problem behaviors communicate protests or requests).

2. ____Families and relevant team members actively participate in the selection and teaching of the appropriate communication system for student which may include verbal, sign-based, picture-based (e.g., PECS), augmentative devices, or a combined approach.

3. ____The communication system chosen matches student skills, needs, and environments, is functional, portable, and available in all environments.

4. ____Staff in the child’s environment consistently responds to and validates both conventional communication attempts (use of verbalizations, gestures, and functional communication systems) and unconventional communication attempts (nonverbal behaviors or problem behaviors).

5. ____Unconventional communication attempts such as yelling and using adults as “tools,” are consistently used as opportunities to teach the functional communication system.

6. ____Staff initiates communication with students with ASD in all environments and activities by prompting, questioning, offering choices and starting conversations.

7. ____Staff consistently encourage responding through gesture, sign, icons and spoken language.

8. ____Students are specifically taught communication systems.9. ____Appropriate instructional strategies are used to teach the

communication systems.10. ____Communication data are regularly collected to ensure that students

are consistently using functional communication systems across environments and activities, and with multiple partners (teachers, families and peers).

NOTES:

START Project 2017

Universal Support


Peer to Peer Support

1. ____Information about ASD and the student with ASD is provided to the typical peers in the classroom/building in a way that respects parent and student preferences.

2. ____Staff maximizes opportunities and creates activities / situations that encourage interactions with typical peers throughout the day.

3. ____Typical peers are actively recruited as peer to peer supports. 4. ____Peer supports are trained to interact appropriately and effectively

with the student.5. ____Staff prompts typical peers to initiate and sustain interactions with

students with ASD.6. ____Peer to peer support students attend regular meetings to support the

student.7. ____Mediums of Exchange are identified to promote effective interaction

with typical peers.8. ____A system exists to maintain typical peer involvement with the

student (e.g., appreciation activities such as lunch gatherings).

NOTES:

Universal Support


Paraprofessional Support

1. ____Paraprofessional support is assigned only when the student needs direct academic, behavioral or social support.

2. ____Paraprofessionals in the student’s environment actively promote independence by teaching systems (e.g. visual schedules) that allow the student to complete tasks with minimal assistance.

3. ____Paraprofessional responsibilities are clearly communicated and available for review.

4. ____A list of strategies the paraprofessional is required to implement with the student is provided (e.g. visual supports, prompting, reinforcement, crisis plan).

5. ____Paraprofessionals implement strategies and complete responsibilities as outlined.

6. ____Paraprofessionals demonstrate respect for student (e.g. talking to instead of in front of ).

7. ____Training, mentoring, and implementation support are offered regularly and required for the paraprofessional working with the student with ASD.

8. ____Appropriate supervision, observation, and performance feedback is provided regularly to the paraprofessional(s).

9. ____Fading of paraprofessional support occurs as soon as data shows the student is learning systems that allow him/her to complete tasks independently.

NOTES:

START Project 2017

Universal Support


Positive Behavioral

Interventions and Supports

1. ____ Tier 1 (Universal) strategies that prevent challenging behavior are developed and implemented with fidelity for the student.

2. ____If implemented Tier 1 strategies have not addressed challenging behaviors, a problem solving approach founded in functional behavior assessment is utilized to develop targeted (Tier 2) interventions and supports.

3. ____Tier 2 interventions and supports are implemented with fidelity. 4. ____If the student continues to have challenging behaviors despite

implementation of Tier 1 strategies and Tier 2 interventions and supports, a full functional behavior assessment (Tier 3) is used to develop a positive behavior support plan.

5. ____Functional behavior assessments employ multiple methods of data collection (e.g. direct observation, scatterplot, rating scales, interviews) to determine the function of challenging behaviors.

6. ____The positive behavior support plan includes antecedent strategies (i.e., proactive strategies intended to prevent behaviors from occurring).

7. ____The positive behavior support plan includes strategies for teaching and prompting new skills (e.g. communication, social interaction, independence, replacement behaviors).

8. ____The positive behavior support plan includes appropriate, non-emotional, non-verbal, and non-punitive strategies for responding to behavior.

9. ____If needed, a crisis plan is developed for responding to dangerous and emergency situations. The crisis plan complies with the Michigan Department of Education, Office of Special Education and Early Intervention Services policy “Supporting Student Behavior: Standards for the Emergency Use of Seclusion and Restraint.”

10. ____The positive behavior support plan and/or crisis plan is reviewed with all relevant staff and implementation training is provided as needed.

11. ____Data on the fidelity of implementation of the positive behavior support plan are collected and reviewed regularly by the team.

12. ____Behavioral data at all tiers are collected regularly and used as the basis for decision-making about strategies.

13. ____The positive behavior support plan is implemented consistently in all environments

14. ____There is a reporting system in place between school staff and family members to provide regular updates on behavioral interventions and their effectiveness.

NOTES:

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Universal Support


Accommodations /

Modifications

1. ____The student has sufficient opportunities in the general education environment to make progress in academic, independence, and social competency skills.

2. ____The general education curriculum is used as the primary focus of instruction.

3. ____Academic goals and objectives are developed based on the general education curriculum, plus augmentation of targeted skills (e.g. social skills, community skills).

4. Effective instructional practices are used to build new skills (e.g., shaping, task analysis, etc.).

5. ____Specific academic accommodations to the general education curriculum are selected and implemented based on individualized needs and reflected in the I.E.P. goals.

