the iep: a road map to building your future. introductions

The IEP: A Road Map

to Building Your Future

INTRODUCTIONS

Improving the Journey

• Wait for Team Time to Talk– Write / share notes

• Cell Phones on Silent

• CONTRIBUTE– Everyone has a contribution to make

Your Learning Accountability

• NOVICE

• INTERMEDIATE

• ADVANCED

History Lesson: IEP Module

• Purpose of Tools (POC)

• Implementation in the follow up year

• Errors in the IEP Process

Errors in the IEP Process

• PLAAFP

• Goals and Objectives not related to ASD

• Laundry list of SAS

• Standard Time for Service

• Placement decisions predetermined– Lack of LRE in the Process

Transition IEP Errors

• Lack of VISION

• Inadequate / invalid assessment tools

• Lack of student involvement

• Goals / objectives not focused / related to post-school outcomes

• Planning not started early enough

• Not involving agencies early enough

• OTHERS?

Two Choices: 1. Blame the Customer

Give you the paperwork and send you on your way……..

or 2. FRONTLOAD

Best place to solve a problem is BEFORE it

happens……

…. or before it happens NEXT time.

Dave Schoemer

“Failure is the opportunity to begin again more intelligently.”

Henry Ford

INSERT RIGHT AFTER THE DISMAL NATIONAL DATA!

Purpose of this Module

• IS NOT– Compliance training in IEP development– Cover ALL aspects of IEP development– Address issues related to ALL disabilities– An IEP; Considered Pre-IEP Planning

• IS– Focus on PROCESS not FORMS– Consider FAPE & LRE throughout the process– Address SECONDARY TRANSITION issues related

to ASD

Apply K-12 Concepts to Secondary Transition

Materials for this Road Trip

• 3 years of IEPs for target student

(current IEP and 2 years previous)• Progress Reports, Grades, etc.• Most recent MET report• Most recent REED (Review of Existing Evaluation Data)• Your target student’s EDP (Educational Development Plan)• Curriculum for target student’s grade level:

– K-8 GLCEs (http://www.michigan.gov/mde/0,4615,7-140-28753_33232---,00.html) – High School Curriculum (http://www.michigan.gov/mde/0,1607,7-140-38924---,00.html)– CCSS (http://www.corestandards.org)

• District / ISD data report for SPP #5: Education Environments: https://www.mischooldata.org/

AGENDA

• Understanding Special Education & Secondary Transition

• Creating a Vision: The Discovery Process

• Developing the Transition IEP

Navigating the Acronyms

IEP MET

94-142IT

ECSE EPLI

Lost in Translation

COMMON LANGUAGE ACTIVITY

• Define / Describe FAPE

• Define / Describe LRE

• Define / Describe Secondary Transition?

• Describe Special Education

• Define Employment

OUR DECISIONS HAVE TO ALIGN WITH:

• THE LAW

• THE RESEARCH

• THE DATA

WARNING• I heard that….• I was told….

PRACTICE IS NOT NECESSARILY

LAW, POLICY, or RULE

History of Education

• Horace Mann: – Father of American Education

• Common Schools / Teach Common Values– EQUALITY

• Compulsory Education– Tax $$$

SPECIAL EDUCATION HISTORY

• 1954 Brown vs. Board of Education– Schools inherently unequal – “…… human tendencies to prejudge,

discriminate against, and stereotype other people by their ethnic, religious, physical, or cultural characteristics…..”

Impact of the Brown Decision

• Elementary and Secondary Education Act of 1965 (underprivileged students)

• PARC and MILLS: Exclusion of students with disabilities

• Congressional Investigation 1972 of education of children with disabilities– Millions not served

• 1975: Congress enacted P.L. 94-142– Children with disabilities have a RIGHT to education– Ensure ACCESS to education

Wright & Wright, 2009

IDEA Regulations

• Two fundamental requirements:

– That the child will receive FAPE

– In the least restrictive environment (LRE).

What is FAPE?

Board of Education v. Rowley (1982)

1. The state has "complied with the procedures set forth in the Act." (ex. legal requirements including notice, IEE, due process, etc.)

2. The IEP is “reasonably calculated to enable the child to receive educational benefits.”

---more than minimal progress…..

What is FAPE?IDEA 2004

An educational program that is individualized to a specific child, designed to meet that child's unique needs, provides access to the general curriculum, meets the grade-level standards established by the state, and from which the child receives educational benefit. 20 U.S.C. §1401(9).

Ed Benefit = progress over time (IEP goals, curriculum, social, communication, behavior, etc.)

To provide FAPE, schools must provide students with an education that prepares the child for further education, employment, and independent living. 20 U.S.C. §1400(c)(5)(A)(i)

• 2008 Easter Seals Study:– More than 80% of adults with ASD ages 19-30 live at home with their parents; may of

these parents aging.

