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Quality IEP Process for Pre-K ProgramsSession 1

PRE-K IEP TRAINING – SLIDE NOTES AND ACTIVITIES GUIDE

SESSION 1

As participants arrive, you might ask them to read through Handouts 3 and 4. These handouts will be used for the case study we will work on together throughout the training. The handouts include a child and family information sheet, “Getting to Know Me,” and a Battelle Developmental Inventory-2 (BDI-2) profile on José Cruz.

Slide 1 – A Quality IEP Process for Pre-K Programs

This is called a word cloud – it was developed at www.wordle.net. The text from the Division for Early Childhood (DEC) position statement “Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment and Program Evaluation” was copied and pasted and these are the words used most often in the document, with greater

prominence given to words that appear more frequently (the initials “IEP” appearing most frequently).

Introductions of presenters and participants.

Slide 2 – Agenda

Explain that this training is designed to be delivered in 2 sessions. The first session is focused on DEVELOPING the Individual Educational Plan (IEP). The second session is focused on IMPLEMENTING and MONITORING the IEP. Sessions are offered on 2 separate days.

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Provide more detailed agenda regarding breaks and end time today as well as plans for follow up sessions.

Review the materials in the participants’ packet.

Discuss housekeeping items regarding items such as location of restrooms, quieting cell phones, ground rules, how to handle question, etc.

Slide 3 – Purpose of training

Explain that early childhood professionals are required to write goals using the same methods and criteria as primary and secondary school staff, based on the Individuals with Disabilities Education Improvement Act (IDEA 2004). Little guidance has been provided to early childhood professionals to address some of the inherent challenges in writing goals for young children, consistent with developmentally appropriate and inclusive practices.

Slide 4 – Purpose of the IEP

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Handout 1 – Your district’s IEP form - The icon in the left column on the slide indicates there is a handout associated with this slide.

Explain that the heart of the IEP is the goals which define a planning team’s shared vision for the child.

An IEP identifies how specially designed instruction will be provided in the context of supporting the child in

general education programs and in reaching the same learning standards as typically developing children.

It is important to remember that it is a legally binding document.

Conversely, the IEP is NOT a:

• description of everything that will be taught to the child;• list of all the teaching strategies used in regular classroom instruction;• document that records all learning expectations, including those taken directly from the general education curriculum, without modifications. • daily lesson plans

We have provided a copy of your district’s IEP form. We’ll be referring back to this throughout the training so keep it handy.

Slide 5 – Linked System

The goal is to provide a seamless relationship among gathering information, IEP development, implementation, and progress monitoring.

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A direct link between assessment and intervention means that the assessment instrument is developed to assess items that can be taught in natural environments and that will specifically enhance a child’s capacity for independent functioning.

Curriculum-based assessment instruments (such as the Assessment, Evaluation, and Programming System for Infants and Children [AEPS], the Carolina Curriculum. the Hawaii Early Learning Profile [HELP] and Galileo) are best suited to this process.

Slide 6 – Membership of the IEP Team

The IEP is most useful when it reflects an integrated approach to curriculum and intervention that comes from the collaborative team process.

a) Parents know their child best and can discuss their child’s personality and history. Parents offer insight into past educational experiences and can

help IEP team members understand the child’s strengths, needs, frustrations, and interests. Parents may invite anyone they choose to attend the IEP meeting.

b) The general education teacher has knowledge of the school’s general education curriculum requirements.

c) The special educator or special education provider knows specialized techniques and strategies for instruction, and will likely provide services to the child.

d) A public agency representative is an individual qualified to provide or supervise the provision of specially-designed instruction to meet the child’s unique needs. This person should know about the public agency’s resources and be able to commit these resources to implement the child’s IEP.

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e) An individual who can interpret instructional implications of the evaluation results may be one of the teachers, the public agency representative, or appropriate related service personnel.

f) Optional: Other individuals who have knowledge or special expertise regarding the child, attends “at the discretion of the parent or the agency.” (In the case of a child who was previously served under Part C, an invitation to the initial IEP Team meeting must, at the request of the parent, be sent to the Part C service coordinator or other representatives of the Part C system to assist with the smooth transition ofservices; representative of private school, if appropriate; interpreter, if appropriate for parents, etc.)

