A QUALITY IEP PROCESS FOR PREK PROGRAMS

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A QUALITY IEP PROCESS FOR PREK PROGRAMS
Session 1
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Agenda

• Session 1
• Developing Present Levels of Academic Achievement
  and Functional Performance Statements (PLAAFPs)
• Writing Measurable Annual Goals (MAGs)
• Writing Short Term Objectives/Benchmarks
• Session 2
• Implementing the IEP/Developing an Activity
  Matrix
• Monitoring and Reporting Progress
• Reviewing and Revising the IEP

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Purpose of Training

• To provide guidance to early childhood
  professionals in writing and implementing
  quality Individual Education Plans (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.
• To support the inclusion of children with
  disabilities.

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Purpose of the IEP

• Strategic planning document used to
• Identify the teams priorities and translate them
  into actions that enhance the childs
  development, learning, and participation at home,
  school and in the community.
• Identify a childs unique needs and how the
  school will address them, in collaboration with
  the family.
• Identify how specially designed instruction and
  related services will be provided to support the
  child in accessing the general education
  curriculum.

KITS Technical Assistance Packet - 2006
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Some Problems with IEPS

• Goals that are simply failed test items
• Goals that are restatements of curriculum
  objectives or indicators from standards
• Goals written for staff or parents rather than
  child
• Dont facilitate use of naturalistic instruction
  congruent with an embedded learning approach
• Dont reflect skills necessary to function in the
  daily environment or are not linked to early
  learning standards
• Dont see the child as a whole but rather divide
  the childs needs by discipline
• Dont follow recommended practices and/or IDEA
  regulations or are poorly written

Grisham-Brown, J., Hemmeter, M.L. (1998).
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Linked System
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Membership of the IEP Team

• Required members
• One or both of childs parents/legal guardians
• General education teacher
• Special education teacher/provider
• An administrator who has the authority to make
  commitments on behalf of the school district
• Other optional members
• Any member of the school staff, other than the
  childs teacher, who is qualified to provide or
  supervise the provision of, specially designed
  instruction to meet the unique needs of children
  with disabilities
• An individual who can interpret the instructional
  implication of evaluation results
• Other individuals whose expertise may be desired
  by the parent or school

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Opening Activity - Jacks

• Divide into small groups of 3-5 people.
• Each group should have a set of jacks and a Jacks
  Activity Handout.
• Identify a leader to read the instructions to the
  group and complete the activity as indicated.
• When completed, each group will share their
  chart, PLAAFP, and MAG.
• How important were the baseline data in creating
  your PLAAFP and MAG?

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Developing the IEP
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Before We Get Started

• What do you need?
• Commitment to working together as a team
• Knowledge of child development (CDC handouts)
• Understanding of IDEA, the Florida Statutes and
  State Board of Education Rules, and
  developmentally appropriate practices
• Florida Early Learning Standards (Website)
• ? Florida VPK Education Standards for 4 year
  olds? Florida School Readiness Performance
  Standards for Three-, Four-, and
  Five-Year-Old Children ? Florida Birth to Three
  Learning and Developmental Standards
• Curricula adopted by the program and aligned with
  standards
• A well-planned, organized, developmentally
  appropriate classroom environment

Idaho State Dept. of Education
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Gathering Information

• The team should gather information about the
  child from
• Significant people in the childs life (e.g.,
  parents, caregivers, siblings, teachers,
  therapists)
• Developmental and medical history
• Informal, portfolio, authentic assessment data
  and observations conducted in natural settings
  (e.g., home, child care, play group, community)
• Appropriate standardized and curriculum-based
  measures and checklists
• This information may be available from families,
  Early Steps, therapists and teachers, the Pre-K
  Assessment Team, etc.

KITS Technical Assistance Packet - 2006
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Developing Knowledge of the Child

• The team should develop knowledge of the child
  that includes

KITS Technical Assistance Packet - 2006
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Resource for Sharing Information

• Floridas Transition Project (Website)
• Getting to Know Me parents share information
  about their family, their childs preferences
  (toys, foods, books and songs, etc), self-help
  skills, communication skills, what works when
  upset, etc.
• Teacher to Teacher information exchanged
  between sending and receiving teachers

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Discussing Key Elements

• The team should engage in discussions focusing
  on
• Identifying family priorities
• Describing the routines and activities of the
  childs environments (i.e., home, school and
  community)
• Identifying and prioritizing unique educational
  needs
• Determining the natural routines that support
  accomplishment of educational goals
• Describing supports or accommodations to ensure
  the child has access to all aspects of the
  environment

KITS Technical Assistance Packet - 2006
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• What do we know about José?