• Adults 19-30 with Autism– With parents or guardian 81%– Independently, with spouse or partner 3%– With other family member/spouse/partner 0%– Supported residence for individuals with special needs 14%– Other 2%

• Adults 19-30 with Asperger– With parents or guardian 71%– Independently, with spouse or partner 9%– With other family member/spouse/partner 5%– Supported residence for individuals with special needs 7%– Other 7%

National Outcome Data: Housing

Easter Seals, 2008

National OUTCOME DATA: Employment

• A University of Wisconsin-Madison 2002 study of 405 adolescents and adults with ASD found that only 10% were in competitive employment.

• Barnard, et.al. 2001– As few as 6% of individuals with ASD have fulltime employment – 12% of individuals with Asperger Syndrome are employed despite having

average or high than average IQs

• 2008 Easter Seals Study (Living with Autism): About 6 in 10 children with ASD aged 16 or older have not looked for work, yet 75% of typical children are already working.

• Even compared to individuals with other disabilities, the employment outcomes for individuals with ASD is significantly lower.

Autism

Multiple disabilities

Mental impairment

Orthopedic impairment

Visual impairment

Traumatic brain injury

Emotional disturbance

Hearing impairment

Speech / language impairment

Learning disability

Other health impairment

0 20 40 60 80 100 120

Engagement in education, employment, or training after leaving school

PercentageNLTS2, 2009

Low for all reporting ISDs High for all reporting ISDs Average across ISDs

$5,000.00

$10,000.00

$15,000.00

$20,000.00

$25,000.00

$30,000.00

$35,000.00

$12,850.58

$30,164.75

$19,061.14

Average and Range of Cost to Service Students in Post High Program

1989 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 20120

Michigan Students with an ASD Eligibility Label

15,976

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 260

11431187

13071270

11581124

10591036

208 197162

129 136104

Number of Michigan Students with ASD by Age* Based on 2011 MDE, OSE Eligibility Count

What predicts post-school employment?

• Students who had the highest degree of integration with age-appropriate peers were more likely to engage in post-school employment

• IQ, behavior problems, physical disability, and individual demographics did not correlate with integrated employment outcome

White, J. & Weiner, J.S. (2004). Influence of least restrictive environment and community based training on integrated employment outcomes for transitioning students with severe disabilities. Journal of Vocational Rehabilitation, 21, 149–156.

Predictors / Outcomes Education Employment Indep. Living

Career Awareness P (Potential) P ---------------

Community Experience --------------- P ---------------

Exit Exam Requirements / HighSchool Diploma Status

--------------- P ---------------

Inclusion in General Education

M (Moderate) M M

Interagency Collaboration P P ---------------

Occupational Courses P P ---------------

Paid Employment / Work Experience

Parental Involvement --------------- P ---------------

Program of Study --------------- P ---------------

Self Advocacy / Self Determination P P ---------------

Self Care / Independent Living P P M

Social Skills P P ---------------

Student Support P P P

Transition Program M P ---------------

Vocational Education M M ---------------

Work Study --------------- M ---------------

FAPE in SUMMARY

• Compliance with the procedures• Individualized• Meet that child's unique needs (disability area)• Access to the general curriculum (grade-level standards)• Educational benefit (progress in education / goals and

objectives)• Prepares the child for further education, employment,

and independent living (socialization skill development / independent skills)

IDEA Regulations

• Two fundamental requirements:

– That the child will receive FAPE

– In the least restrictive environment (LRE).

Defining LRE: Fed Language

“To the maximum extent appropriate, children with disabilities…. are educated in the general education classrooms with children who are not disabled…”

….and that special classes, separate schooling, or other removal of children with disabilities from regular education environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aides and services cannot be achieved satisfactorily.”

What is SPECIAL EDUCATION?

--not a place--set of supports and services

To ensure ACCESS & PROGRESS

Where the child RECEIVESspecial education services

is the placement….

The first “where” to

consider is…

Purpose of the IEP

Define Special Educationnecessary to assure FAPE in the LRE:

Access to, participation and progress in….

General Education Curriculum

OUR DECISIONS HAVE TO ALIGN WITH:

• THE LAW

• THE RESEARCH

• THE DATA

Excerpts of the Outcome Data

• “The achievement level of students with disabilities does not decrease in general education classrooms.”– Villa, Thousand, Meyers, & Nevin. (1996). Teacher

and administrator perceptions of heterogeneous education. Exceptional Children, 63, 29-45.

• “Placement in a special education class resulted in lower achievement for students who have lower cognitive ability.”– Kavale & Forness, (1999). Efficacy of special

education and related services. Washington, DC: American Association on Mental Retardation.