Parent participation: If neither parent can attend an IEP Team meeting, the public agency must use other methods to ensure parent participation, including individual or conference telephone calls. A meeting may be conducted without a parent in attendance if the public agency is unable to convince the parents that they should attend. In this case, the public agency must keep a record of its attempts to arrange a mutually agreed on time and place.

Slide 7 – Parent Perspectives on the IEP

Explain that parent-school communication, relationships, and collaborative planning form the foundation upon which effective and meaningful IEPs are developed. A mutually respectful climate is critical for creating positive perceptions and experiences for families.

Recent studies have found that parents report feelings such as: “totally lost”, “couldn’t process the meeting”, “feeling intimidated”, etc. A few recent studies report that many initial IEP experiences of families are overwhelmingly negative. (Stoner et. al., 2005; Fish, 2006; Fish, 2008).

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When Fish (2008) asked for suggestions for how to improve the IEP process, parents responded with these suggestions: allowing sufficient time for the meetings; creating a welcoming atmosphere; encouraging parents to bring an advocate familiar with the IEP process; using common terms instead of jargon to lessen confusion; refraining from completing IEP forms in advance of parental input; involving parents in the writing of goals and objectives; and, providing parents with a copy of the draft IEP objectives a few weeks before the meeting to allow time for review and preparation of questions.

Ask participants to write down key words, both positive and negative, as they watch the video clip.

SHOW THE VIDEO CLIP – (The videos are included on the CD. You must copy them in the same folder with the PowerPoint and insert them on slides 7, 58, and 77 prior to the presentation.) Single click on the black box to begin the video.)

Slide 8 – Developing the IEP

Slide 9 – The IEP – A 6 Step Process – Step 1 Gathering Information and Developing Present Level Statements (PLAAFPS)

Explain that the IEP sets the direction for instruction and services

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in special education. It helps families and teachers gauge the child’s progress and assure that a steady flow of communication takes place.

In this training, we present a 6 step process for developing, implementing, and evaluating IEPs.

Slide 10 – Gathering Information and Developing Present Level Statements

State that present level statements are the cornerstone of the IEP. They link all the IEP components together.

Slide 11 – Before We Get Started

State that before we get started with the steps of developing an IEP, we should discuss what needs to be in place for the process to work optimally.

There are 3 hyperlinks on this page.

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When referencing “Rules” in this presentation, we mean the State Board of Education Rules.

Slide 12 – Developing Knowledge of the Child

Note that teams should rely on their knowledge of child development as they begin to gather information about this particular child’s interests and preferences, developmental levels and learning style, and how the child integrates the skills into daily activities and routines.

For an initial IEP for a preschool aged child, there

may be limited information available to the IEP team (a BDI-2 or other assessment instrument and a parent report/ social history). The BDI-2 is the assessment used in measuring child outcomes, which is required in the State Performance Plan (SPP) and reported annually to the Office of Special Education Programs (OSEP). When the child is transitioning from Part C (Early Steps), the assessment may have been conducted by Early Steps providers, meaning the team may not have met the family until the eligibility meeting and may not see the child at all before the IEP is written.

Explain that this training provides a framework by which early childhood professionals can gather information about the child and family, develop collaborative and measurable IEP goals, embed goals in activities, routines and play, monitor and report progress, and involve families throughout the process.

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Slide 13 – Gathering Information

HANDOUT 2 – Resources for Developing IEPs

Talk about using a variety of sources to gather information to gain a rich picture of the child.

Discussion, interviews, checklists, etc. with significant people in the child’s life (e.g., parents, caregivers, siblings, teachers, therapists). Such as: What are the family’s dreams/goals for

the future? Developmental and medical history (e.g., physicians, Department of Health, or other

medical home). What services are currently in place? What kind of progress is the child making?

Informal, portfolio, authentic assessment data and observations conducted in natural settings (e.g., home, child care, play group, community). What interventions have been effective? What are the child’s strengths and what kind of progress has she made over time?

Appropriate standardized and curriculum-based measures and checklists

This information may be available from families, Early Steps service coordinator, therapists and teachers, physicians, the Pre-K Assessment Team, etc.