• JOSÉ

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The IEP A 6-Step Process
1.
2.
3.
4.
5.
6.
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1. Developing Present Level Statements

• What is the child doing now?

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PLAAFP - PRESENT LEVEL of ACADEMIC ACHIEVEMENT
and FUNCTIONAL PERFORMANCE

• A summary statement which describes the childs
  current academic achievement and functional
  performance in the areas of need identified from
  the evaluation and all information gathered.
• The purpose is to identify and prioritize the
  specific needs of a child and to establish
  baseline performance in the general curriculum
  which is used to develop individualized,
  meaningful, and measureable goals.
• For preschool children, the PLAAFP should state
  how the disability affects the childs
  participation in appropriate activities.

KITS Technical Assistance Packet - 2006
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The PLAAFP Should

• Be stated in terms that are specific,
  measureable, and objective
• Describe current performance, not past
• Describe the childs performance in appropriate
  activities
• Prioritize and identify needs that will be
  written as goals
• Provide baseline data for each need

KITS Technical Assistance Packet - 2006
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4 Components of PLAAFPs

1. Based on Current child performance, work
   samples, observations, assessments, parent input,
   anecdotal records, etc.
2. Childs Strengths as they Relate to Possible
   Interventions Including a description of
   specific skills, how frequently the child uses
   the behavior, baseline data, etc.
3. Effects of the Disability on Childs Progress in
   Appropriate Activities Specific prerequisite
   skills the child is lacking, learning or
   processing difficulties, communication needs
   (assistive technology) or impulse or behavior
   concerns that impede learning, including
   frequency and duration (consider skills and
   behaviors of typically developing peers)
4. Priority Educational Need Using the childs
   strengths and identifying what skills are needed
   to be successful in school and life. Written in
   broad terms that should lead to the annual goal.

KITS Technical Assistance Packet - 2006
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Sample Baseline Data Statements

• During large group activities (i.e. circle, story
  time, music) Cindy is able to sit and listen to
  the teacher for approximately 3 minutes, as
  reported by direct classroom observation.
  Typically developing 4-year-old children sit and
  listen to the teacher and participate in group
  activities lasting 10-20 minutes.
• Throughout the day, Stacie uses physical gestures
  and one-word statements to make her wants and
  needs known (mine, want, drink) as reported in
  language samples and classroom observations. A
  child Stacies age should be using 3-5 word
  sentences.

KITS Technical Assistance Packet - 2006
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Linking Early Learning Standards to the PLAAFP

• To link standards to the PLAAFP
• Compare the PLAAFP with the developmental content
  areas listing individual standards, benchmarks,
  and indicators
• Look for future skills that might be required
• Ask How is the disability keeping this child
  from mastering that indicator? and Are
  accommodations or modifications necessary to
  master the goal?

Goosens, 2008
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Sample PLAAFP Fine Motor Domain

• Based on structured observation, work sample
  analysis, and parent input
• Child Strengths Katie is a 4 year old who holds
  crayons, markers, and other writing utensils in
  her fist, and makes scribbles on the paper. In
  art, Katie paints with her brush by only using
  down strokes.
• Effects of the Disability Katie has difficulty
  holding writing utensils between her thumb and
  forefingers and is unable to copy lines, circles,
  and simple figures. Katies difficulty with fine
  motor control prevents her from being able to
  make representational artwork like that of other
  children her same age.
• Priority educational need Katie needs to use a
  3 point grasp to hold writing utensils to create
  pictures and shapes.