Excerpts of the Outcome DataCited from: Eason, A.I. and Whitbread, K. (2006) IEP and Inclusion Tips for Parents and Teachers. IEP Resources

• “Students with disabilities in inclusive classrooms show academic gains in a number of areas, including improved performance on standardized tests, mastery of IEP goals, grades, on-task behavior, and motivation to learn.” (National Center for Education Restructuring and Inclusion, 1995)

• “Moreover, placement in inclusive classrooms does not interfere with the academic performance of students without disabilities with respect to the amount of allocated time and engaged instructional time, the rate of interruption to planned activities and student achievement on test scores and report card grades.” (York, Vandercook, MacDonald, Heise-Neff and Caughey, 1992)

Excerpts of the Outcome Data Cited from: Eason, A.I. and Whitbread, K. (2006) IEP and Inclusion Tips for Parents and Teachers. IEP Resources

• “Although separate classes, with lower student to teacher ratios, controlled environments, and specially trained staff would seem to offer benefits to a child with a disability, research fails to demonstrate the effectiveness of such programs.” (Lipsky, 1997; Sailor, 2003)

Excerpts of the Outcome Data Cited from: Eason, A.I. and Whitbread, K. (2006) IEP and Inclusion Tips for Parents and Teachers. IEP Resources

• “There is mounting evidence that, other than a smaller class size, “there is little that is special about the special education system,” and that the negative effects of separating children with disabilities from their peers far outweigh any benefit to smaller classes.” (Audette & Algozzine, 1997)

CONGRESSIONAL FINDINGS

“…the implementation of this chapter (33 : IDEA) has been impeded by low expectations, and an insufficient focus on applying replicable research on proven methods of teaching and learning for children with disabilities.”

Understanding Federal Law

U.S. Code (U.S.C.)50 Titles

Title 20: Education78 Chapters

Chapter 33: IDEA — IV SubchaptersSubchapter I: General Provisions

82 Sections -- denoted as §§ 1400: Findings / Purpose

• “Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by—

– having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to—

• (i) meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and

• (ii) be prepared to lead productive and independent adult lives, to the maximum extent possible; “

CONGRESSIONAL FINDINGS

GETTING BACK TO THE INTENTION OF THE LAW

• One Curriculum: – General Education WITH Special Education Support (instead of vs.)

• NCLB (2002)

• IDEA Revisions (2004)– Increased Accountability– Improved Outcomes– Research Based Instruction

• 80/80 Statement

More >><< Less

General Education Classroom 80%+

Target 63%

MI CIMS Thresholds for RestrictionSPP Indicator 5: Educational

Environments2012-13 Targets

Continuum of Services

Restrictive

General Education Classroom 40-79%

Target 20.3%

General Education Classroom <40%

Target 11.9%

Separate FacilityTarget 4.8%

Schools are a microcosm of society and offer students

opportunities to learn about how society is organized and what is and it not tolerated.

When segregation is permitted through segregated classes, students without disabilities may believe that excluding people with disabilities is

acceptable because the adults in charge of the schools are

doing it.” Paul Wehman

Michigan’s Unique Opportunity: 26Where are students without disabilities receiving their education / preparation?

Education

EmploymentIndependent

Living

District Data Report

Why do we continue to perpetuate a segregated culture?

DISCUSSION

Remember the Titans – Similarities

Incremental Steps

YOUR ACCOUNTABILITY

Your Behavior Expresses Your Belief System

Your Behavior Expresses your Belief System. DO YOU...

• Talk about students with ASD in front of them?

• Use disability-first language? – Use “high functioning” and “low functioning” to describe

students? – Talk about students based on their eligibility category rather

than their name? (The Autistics)

• Blame the STUDENT?– Not motivated; Not ready; Unemployable; OTHERS?

• Adopt a “protective” attitude?– DIGNITY OF RISK!!

• Talk about the student’s lack of perceived competency rather than their contributions?– LEAST DANGEROUS ASSUMPTION

Self Evaluation. . .

Beliefs and Behaviors that

PREVENT Integrated

Opportunities

You did what you did when you knew what you knew…..

You now know different –

which makes you accountable!!

Self Evaluation. . . Your accountability to the change process

Beliefs and Behaviors that

SUPPORT Integrated

Opportunities

Making Change Happen

• If you write it down, you are more likely to do it…. AND….

• If you TELL someone else, you are even MORE likely to do it…. AND….

• If you post it, you are that much MORE likely to do it! !

CHANGE

An IEP Process that…..

• Focuses on PROCESS not FORMS

• Considers FAPE & LRE throughout the process

• Addresses the unique transition needs of students with ASD

Using Meeting Mechanics

• Visual Support (white / chart board)• Facilitator• Note-Taker (IEP Form / Computer)• Process (Logical IEP Progression)• Brainstorming Principles

– Democratic– All ideas are considered / recognized– Professional Role Elimination– OTHERS (FRONTLOAD)

• Decision-Making Rules– No opinion unless informed by:

• Law; Research; Data

Fatal Comments during the IEP

• “We can’t do that!”• “We don’t…”• “That would cost too much.”• “No student receives more than ____ minutes

of service per week.”• “We don’t have staff to….”• “I’m only in the building one day a week”• OTHERS?

Thrun Law Firm, P.C. & Scholten Fant, 2007

Fatal Communication Error

• Lack of succinct, clear responses: Comes across like dodging answers:

– “Well, it depends…”

– “Well, it might, could, should, etc….”

– “It varies…”

– “Well, I’ve only seen him 3x…”

Sentence Starters…..