Slide 14– Resources for Involving Families in Gathering and Sharing Information

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• State the importance of the family being centrally and actively involved in this goal-setting process. This may be the first IEP families are involved in. It is important to set a precedent for their input into the process.

• The family has information about the child’s skills and needs in home and community

activities and interactions and is best able to determine relative priorities for the child’s program at any point in time.

• The family is more likely to implement home programming and carryover activities in support of outcomes that they have prioritized.

Tools to support the transition from Part C Early Intervention services to Part B Preschool services at age 3 can be found at http://www.tats.ucf.edu (Florida’s Transition Project)

Getting To Know Me - parents share information about their family, their child’s preferences (toys, foods, books and songs, etc.), self-help skills, communication skills, what works when child is upset, etc. See first 3 pages of Handout 4 –José for an example of “Getting to Know Me.”

Teacher to Teacher - parents share information about their family, their child’s preferences (toys, foods, books and songs, etc.), self-help skills, communication skills, what works when child is upset, etc.

There are also other resources on the page: Getting To Know Your New Teacher and School – a tool for teachers to share

information with families about the classroom and school Transition Booklet for Families – a resource for families about the transition

from Part C to Part B services. Available in English, Spanish, and Creole

Slide 15 - Discussing Key Elements

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http://www.tats.ucf.edu/


Explain that once we have gathered all the information, we begin a discussion with the family regarding the key elements that will help us develop the IEP for this child. These include:

Identifying family priorities

Describing the routines and activities of the child’s environments (i.e., home, school and

community)

Identifying and prioritizing unique educational needs Determining the natural routines that support embedded learning opportunities Describing supports or accommodations to ensure the child has access to all aspects

of the curriculum Consider how annual goals scaffold the child’s progress to reach long range goals.

Long range goals for a child might be things such as becoming a competent reader, developing skills to engage with peers comfortably, or even living independently.

This information will assist the team in developing the Present Level Statements.

Slide 16 – Special Factors to Consider in Providing Free and Appropriate Public Education (FAPE)

Explain that the IEP team must determine if any of these factors are relevant for the child and, if so, address the factor in the child's IEP. This may include the present level of academic achievement and functional performance,

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measureable annual goals, and benchmarks or STOs in each of the five areas: Behavior, Limited English Proficiency, Blindness and Visual Impairment, Communication Needs, and Assistive Technology.

1. Behavior:If a child's behavior impedes his or her own learning or that of others, the IEP team must consider the strategies, including conducting a Functional Behavioral Assessment (FBA) and developing a Positive Behavior [Intervention and] Support (PBS) needed to address that behavior. The FBA should be completed prior to the IEP meeting if possible. 2. Limited English Proficiency

A. If a child has limited English proficiency, the language needs of the child as they relate to the IEP must be considered.

B. Considerations by the IEP Team 1. IEP Team includes Early Childhood Education (ECE), Early Childhood

Special Education (ECSE), and Bilingual Education teachers 2. Assessment data are accurate and unbiased3. Present Levels of Academic Achievement and Functional Performance

(PLAAPF) include native language and English4. Progress monitoring is defined for both native language and English5. Home language/culture of family has been considered

3. Blindness and Visual ImpairmentA. IEP team must consider instruction in Braille or the use of Braille in the

classroom. a. If the team determines that instruction in Braille or the use of Braille is not appropriate for the child, they must evaluate pre-academic reading and writing skills and identify the child’s appropriate learning medium (e.g., large print materials, recorded or audio taped materials, and math manipulatives)

B. Other informationa. Copy of the evaluation of the child’s vision, including a medical diagnosis and information on the status of the child’s vision (deteriorating, stable, unpredictable, and expected to improve)b. Is there a need for other assessments? (e.g., technology, mobility, self-help)

Slide 17 – Special Factors (continued)

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4. Communication Needs For all children, including those who are deaf or hard of hearing, the IEP team must consider the child's language and communication needs, as well as opportunities for interactions with peers and adults in the child's language and communication mode, academic level, and full

range of needs. This would also include the opportunity for direct instruction in the child's language and communication mode.

A. Alternative communication (i.e., Eye gaze/eye pointing, vocalizations/word approximations, object/picture/photo symbols, sign language, and Augmentative and Alternative Communication (AAC).