KITS Technical Assistance Packet - 2006
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Sample PLAAFP Communication Domain

• Based on a language sample, informal observation,
  and parent input, 3-year-old Emily uses single
  words, signs, and a few two and three-word
  combinations to communicate her wants and needs
  at home and at school. She initiates social
  interactions with her peers and labels objects in
  her environment. During a 20 minute play period
  with peers, Emily used 18 single word utterances
  (5 utterances also included a sign) and 1
  two-word combination (my shoe). When 2-word
  combinations were modeled for Emily, she imitated
  only the last word of the phrase. Typically,
  children Emilys age use 3 to 5 word sentences to
  communicate. Emilys parents would like her to
  increase the length of her sentences so that she
  might better express her wants, needs, and
  thoughts at home and at school.

KITS Technical Assistance Packet - 2006
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What do you think of this PLAAFP?

• Chris is able to build simple block structures.
  He can cut on a line when assisted with hand
  placement on scissors and copy vertical and
  horizontal lines. He switches the writing
  utensil in his hands frequently during all
  activities.

KITS Technical Assistance Packet - 2006
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• What is José doing now?

• JOSÉ

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The IEP A 6-Step Process
1.
2.
3.
4.
5.
6.
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2. Writing Measureable Annual Goals

• What should the child be doing a year from now?

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Measureable Annual Goals

• Measureable Annual Goals (MAGs) are statements
  that describe what a child with a disability can
  reasonably be expected to accomplish within a
  12-month period in the childs education program.
  
• Goals must be related to meeting the childs
  needs that result from the childs disability,
  thus enabling the child to be involved in and
  progress in appropriate activities.
• Well written goals are functional, measureable,
  can be generalized and embedded in naturally
  occurring routines, transitions, and activities.
  

KITS Technical Assistance Packet - 2006
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Method to Prioritize IEP Goals

• Do all team members understand the nature of the
  target skill?
• Are the skills identified as a priority for all
  team members?
• Will intentional and individualized instruction
  be provided throughout the day (across
  activities, materials, and staff) for the child
  to acquire and use the skill?

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Method to Prioritize IEP Goals (cont.)

• Are the target skills developmentally and
  individually appropriate?
• Are the skills necessary for the childs
  participation in most daily activities or the
  general curriculum?
• Are the skills related to or aligned with the
  general curriculum and state early learning
  standards?

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Goals and Objectives Rating Instrument (R-GORI)

• Tool for writing quality IEP goals composed of 4
  areas
• MEASURABILITY
• FUNCTIONALITY
• GENERALITY
• INSTRUCTIONAL CONTEXT

Pretti-Frontczak, K. and Bricker, D. 2000
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Goals and Objectives Rating Instrument (R-GORI)

• MEASURABILITY
• Does the target behavior have a beginning and an
  end and can it be seen and/or heard (i.e., is it
  observable, is it an action)?
• Can you measure the childs performance over time
  either qualitatively or quantitatively (i.e.,
  determine mastery level)?

Pretti-Frontczak, K. and Bricker, D. 2000
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Measurability Examples
MEASUREABLE NOT MEASUREABLE
Spontaneously or upon request, Jacobi names at least 20 letters of the alphabet. Jacobi knows the letters of the alphabet.
Travarius responds with a verbal or motor action to group directions provided by an adult. Travarius participates during group activities.
Kelli greets peers by vocalizing, verbalizing, hugging, patting, touching, or smiling. Kelli gets along with peers.

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Goals and Objectives Rating Instrument (R-GORI)

• FUNCTIONALITY
• 3. Does the child need the target behavior to
  participate in all/most daily activities?
• 4. Does the child need the target behavior to
  complete all/most daily activities?

Pretti-Frontczak, K. and Bricker, D. 2000
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Functionality Examples
FUNCTIONAL NOT FUNCTIONAL
Jacobi will walk 15 steps independently Jacobi will walk on a balance beam for five steps alternating feet
Travarius will remain with the activity for the duration of the activity Travarius will sit at circle for 15 minutes
Kelli will use words, phrases, and sentences to communicate with others Kelli will produce the p/b/t sounds in isolation

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So What? Test

• To determine if a goal is meaningful, the team
  asks, What will the ability to execute the goal
  do for this child?
• If the team is unable to provide a good answer to
  the So what? test, then the goal is not
  functional and another goal should be selected.
• Example In 12 months, Abbie will appropriately
  respond to the topic and initiations of others
  (i.e., stay on topic, ask pertinent questions,
  make related statements) for 2/3 opportunities
  during daily activities such as circle and small
  groups, as measured on 5 consecutive structured
  observations.
• So what?