• “The data suggests….”

• “We have evidence that shows….”

• “Our observations have shown…”

• “The law indicates….”

• “The research supports….”

IEP Guiding Principles: Avoid Human Nature Traps!!

• All opinions informed by the law, research, & data.

• We cannot change the past; We can change today to establish a different future.

• Everyone has a contribution to make in employment.

• Presume Competence (Least Dangerous Assumption)

• Dignity of Risk

What to BRING to the IEP

• DATA: Not PLAAFP already written– Assessment Information– Observational Data– Background Knowledge

• Considerations for Supplementary Aids and Services

• Goals and Objectives / Benchmarks IDEAS

NOT: “My PLAFFP” / “My GOALS”

Student’s Name: ______________________________________________ Date: ______________ Time:_________________ Observer’s Name: _____________________________________________ Location: __________________________________

Social Interaction / Communication Skills Independent Skills

Behavioral Performance / Concerns Academic Participation / Progress

PLAAFP Development Student Observation Tool

This 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? 2). How do current assessment results align with student academic, social, and behavioral performance in the general education curriculum and environments.

PLAAFP Development Schedule Matrix Guide

This tool is intended to be used by IEP and behavioral planning teams to assist in goal development and identification of necessary supports and strategies.

Student Schedule Expectations &

Instructional Outcomes Current Level of Skills (Compared to Peers)

Current Supports, Strategies & EBPs

Potential Goals & Strategies Needed

In this column, list the

student’s daily schedule including all primary

activities, courses / classes and/or transitions.

In this column, identify the expectations & instructional

outcomes for all students during this part of the

schedule. Expectations and instructional outcomes

include:

Independence Skills Social Interaction Skills Communication Skills Behavioral Skills Academic Skills

including task initiation, engagement, & output

For example, during

“arrival,” the instructional outcomes may include

independently taking off outerwear, getting materials

ready, taking a seat, and completing morning work.

Also include in this section

any specific IEP goals targeted during particular

times in the schedule for the student with ASD.

In this column, identify the

student’s performance, compared to peers, in this

part of the schedule.

Include the following:

Independent Skills Social Interaction Skills Communication Skills Behavioral Response Task Initiation,

Engagement, & Output Deficits in these areas will be targeted for intervention and should be included in the last column.

List in this column, all the supports, strategies, and/or supplementary aides and

services currently in place to support the student. These

include but are not limited to:

Visual / Organizational Supports / Strategies

Peer to Peer Supports Functional

Communication System Positive Behavioral

Interventions & Supports Evidence-Based

Practices Accommodations /

Modifications Behavioral Response

Plan / Crisis Plan Adult (Paraprofessional /

TA Support)

In this column, based on

information in the previous columns, list potential goal areas (areas of need) and

additional strategies needed for the student to

independently make adequate progress in all areas.

This is not the end. It is not even the beginning of the end. But it is, perhaps,

the end of the beginning. Winston S. Churchill

Preparing for Transition: The End of School

Wanna go to your IEP?

The Student was invited to the IEP?

• Name on the invitation or feet under the table?• Meaningful Contribution• Student-Led• Self-Determination

– Choice-Making– Decision-Making– Problem-Solving– Goal-Setting / Attainment– Self-Management– Self-Advocacy / Leadership– Self-Awareness / Self-Knowledge

Erik Carter Ph.D – Vanderbuilt University

Further Education

Job / Career

Housing

The Student has a Post-Secondary Vision

A. Age-Appropriate Transition Assessment

B. Post Secondary Goals

C. Measurable goals that lead to…

Expectations: An Enviable Life

It is critical to look beyond the 4 F’s usually offered to student with autism! Lou Brown

Food, Filth, Flowers, Folding

Age-Appropriate Transition Assessment

• Division on Career Development and Transition (DCDT) of CEC– Ongoing Process– Data on the individual’s needs,

preferences, and interests– Related to the demands of current and

future working, educational, living, and personal and social environments

Issues with Traditional Assessment for Students with ASD

• Communication

• Social Reciprocity

• Theory of Mind

Creating the Vision: V3 DISCOVERY

V3 Discovery Profile (FORM)Step 8: V3 Discovery Process Checklist

• SUMMARY of V3 Discovery Process Checklist– Step 2: Records Review– Step 4: Interviews / Surveys– Step 5: ICIE Observations of Typical Life Activities / Routines– Step 6: ICIE Observations of Student’s Favorite Places/Activities– Step 7: Home Visit / Neighborhood Tour

• THREE SECTIONS:– Section 1: Vocational Profile– Section 2: The Brain Blizzard– Section 3: Visual Resume

V3 Discovery ProfileSection 1: Vocational Profile

• Interests / Preferences:– Personal passions– Preferred activities– General areas of work interests– Highly motivating interests and activities (e.g. activities the student is

motivated to engage in without being expected to do so).