B. Children who are deaf or hard of hearing - method of instruction (i.e., Auditory/Oral Method, Cued Speech Method, American Sign Language, Total Communication Method.

5. Assistive TechnologyA. The IEP team must consider whether the child requires assistive technology devices and services in order to access the general curriculum, meet educational goals, and participate more fully at home, school, and the community.

a) Assistive technology device is any piece of equipment or product system, whether commercially produced or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.

b) An assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device.

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Slide 18 – Case Study – José. Gathering Information.

HANDOUTS 3 and 4 - Case Study 1, Getting to Know Me/BDI-2

Explain that we are going to being using a case study of a young boy named José and his family to practice all the steps of the IEP as we go through them.

We’ll begin by reading through the information in 2 handouts titled

“Getting to Know Me” and “Case Study 1.” “Getting to Know Me” is a form completed by José’s mother, Carmela, and is attached to his BDI-2 profile. The first page of the case study begins with a summary of José’s assessment information. Ask participants to take a few minutes to read through these documents then take a break.

SUGGESTED BREAK

When the group returns from break, lead a discussion addressing these questions:

What information do we have about José and his family? What do we know about José and his family? What are the concerns and the

family priorities? What are José’s strengths and needs? What are his interests and preferences?

His developmental levels and learning style? How does he perform during daily activities and routines?

Does he have challenging behavior that interferes with his learning? What impact is his dual language learning having on his learning?

What services/interventions is Jose currently receiving and what has the impact of those services been?

What do we know about long range goals his family has for him?

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Slide 19 - Jacks Activity: (15 min.)

HANDOUT 5 - Jacks Activity

Purpose: To demonstrate the importance of baseline data when writing PLAAFPs and Measurable Annual Goals (MAG). At the end of Session 1, participants will modify their PLAAFPs and MAGs, incorporating what they have learned.

Materials needed; games of Jacks (10 jacks and

rubber ball), Jacks Activity Handout, chart paper, and markers. [There should be enough sets of Jacks for each group of 3-5 participants to have one; so 20 people = 4-5 sets].

In small groups of 3-5 people, participants play 2 rounds of modified Jacks and record each completed round on chart paper. Detailed instructions for how to play are on the Jacks Activity Handout.

Each group writes a PLAAFP and MAG for the member of the group with the lowest score in the Jacks game.

Alternate Activity – Need basket, bag, or container of some sort.

Memory Game – Ask participants to work in groups of 3-5 people.

Pass around a basket, bag, or other container. Ask participant to look in their purses or bags and add 1 personal item to the container (these will be returned at the end).

After these are all collected, ask participants to watch as you show them some of the items. (Secretly ask 1 person to write down the items as you show them to the group). Show and name 10 items.

Ask how the families in the video clip are feeling about the IEP process. The IEP team meeting is an opportunity. Ask what can participants do to make it a positive experience for families?

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Ask participants to number their paper from 1-10 and write down, in order, as many items as they can remember. Review the list with them and ask each participant to score their paper – they get 1 point for each correct item (items that match your list – e.g. #5. scissors). In their groups, identify the member with the lowest score. Write a PLAAFP and MAG for that individual on their chart paper. Share with large group. Return personal items.

Slide 20 - PLAAFP - Present Levels of Academic Achievement and Functional Performance

We will refer to the PLAAFP as the “present level statement”. In brief, the present level statement is a short narrative that summarizes information from a variety of sources and accurately describes the child’s performance in all areas of education and functional activities that are affected by the disability. It should not be

a repeat of the evaluation report and should not contain every need identified in the evaluation. It should summarize the data and establish a baseline. It describes the unique strengths and needs of the child and provides a solid foundation for creating annual goals.

The present level statement and the annual goals have a direct relationship. Each area of need identified in the present level statement must be addressed in another part of the IEP. Only those needs that require specially designed instruction AND will help the child participate and progress in appropriate activities should be included. Most needs will be addressed as measureable annual goals but may be addressed in other ways. Some needs identified in the present level statement may be addressed within routine classroom activities without additional intervention or support. In such cases, the team would need to write a statement in the “special considerations” section of the IEP and would not need to write a goal.