6. ____Specific academic modifications to the general education curriculum are selected and implemented based on individualized needs and reflected in the I.E.P. goals.

7. ____A system is developed to assure that the specific academic accommodations and modifications are implemented throughout the student’s educational program.

8. ____A system is used to determine appropriate grading based on the specific accommodations and modifications to the general education curriculum.

9. ____Progress toward student goals are assessed at least weekly and necessary changes are made to programming to ensure improvement.

10. ___The student takes the MEAP or participates in MI Access.

NOTES:

Other Necessary Supplementary

Aids and Services


Identifying and Writing

START Project 2017

Measurable IEP Goals and Objectives / Benchmarks

IDENTIFY GOAL AREAS

Of the needs listed in the PLAAFP:

A. What needs CANNOT be met through supplementary aids and services (or transition services)? (these MUST be identified as goal areas)

B. What needs (or supplementary aids and services to meet the needs) require specialized instruction?

WRITE MEASURABLE GOALS

Prioritize at least TWO of the needs listed above and write at least ONE measurable goal, objective, or benchmarks for each.

Prioritized Area of Need

CONDITIONS under which the goal will be taught / demonstrated:(e.g. Utilizing what? Where? When?)

Observable BEHAVIOR:

CRITERIA that establishes mastery:

START Project 2017

GOAL BENCHMARK TOOLThis tool is intended to assist IEP teams in writing and benchmarking measurable annual goals and can also be used for progress monitoring. Examples of benchmarked goals are available on the START website to assist in writing and benchmarking annual goals.

1. Review the PLAAFP Worksheet and list of supplementary aids and services and select at least 3 goal areas (e.g. independence, engagement, socialization, communication, behavior). Select goals in need areas that:

a. Occur across time and/ or locationsb. Most impact access and progress in general educationc. Require specialized instruction (i.e. special education).

2. Review the information in the PLAAFP Worksheet for each identified area and describe the baseline data for that goal area in the baseline column of the Goal Benchmark chart.

3. Write a clear and measurable annual goal for each area that is realistically achievable by the end of the school year. Write the goal in the following format:

a. UTILIZING <indicate the tool, support, strategy, system, or evidence-based practice to be assist the student in performing the skill>b. BEHAVIOR <indicate the observable behavior you will measure>c. CONDITION <indicate with whom, in what environments, under what the conditions the behavior is to be performed>d. CRITERIA <indicate what level, amount, number of times must be achieved to have met the goal>

4. Once baseline data and the annual goal are written, begin to benchmark the goal for quarterly review. Benchmark considerations include:a. Attempt to ensure that improvements are equal across quarters, but enough to be socially relevant;b. Change only one variable at a time across benchmarks (e.g. prompt level, location, people)c. Be sure to write all levels in the same verb tense.

GOAL BENCHMARK CHARTStudent (DOB):________________________________________________________ Date:_________________________

Level Of Attainment Goal Area 1: Goal Area 2: Goal Area 3:

0BASELINE

+1End of 1st Quarter

+2End of 2nd Quarter

+3End of 3rd Quarter

+4Annual Goal

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Making LRE Placement Decisions (SPP 5: Educational Environments)

General Education 80% or moreSpecial Education pull out <20% General Education 40-79% General Education <40% Separate Facility

This should be the FIRST consideration for placement.

In addition to supplementary aids and services, the IEP team should consider push-in special education services FIRST.

Should the student not be able to make adequate progress on IEP goals and objectives WITH supplementary aids and services AND push-in special education services, the IEP team will need consider what amount of time the student must be pulled out in order to make adequate progress. This will determine the LRE.

When determining which program is best suited for placement (irrespective of the amount of time the student will spend in the program), the following steps may be helpful:

o Develop a list of needs, from the PLAAFP, supplementary aids & services, and goals & objectives;

o Develop a list of available programs (e.g. resource room, Emotionally Impaired, Autism, etc.)

o Identify for each program what needs and supplementary aids & services can or cannot be provided.

o Of the programs, which ones are best suited to allow the student to make adequate progress on goals and objectives.

o This comparison may assist the IEP team in determining which program is best for placement.

o Consideration should be given to programs near the student’s home school if the program can meet the student’s needs.

This is the most restrictive placement in a building that also educates students without disabilities.

Evidence must exist that WITH supplementary aids and services the student cannot make adequate progress on IEP goals and objectives in a less restrictive setting prior to considering this placement.

Programs near the student’s home school should be considered first if the program can meet the student’s needs.

This is the most restrictive placement and should be considered last.


Programs near the student’s home school should be considered first if the program can meet the student’s needs.

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Making LRE Placement Decisions (SPP (State Performance Plan) #5)Decision-Making Tool

General Education 80% or moreSpecial Education pull out <20% General Education 40-79% OR General Education <40% OR Separate Facility Separate Facility

This should be the FIRST consideration for placement.

List supplementary aids and services to be provided in general education:

List push-in special education services.

List pull out special education services:

For Each Program, list: Program 1 Program 2 Program 3 This is the most restrictive

placement and should be considered last.


All needs from the PLAAFP that can or cannot be provided in the program;

All supplementary aids & services that can or cannot be provided in the program.

All goals and objectives and whether or not the program is suited to assure adequate progress.

NOTES:

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educational benefit - gvsu.edu2).docx · web viewfor every iep goal, there must be a special...

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