• Skills / Contributions: Activities / tasks the student performs and skills demonstrated that could be contributions to an employer (ex. punctual, orderly). I

• Include academic and non-academic skills (including task initiation, task engagement, and task completion)

• Independence skills including managing a personal schedule, transitions from one activity to another, assembling / keeping track of own supplies (e.g. wallet, lunch, planner, communication system, etc.)

• Communication skills• Social interactions• Use of technology• Self-determination / advocacy skills

• Experiences: Describe school, home and work experiences that may lend themselves well to employment opportunities. Based on these experiences, what are some potential themes and/or job types that this student would demonstrate success.

• Supports & Services: Supports the student needs to be independent and successful in an employment situation:– Visual Supports– Peer / Natural Supports– Behavioral Supports– Accommodations– Technology– Adult Support– Service Agencies

TO DO DONE

1. WASH ALL TABLE & DESK TOPS

2. DUST ALL TABLE LEGS

3. MOVE ALL TABLES TO SIDE OF ROOM

4. VACUUM

5. Hang “Cleaned by Drew” sign on the door knob

CLEANED BY: DREW

• Conditions for Success: Employment features that have to be in place / avoided for the student to: – Be at their best– Demonstrate their contributions– Be most independent– Perform at their level of full participation– Make the greatest contribution to the activity. – Includes:

• Physical environment• Times of day• Movement needs• Social preferences• Positive behavioral interventions and supports• Personal supports• Instructional strategies.

• Connections Describe current connections that may be helpful in securing employment opportunities. These include, but not limited to:– Church involvement– Sports teams– 4-H, FFA– Friend and family business owners, etc.

• Challenges: – Areas of concern that could impact the student’s performance (such as: mobility,

technology needs, transportation, finances, challenging behavior, health issues). – Describe strategies and solutions that are successful in preventing and addressing

challenges.

SUMMARYIDEAL CONDITIONS for EMPLOYMENT:

The characteristics of an ideal job situation for the student based on all the information gathered.

• Using vocational profile info to:– Develop a list of vocational job opportunities related to vocational

themes– Identify job responsibilities, duties, and tasks linked to identified

theme areas– Identify specific employers who may have these types of jobs / job

tasks in their businesses– Develop actions to facilitate job development

V3 Discovery ProfileSection 2: Brain Blizzard

(Nila Benito, CODIE)

• Use Meeting Mechanics: Chart Board

• Identify 3-5 Vocational Themes: Blending of the student’s preferences, interests, strengths, skills, necessary supports, etc.– ONE THEME PER CHART BOARD

• For each theme, develop a list of potential skills, duties, tasks associated with the theme– Example: Theme = Computers– Tasks: Transcription, data entry, editing movies in moviemaker– NOT Job Titles!!

Tasks Tasks Tasks Tasks

Theme: Theme: Theme: Theme:

Employers Employers Employers Employers

Theme: Theme: Theme: Theme:

Have each team member list at least THREE employers / businesses in the local community consistent with the

identified themes, tasks, conditions for employment (approx. 20 per theme)—Use sticky notes

BOOKS THEME Job Ideas• School and university libraries and media

centers bookstores • children’s book stores or children’s section

at a library• Book fairs• Books for Kids charity event dollar store• card shops• medical libraries • medical records at the hospital• church; and church libraries• Superstores: Target, Kmart, Wal-Mart• Discount Stores: Marshall’s, Ross, TJMaxx• Music Stores: FYE, Virgin Megastore• Visitor Centers• Career Centers• Daycare Centers• County engineer dept.• Real estate appraiser offices• Court house reference areas• Airport, and magazine counters

• Classrooms; GED prep sites• 1Research Institutes• Museums; museum research dept.• Gift Shops (i.e. Hallmark)• Auction Websites Online• Online stores• Hair Salons• Hotels• Thrift Stores (i.e. shelving the donated

books)• Publishing House/Company• Printing company Book Manufacturing/book

binding company• Legal department; law libraries• Post secondary training site departments• Guidance departments• Vendors that go around and sell book items

to large companies (i.e. “Books are Fun” display that comes to the school monthly)

• Telephone book depositories• County appraiser dept.

Job Development

Action Plan for next steps New Skills needed for these jobs (IEP

goals)

V3 Discovery ProfileSection 3: Visual Resume

• Focus• Paint a clear picture of the person• Convey skills, contributions, conditions

TEAM TIME: V3 Discovery

Develop the PLAAFP

Statement of the student’sPresent Levels of Academic Achievement

and Functional Performance (and transition related needs).

The PLAAFP

Question you are attempting to answer:

How does the student’s DISABILITY impact access to and participation in & progress in:

• The general education CURRICULUM

• General education ENVIRONMENTS (including social skill development, independent skills, etc.)?

• Further education, employment, and independent living

What about “ACADEMIC ACHIEVEMENT?”

• ED did not define “academic achievement”

• 2006 IDEA Regulations:– “’Academic achievement’ generally refers to a

child’s performance in academic areas (e.g. reading, math, science..). We believe the definition could vary depending on a child’s circumstance or situation, and therefore, we do not believe a definition of ‘academic achievement’ should be included in these regulations.”