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Explain how the present level statement serves as a bridge between the evaluation and information gathered about the child and the annual goals

Slide 21 - The Present Level Statement Should:

Handout 6 – Florida Early Learning Standards for 3 year oldsHandout 7 – CDC Developmental Milestones for 3 year olds

Explain that under IDEA 2004, the IEP team must describe in the present level statement how the disability affects the preschool child’s involvement and progress in appropriate activities.

IDEA 2004 regulations focus on the general education curriculum which often means reading, writing, and

arithmetic. For young children however, the general education curriculum is defined as appropriate activities. Appropriate activities include child-initiated activities, routines, and planned play activities that children of the same chronological age would engage in as part of a regular preschool curriculum. Appropriate activities that support preschool children’s development and learning are based on typical development of similar ages peers and should be aligned with Florida Early Childhood Standards. www.flbt5.com

Examples of appropriate activities for preschool children in the social and emotional domain would include taking turns and sharing with peers or listening to directions from adults; in emergent literacy, excitement and curiosity at story time or interest in reading books; in mathematical and scientific thinking, counting the number of friends before handing out snacks or putting away blocks according to their size and shape. (KITS Technical Assistance packet, 2006)

Two handouts are included here as examples of documents that can assist in the process of gathering information to write present level statements. Handout 6 is a

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http://www.flbt5.com/


summary of the Florida Early Learning Standards for 3 year olds and Handout 7 is a Developmental Milestones Checklist for 3 year olds from the Center for Disease Control.

If you include scores in the present level statements, it is important to interpret the score and explain the results. It is necessary to establish a baseline but baseline data may be established through checklists, observations, language samples, curriculum and criterion based measures, etc. that address how a child functions within the general curriculum and should be written in a manner understandable by all team members.

Slide 22– 4 Components of PLAAFP

Suggest that participants think of the present level statement in 4 parts:

Part 1 – Based on Identify the sources of the information.

Part 2 – Child’s Strengths Description of what the child CAN do (in the context of what is expected).

Part 3 – Effects of the Disability is often the most difficult section to complete. Suggest that participants ask, “What is keeping this child from participating and progressing in the same activities that other children of the same age are doing?”

Part 4 – Priority Educational Needs - Identify the gaps between skills and knowledge essential to the desired outcome and what the child can do now (in the context of what is expected). These will lead to the annual goals. Handouts 6 and 7 can help in comparing the child’s development with that of typically developing peers.

Present level statements can be developed separately for domains or combined.

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Parental concerns may also be addressed in the present level statement at the discretion of the team (parent concerns must be addressed somewhere in the IEP, but not necessarily in the present level statement).

All concerns identified in the present level statement must be addressed somewhere in the IEP; however, not all concerns must have corresponding goals. For example, Raymond is unable to identify his colors except for blue. Rather than write a goal for this, it may be addressed in the “Special Considerations” portion of the IEP. “The daily classroom routine and activities will provide opportunities for Raymond to learn his colors. The team feels no additional supports are necessary.”

Slide 23 – Florida’s Five IEP Domains

Explain that for purposes of writing IEP’s, Florida uses 5 broad domains or categories of development and functionality that can be used across all age levels. These IEP domains are used to organize the needs of the child that cut across traditional developmental domains (i.e., fine motor, cognitive) or subject matter areas used in curricula (i.e. literacy, music). The definitions of the IEP domains are consistent with those used in the Matrix of Services.

Note: Services associated with the Health Care domain are typically included in the IEP under related services.

FYI – You may get questions about how the IEP links with Matrix of Services. This information was taken from Developing Quality Individual Education Plans: A Guide for

Instructional Personnel and Families, 2000, FLDOE). It is currently being revised:

The Matrix of Services is a document completed for students used to document the level and intensity of the ESE and related services the student will receive, and it

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impacts funding. It is not tied directly to the amount of time the student spends in an exceptional education class. The IEP process is used to identify the goals, objectives, and services needed for students in an ESE program.

There must be consistency between the services documented on the IEP and on the Matrix of Services. The services checked on the matrix must be based on information contained in the IEP. The matrix must reflect the services the student is receiving.