KITS Technical Assistance Packet - 2006
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Goals and Objectives Rating Instrument (R-GORI)

• GENERALITY
• 5. Does the skill represent a general concept
  or class of responses?
• 6. Can the skill be generalized across a
  variety of settings, materials, and/or people?

Pretti-Frontczak, K. and Bricker, D. 2000
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Generality Examples
GENERAL NON EXAMPLES
Jacobi will negotiate with peers to resolve conflicts Jacobi will get along with peers during free play
Travarius will demonstrate understanding of 10 different qualitative concepts Travarius will understand kindergarten science concepts
Kelli will use sentences to express anticipated outcomes Kelli will meet 60-month communication milestones.

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Goals and Objectives Rating Instrument (R-GORI)

• INSTRUCTIONAL CONTEXT
• 7. Can the skill be taught across daily
  activities?
• 8. Can the target behavior be taught/addressed
  by various team members (e.g., teachers,
  therapists, parents)?

Pretti-Frontczak, K. and Bricker, D. 2000
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Examples of Instructional Context
INSTRUCTIONAL CONTEXT BEHAVIORS NON- INSTRUCTIONAL CONTEXT BEHAVIORS
Jacobi will demonstrate 1-to-1 correspondence during activities and games Jacobi will count cheerios on her plate at snack
Travarius will perform a familiar daily job in the classroom Travarius will follow steps to feed the fish in the classroom
Kelli will use a three point grasp to write her name Kelli will use a three point grasp to put clothespins in a bottle

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Stranger Test

• Goals should be written so that anyone who is
  working with the child, including the parents,
  can understand the goal and use the information
  to develop appropriate intervention plans and
  assess the childs progress.
• Example In 12 months, Abbie will appropriately
  respond to the topic and initiations of others
  (i.e., stay on topic, ask pertinent questions,
  make related statements) for 2/3 opportunities
  during daily activities such as circle and small
  groups, as measured on 5 consecutive structured
  observations.

KITS Technical Assistance Packet - 2006
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Components of Measureable Goals

• Include the following components
• Timeframe usually in weeks, months, or by a
  certain completion date
• Childs name goal is written for the child
• Conditions specifies the accommodations,
  description of the assessment method, and/or the
  manner in which progress will be measured
• Behavior clearly identifies the performance
  that is being monitored observable and
  measureable written in positive terms
• Criterion identifies how much, how often, and
  to what standards the behavior must occur to
  demonstrate the goal has been reached.

KITS Technical Assistance Packet - 2006
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Sample Goal

• By June, 2011, when provided with writing
  utensils (e.g., crayons, markers, pencils) during
  activities such as art and small groups, Katie
  will hold the writing utensils using a 3 point
  grasp to create representational artwork in 4 out
  of 5 consecutive opportunities per week.
• Timeframe
• Childs name
• Conditions
• Behavior
• Criterion

KITS Technical Assistance Packet - 2006
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What do you think of this goal?

• Remember this PLAAFP? Chris is able to build
  simple block structures. He can cut on a line
  when assisted with hand placement on scissors and
  copy vertical and horizontal lines. He switches
  the writing utensil in his hands frequently
  during all activities.
• Goal In 36 weeks, Chris will improve his fine
  motor skills within the daily classroom routine
  to a more appropriate age level by meeting the
  listed benchmarks.

KITS Technical Assistance Packet - 2006
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Which one of these goals is not measureable?

• In 36 weeks, Misty will cooperatively play with
  peers (do the same activities and talk to one
  another) for at least 5 minutes during
  child-directed free choice activities, across at
  least 3 activities or routines per day, for 5
  consecutive days.
• By December 1, 2010, when given a verbal
  direction by an adult, Robin will begin to comply
  with the direction within 10 seconds.

KITS Technical Assistance Packet - 2006
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Things to Remember
KITS Technical Assistance Packet - 2006
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More Things to Remember
KITS Technical Assistance Packet - 2006
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Last Thing to Remember
KITS Technical Assistance Packet - 2006
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• What do we want José to be doing a year from now?
  How should we prioritize his goals?