• ASD Eligibility Requirements….

AREAS of the student’s DISABILITY that impact access to and participation & progress in:

• The general education CURRICULUM (high school)• General education ENVIRONMENTS (including social skill

development, independent skills, etc.)• Future EDUCATION, EMPLOYMENT, & INDEPENDENT

LIVING?

•Ability to Participate in Instruction•Socialization Skills / Competence•Communication•Independent Skills•Transition Issues•Ability to Manage Stress / Anxiety•Behaviors

PLAAFP Statement Framework

Janzen, J., 2003

Prioritizing Areas

“PLPs should be pruned to reflect the educational priorities for the period covered by the IEP…...”

“Without prioritizing, there is a ‘Jack of all trades, master of none’ effect, whereby too much is attempted and too little is accomplished.”

Diane Twachtman-Cullen & Jennifer Twachtman-Reilly (2002)

IEP goals / objectives are not the ONLY thing you are teaching!!

AREAS of the student’s DISABILITY that impact

access to and participation in & progress in:

The general education CURRICULUM

General education ENVIRONMENTS (including social skill development, independent skills, etc.)?

Future EDUCATION, EMPLOYMENT, & INDEPENDENT LIVING?

DATA for each area—

COMPARED TO SAME AGE PEERS

OPTIONS for DATA

• Standardized Measures• Rating Scales• State / Local Assessments• Behavior Plans / Logs• Classroom Output• Grades / Progress on Current IEP Goals• Direct Observation• GLCEs• MDE Quick Reference Guide: Section 2

PLAAFP

Make sure data is ACCURATE

AREAS of the student’s DISABILITY that impact access to and

participation & progress in:

The general education CURRICULUM

General education ENVIRONMENTS (including social skill development, independent skills, etc.)?

Future EDUCATION, EMPLOYMENT, & INDEPENDENT LIVING?

Data for EACH area—

COMPARED TO PEERS

How do these needs IMPACT

access to & progress in

general education CURRICULUM,

general education ENVIRONMENTS,

and future EDUCATION,

EMPLOYMENT & INDEPENDENT

LIVING?

Area Data IMPACT

Social Sean has 97% fewer social interactions than others students the same age. He talks about Star Wars excessively which results in peers resisting interaction with him. He does not have a preferred friend, and at lunch and choice time, he withdraws. Typical peers can identify a preferred friend and interact with others during social activities.

In the classroom, Sean does not choose a partner or join a

work group without adult prompting. He does not

participate in cooperative work with peers without

argument, which results in adult intervention and 3-4

times per week, Sean having to leave the classroom due to disruption. Social interactions are impacted by continual Star

Wars talk.

PLAAFP Statement Example

Area Data IMPACT

Independent Skills

Sean is not able to navigate the daily schedule without 6-7 verbal and visual prompts by adults. He is not able to independently get materials

he needs to complete classroom activities and tasks (how often?), and requires constant adult

prompts to complete classroom work. Typical peers are able to navigate

the environment independently (really?)

without adult prompting or support and complete their assignments with minimal adult prompting / support.

Because Sean requires intensive adult prompting to

follow the daily routine, prepare for classroom activities, and complete classroom work, he

misses instruction as much as 40 minutes per hour. As such,

he is pulled out of the classroom to “catch up” on his work as much as an hour a day at which time he is missing the

other instruction in the classroom.

PLAAFP Statement Example

Translating Process to PaperMDE Model IEP Form

• Section 2 B:– ONE of 3 Options Required

• Option I: Identification of Need across a number of areas

• Option II: Narrative Approach

• Option III: Designed for use with progress monitoring systems

TEAM TIMEPLAAFP Statement for Target Student

Area Data IMPACT What strategies are Working?

What should be considered?

Socialization

Independent Skills

ONE MORE OF YOUR CHOICE (TRANSITION /

VISION)

List what data you have for

each area compared to peers / action plan for what

data is needed

What impact does this have on access to,

participation / involvement in and success / progress

in gen ed CURRICULUM /

ENVIRONMENTS

What supports are in place and

effective or should be

considered.

REPORT OUT

• Just because there is a NEED does not mean you need a GOAL—

• However, you MUST address each need identified in the PLAAFP in another appropriate section of the IEP….– Secondary Transition Considerations– Supplementary Aids and Services– Goals and Objectives / Benchmarks

What needs can be met through

Transition Services?

or 1. Access to General Education Curriculum2. High Expectations for Students3. Youth Leadership in Educational and Transition

Planning4. Self-Determination Skills and Opportunities5. Early Career Development and Work Experiences6. Extracurricular Involvement7. Friendships and Supportive Peer Relationships8. Caring Teachers and Mentors9. Parent and Early Involvement10.Collaboration and Systems Linkages11. Natural Supports and Partners in the Community

Important Transition Practices

Erik Carter Ph.D – Vanderbuilt University

Predictors / Outcomes Education Employment Indep. Living

Career Awareness P (Potential) P ---------------

Community Experience --------------- P ---------------

Exit Exam Requirements / HighSchool Diploma Status

--------------- P ---------------

Inclusion in General Education

M (Moderate) M M

Interagency Collaboration P P ---------------

Occupational Courses P P ---------------

Paid Employment / Work Experience

Parental Involvement --------------- P ---------------

Program of Study --------------- P ---------------

Self Advocacy / Self Determination P P ---------------

Self Care / Independent Living P P M

Social Skills P P ---------------

Student Support P P P

Transition Program M P ---------------

Vocational Education M M ---------------

Work Study --------------- M ---------------

Practice vs. Policy vs. Best

Practice

DISCUSSION

Supplementary Aids and Services

What ARE Supplementary Aids / Services?