If participants have questions regarding the Matrix of Services, suggest they talk to an appropriate person in their district.

Slide 24 – Alignment of BDI-2 Domains, Early Learning Standards, and the IEP Domains.

Teams must shift from thinking about assessment information (such as the BDI-2) which is organized by developmental domains [adaptive, personal-social, communication, motor, cognitive] to thinking about performance in the five domains of the IEP: curriculum and learning, social/emotional behavior, independent functioning, health care, and communication. The early

learning standards are also organized around areas of development. It is necessarily to align all of this information to the five IEP domains from the previous slides. Alignment is as follows:

Adaptive and Motor from BDI-2; Physical Development (gross motor, fine motor, self-help) from Standards; Independent Functioning on the IEP Domains.

Communication from BDI-2; Language and Communication (Listening and Understanding, Communicating and Speaking, Early Reading, Early Writing) from Standards; Communication on the IEP Domains.

Cognitive from BDI-2; Approaches to Learning (Eagerness and Curiosity, Persistence, Creativity and Inventiveness, Planning and Reflection) and Cognitive Development and

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General Knowledge (Mathematical, Scientific, Social Studies, Arts) from Standards; Curriculum and Learning on the IEP Domains.

Personal-Social from the BDI-2; Social Emotional Development (Pro-social Behaviors, Self-Regulation, Self-Concept) from the Standards; Social Emotional on the IEP Domains.

Information about health is gathered from the interview questions on the BDI-2; Physical Development (Health) from the Standards; Health on the IEP Domains.

Slide 25 - Sample Baseline Data Statements

The information on typically developing peers is taken from the learning standards or child development checklists and the team’s knowledge of child development.

First Example: From the Florida Early Learning Standards for 4 year olds Approaches to Learning

B. Persistence 1. Attends to tasks and seeks help when encountering a problem. H.S.11 Four-year-olds attend to most tasks for short periods of time (10–20 minutes).

Second Example: From the Florida Early Learning Standards for 3 Year Olds Communication and Language Speaks clearly enough to be understood by most listeners. H.S.12 Three-year-olds usually speak in short 3-5 word sentences.

By relating the present level statements to the early learning standards you are helping to create that seamless system we mentioned earlier.

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Slide 26 – Linking the PLAAFP to the Early Learning Standards

Explain that standards provide a common language that promotes inclusion, guide instructional planning, and delineate developmentally appropriate expectations for what young children should know and be able to do as a result of participating in an early childhood program. They are the reference point

from which to develop meaningful IEP goals.

IEP goals help the child access and progress in the general education curriculum, which in PreK is referred to as appropriate activities. Goals should not be written verbatim from the early learning and development standards, but should reflect consideration of the standards.

While considered good practice, the state of Florida has no state requirement for documenting the exact link between standards and annual goals on the IEP on the IEP form, although some districts ask for that information.

Slide 27 – Sample PLAAFP – Independent Functioning

Ask participants to use the criteria outlined on slide # 22 to evaluate this present level statement.

1. Does it tell us what Katie can do now, not what she did in the past? Yes

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2. Is it stated in terms that are specific measureable and objective? Can you see it, hear it, or count it? Yes

3. Does it describe the effect of the disability on Katie’s progress in appropriate activities? Yes

4. Does it identify and prioritize specific needs that will be written as goals? Yes5. Does it identify strengths as they relate to possible interventions? Yes6. Does it provide baseline data for the need? Yes

Slide 28 – Sample PLAAFP – Communication Domain

On some IEP forms the present level statement is written in paragraph form. On other forms it is divided into sections (see previous slides).

Based on:Child strengths:Effects of Disability: Priority educational need:

Slide 29 – What Do You Think of This PLAAFP?

Have participants identify the components of the

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present level statement on this slide. Suggest that they use the criteria outlined on slide # 22.

1. Does it tell us what Chris can do now, not what he did in the past? Yes – we know Chris can build block structures, cut on lines when assisted with hand placement on the scissors, and copy horizontal and vertical lines though he switches hands frequently.

2. Is it stated in terms that are specific measureable and objective? Can you see it, hear it, or count it? Yes - we know Chris can cut on a line, copy lines, and switches hands when holding a writing utensil and that he does it frequently across situations.