• JOSÉ

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The IEP A 6-Step Process
1.
2.
3.
4.
5.
6.
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3. Writing Short Term Objectives/Benchmarks

• What are the intermediate steps between the
  childs baseline established in the PLAAFP and
  the annual goal?

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Short Term Objectives (STOs) and Benchmarks

• IDEA 2004 eliminated the requirement to include
  STOs or benchmarks for each annual goal for
  preschool children (and any child not taking
  alternate state assessments).
• Some LEAs may require them, so it is important to
  know and follow your local policy.
• STOs and benchmarks are still considered best
  practice in monitoring progress toward the
  overall goal and teams may use them if they
  choose.

KITS Technical Assistance Packet - 2006
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Short Term Objectives

• Define the intermediate steps needed to achieve
  the goal
• Measureable
• Minimum of 2 per goal
• Logical breakdown of major components of goal
• General indicators of progress, not detailed
  instructional plan
• Include timeframe, conditions, behavior, criteria
• May be sequential or parallel
• Comprehensive

KITS Technical Assistance Packet - 2006
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Example of STOs

• GOAL Kennedy will independently walk across a
  variety of surfaces (e.g., carpet, grass, cement,
  dirt) for 15 feet at home, at child care and in
  the community 3 times a day for two weeks.
• Kennedy will walk for 15 feet , with assistance
  (holding onto an adults hand or railing), across
  one type of surface 3 times a day for 2 weeks
• Kennedy will walk for 15 feet , with assistance
  (holding onto an adults hand or railing), across
  two types of surfaces 3 times a day for 2 weeks

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Benchmarks

• Define major milestones to a goal
• Measureable
• Minimum of 2 per goal
• Expected performance level
• Major milestones or precursor steps
• Written in sequential or hierarchical order
• Include timeframe, condition, behavior
• Do not include criterion can the child do the
  skill or not?

KITS Technical Assistance Packet - 2006
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Example of Benchmarks

• GOAL Kennedy will independently walk across a
  variety of surfaces (e.g., carpet, grass, cement,
  dirt) for 15 feet at home, at child care and in
  the community 3 times a day for 2 weeks.
• 1.1 Kennedy will walk for up to 15 feet holding
  onto parents or teachers hand once a day for 2
  weeks
• 1.2 Kennedy will move around the house and the
  classroom by holding onto the furniture 3 times a
  day for 2 weeks.
• 1.3 Kennedy will pull herself up at home and at
  child care twice a day for 2 weeks.

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Special Factors to Consider in the Development,
Implementation, Review, and Revision of the IEP

• Factor 1 Behavior
• Does the childs behavior interfere with his or
  her learning or the learning of others?
• Factor 2 Limited English Proficiency (dual
  language learners)
• What impact does the child's limited English
  proficiency have on his or her development and
  learning?
• Factor 3 Blindness and Visual Impairment
• Is it appropriate for the child to receive
  instruction in Braille and to use Braille in the
  classroom?

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Special Factors to Consider in the Development,
Implementation, Review, and Revision of the IEP

• Factor 4 Communication Needs
• Does the child have a need for language/communicat
  ion services to support him or her in access the
  general curriculum and interaction with peers and
  adults?
• Factor 5 Assistive Technology
• Would an assistive technology device or service
  improve the childs access to the general
  curriculum and enable him or her to participate
  more fully at school, home, or in the community?

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• What steps will get José from here to where we
  want him to be?

• JOSÉ

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Revisit Jacks Activity

• Return to your small groups from the Jacks
  Activity
• Look at the PLAAFP and MAG you wrote. Based on
  what youve learned today, do they need to be
  edited?
• Edit PLAAFP and MAG as needed.
• As a large group, discuss changes the groups made
  to their PLAAFPs and MAGs.

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Follow-Up Activities

• Complete 1 of these follow-up activities and
  bring them to Session 2 or follow the
  instructions provided by your facilitator.
• 1. Using the case study on Jenny Jones
  provided, develop PLAAFPs and MAGs. Write STOs
  for one of your goals.
• OR
• Using a child in your classroom who has an IEP,
  rewrite the PLAAFPs and MAGs to met the criteria
  presented in this workshop.
• See Handouts 7 and 8 for more information.

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Contact Information

• Add facilitators contact information here