• § 300.42 Supplementary aids and services means aids, services, and other supports that are provided in regular education classes, other education-related settings, and in extracurricular and nonacademic settings, to enable children with disabilities to be educated with nondisabled children to the maximum extent appropriate in accordance with §§ 300.114 through 300.116.

(Authority: 20 U.S.C. 1401(33))

MDE Interpretation of the Purpose of Supplementary Aids and Services

• Provided to enable the student to:

– Advance appropriately toward attaining the annual IEP goals.

– Be involved and progress in the general education curriculum and to participate in extra-curricular and other nonacademic activities.

– Be educated and participate in activities with other students with disabilities and nondisabled students.

MDE OSE-EIS Quick Reference Guide: Section 5

Supplementary Aids / ServicesUniversal Supports (the Non-Negotiables)

• Visual / Organizational Supports

• Functional Communication System

• Accommodations / Modifications

• Peer to Peer Support

• Positive Behavioral Interventions and Supports

• Appropriate Adult Support

Accommodation or Modification?

Translating PROCESS to PAPERDocumenting Intensive Individualized Plans

• VARIABLES:

– Nature of the support varies significantly (day to day, content to content, etc.)

– Support is intensive in nature

– Support includes a lot of details

Translating Process to PaperMDE Model IEP Form: Section 5

• Positive Behavior Support PLAN

• Individualized Accommodation PLAN

• Individualized Differentiated Instruction PLAN

• Grading Matrix; Example

• Individualized Peer to Peer Support PLAN

• OTHERS?

TEAM TIME

Supplementary Aids & Services

Developing GOALS and Objectives / Benchmarks

Measurable annual goals must be designed to…

Annual Goals

• Meet child’s needs that result from child’s disability

• Not --Restatement of gen ed curriculum--List of everything the student is expected to learn in every content area

to enable the child to be involved in and make progress in the general education curriculum

What skills does the student need in order to access / master the content rather than what content the student needs to learn.

DISCUSSION

What about IEP’s written for / aligned with the Content Standards?

• WHY SB-IEP?– MDE Focus on Results June 09http://focus.cenmi.org/category/ieps-ifsps/

• Excluded from gen ed curriculum; • Exposed to an alternate curriculum w/ deficit driven instruction

(remediation); • Not included in district / statewide assessments

– MDE Quick Reference Guide• http://www.michigan.gov/mde/0,4615,7-140-6530_6598_36168-2

36252--,00.html

What about academic goals?

• No hard / fast rules

• Things to consider:– Definition of “academic”– 3 tiered system of academic support– Have to know ASD—OUTPUT– Gain Rate vs. Time Spent

Transition Goal(s)

Transition Goals:Fluff or Fact?

Paid Employment

Getting “ready”

for employment

Targeting Goal AREAS

1. Needs that CANNOT be met through the secondary transition plan or supplementary aids and services…

AND / OR

2. Needs and/or Supports from Supplementary Aids and Services that require “specialized instruction”

“Specially Designed Instruction”IDEA Words and Terms to Know (March 2009)

Adapting the content, methodology, or the delivery of instruction to address the unique needs that result from the child's disability…. to ensure that the child has access to the general curriculum…..

http://www.ncld.org/resources1/glossaries/idea-terms-to-know

Supplementary Aids / ServicesUniversal Supports (the Non-Negotiables)

• Visual / Organizational Supports

• Functional Communication System

• Accommodations / Modifications

• Peer to Peer Support

• Positive Behavioral Interventions and Supports

• Appropriate Adult Support

Writing MEASURABLE

Goals and Objectives / Benchmarks

Writing MEASURABLE IEP Goals and Objectives / Benchmarks

(PROGRESS MARKERS)

1. Write an annual measurable goal with a number of separate but relevant measurable objectives.

--Progress on the objectives would lead to meeting the annual goal.

2. Write an annual measurable goal with a number of timed, measurable benchmarks.

--GAS: Goal Attainment Scaling

Writing Goals (Objectives / Benchmarks)

UTILIZING…. Student Will….Under what conditions?

At what level / degree (criteria)?

The IEP Form: ADD: by what date; on what assessment?Does not have line for: Utilizing

Writing Measurable GoalsFormula for Success

• UTILIZING—Using WHAT tool, support, system, etc. will the student learn to perform the skill?

• Utilizing a visual schedule• Using peers / peer to peer support• Using a picture choice board• When provided a visual prompt• Using a visual functional communication system• Utilizing a routine checklist• When given a check schedule card• Using a choice modification strategy• Using a self-management checklist

• Behavior—Get some VERBS in your sentence– What competency / skill should change?– OBSERVABLE

BEHAVIOR• Independently transition from activity to activity• Make a choice• Complete the activity independently• Follow the classroom routine• Complete the worksheet independently• Raise hand and wait to be called on• Ask for help• Initiate interaction with a peer• Follow instructions independently• Make and engage in a choice• Remain in seat / area • Answer content-related questions• Request a food item• Independently put on / take off

• Behavior—Get some VERBS in your sentence– What competency / skill should change?– OBSERVABLE

• Conditions / Criteria— Under what conditions and how MUCH / WELL will be considered mastery for the time frame of the IEP (use peers)?

• Condition--Under what condition should the skill be demonstrated (e.g. time, place, event)?

• During transition times• During a social conversation • During class discussions• At lunch time (or math, science, etc.)• During morning and lunch recess• During independent work activities• When teacher is giving group instructions• During morning arrival routines• When preparing to go home

CRITERIA / Mastery

• 9 out of 10 trials / opportunities• 6 items / assignments• 75% accuracy• Increase by 10%• 3 times a day• On 9 consecutive attempts• For 15 minutes at a time• Within 5 minutes • 4 times weekly• 3 out of 5 days• 4 class periods

Using the GAS to Establish BenchmarksGoal Attainment Scaling

+2 Much more than expected

+1 More than expected0 EXPECTED OUTCOME -1 Less than expected

-2 Much less than expected

(BASELINE)

GAS Example: It’s better to increase independence with lower skill levels than to

increase skill levels at lower independence levels.

Level of Attainment

Goal : Independently follow a visual schedule 5 of 10 days

Much less than expected

Given a visual “check schedule” card and the verbal instruction “check your schedule,” with 5-8 verbal / physical prompts, Ss will select each activity from the visual schedule and transition to the appropriate area for that activity on 5 of 10 days.

Somewhat less than expected

Given a visual “check schedule” card and the verbal instruction “check your schedule,” with no more than 3 verbal / physical prompts, Ss will select each activity from the visual schedule and transition to the appropriate area for that activity on 5 of 10 days.

Expected level of outcome

Given a visual “check schedule” card and the verbal instruction “check your schedule,” with no more than 1 verbal prompts, Ss will select each activity from the visual schedule and transition to the appropriate area for that activity on 5 of 10 days.

Somewhat more than expected

Given a visual “check schedule” card and the verbal instruction “check your schedule,” Ss will independently select each activity from the visual schedule and transition to the appropriate area for that activity on 5 of 10 days.

Much more than expected

Given a visual “check schedule” card and the verbal instruction “check your schedule,” Ss will independently select each activity from the visual schedule and transition to the appropriate area for that activity on 8 of 10 days.

Much less than expected

(Present Level of Performance)

Somewhat less than expected

(Progress toward goal)

Expected level of outcome

(Annual Goal)

Somewhat more than expected

(Exceeds annual goal)

Much more than expected

(Far exceeds annual goal)

Dan is inconsistently performing job tasks. He needs multiple verbal, gestural and visual prompting to complete a task.Utilizing a visual checklist, Dan will independently complete 2 steps of a 5-step vocational task, over 3 consecutive probe days.

Utilizing a visual checklist, Dan will complete any familiar 5-step vocational task over 3 consecutive probe days.

Utilizing a visual checklist, Dan will independently complete 4 steps of a 5-step vocational task, over 3 consecutive probe days.

Utilizing a visual checklist, Dan will independently complete a two 5-step vocational tasks, over 3 consecutive probe days.

TEAM TIME

Writing Measurable IEP

Goals and Objectives / Benchmarks

Identifying Special Education

Programs and Related Services

If you have a goal, you MUST have a program / service to address it…..

What service?

What program?

WHERE (Placement)?

Making Placement Decisions

"In all cases, placement decisions must be individually determined on the basis of each child’s abilities and needs and each child’s IEP, and not solely on factors such as category of disability, severity of disability, availability of special education and related services, configuration of the service delivery system, availability of space, or administrative convenience.“

Preface, 2006 Final Federal Regulations for the IDEA

The LRE Question

With supplementary aids / services AND / OR Push in ancillary / itinerant / related services can the student make adequate progress on the IEP goals and objectives AND more than minimal progress in the general education curriculum (standard for educational benefit?

• If yes, no pull out program / services is needed…. NO RESTRICTION – GEN ED PLACEMENT….

• If no, what level of restriction is needed and for what program / related services in order to assure adequate progress on the IEP goals and objective / benchmarks AND more than minimal progress in the general education curriculum.

Building a Plan While Flying

SUMMARYQUESTIONS / CLARIFICATIONS

FINAL ACTION PLAN

5 CONCEPTS to IMPLEMENT

the iep: a road map to building your future. introductions

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