3. Does it describe the effect of the disability on Chris’ progress in appropriate activities? No – there is no statement about what this is keeping Chris from being able to do within age appropriate activities. An easy way to correct this would be to add a statement about what children his age are able to do. “Children of the same age are able to copy a circle, cross, and square in their drawings. A delay in this area prevents Chris from being able to engage in prewriting activities.”

4. Does it identify and prioritize specific needs that will be written as goals? No - more information is needed to determine “What does this mean?” What are typically developing children doing? What is the reasonable expectation for Chris in the next 12 months?”

5. Does it identify strengths as they relate to possible interventions? Yes – Although not listed specifically as strengths, it does identify what Chris is able to do.

6. Does it provide baseline data for the need? Yes – a baseline has been established but it could have been written with more information that would make writing goals easier. For example, you could also add the methods used to collect data, “when asked to draw lines on a piece of paper after watching a model.”

Slide 30 - Case Study – José. Writing Present Level Statements. What is Jose doing now?

HANDOUTS 3 & 4

Using handouts 3 and 4, have the participants work in pairs or small groups to write their own

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present level statement for José in the area of independent functioning. Share and discuss as large group.

SUGGESTED BREAK

Slide 31 – The IEP – A 6 Step Process: Writing Measureable Annual Goals

Explain that the remainder of the IEP delineates the special education program, services, accommodations, modifications, goals and objectives to address the needs delineated in the PLAAFP. We’ll begin with the goals.

Slide 32 – Writing Measureable Annual Goals

Suggest that the IEP team ask: “With specially designed instruction, what challenging, yet attainable, goals can we expect the child to meet in the next 12 months?”

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Slide 33 – Some Problems with IEP Goals

This is a list of common problems with IEPs that are described in the literature.

Ask participants to begin to think about how the IEP process works in their district.

Do any of the problems listed here apply to your IEPS? For example, for initial IEP’s – What information is available to

write the IEP? – Does it address how the child functions in activities and routines? Who writes the IEPs? Have they had an opportunity to observe the child in a natural setting? Are goals written for specific disciplines or are they collaborative and integrated so that all team members understand, can implement, and monitor the goals? These are some of the things we will discuss as we talk about IEP goals.

Slide 34– Measureable Annual Goals

Explain that teams should be able to trace the goal back to an identified need that matches the child's

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present level of performance and team priorities for the child’s development and learning.

We are also advocating for collaborative, integrated goals that therapists and other support personnel write with ESE and regular education teachers and other team members so that the goals are educationally relevant and can be understood, implemented, and monitored by all members of the team.

Slide 35 – Method to Prioritize IEP Goals

As the team is considering possible IEP goals, these questions can help the team focus on the whole child and choose the most appropriate and relevant goals.

A collaborative and consensual approach to determining priorities and intervention strategies can be difficult because it may require one or more IEP team members to broaden

what they view as important from their discipline’s perspective to what the team feels is a priority.

Slide 36 - Method to Prioritize IEP Goals (continued)

Continuation of things to consider when prioiritizing IEP goals.

Remind the participants that the general curriculum for preschool age children is defined in IDEA as defined as appropriate activities. Appropriate activities include child-initiated activities, routines, and planned play

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activities that children of the same chronological age would engage in as part of a regular preschool curriculum. Appropriate activities that support preschool children’s development and learning should be aligned with Florida Early Childhood Standards. www.flbt5.com

Slide 37 – Components of Measurable Goals

There are 5 components to a measureable goal:

Timeframe – ex., In 36 instructional weeks, By November 28, 2012, By the end of the 2011-2012 school year

Child’s name – ex., Marcus, Ashley, Timothy

Conditions – ex., when given a

directive, when asked to complete a task, when approached by peers, during structured play.

Behavior - ex., Will verbalize, point or sign to make a request, will follow a one-step direction, will spontaneously use two-word combinations to express her wants and needs, will give letter name and letter sound when presented out of sequence. The behavior should be observable, able to be seen.

Criterion – Explain that a measureable goal establishes the level or degree of mastery necessary to accomplish the goal. ex., For 10 minutes without physical or verbal support from adults, for 4 out of 5 consecutive observational periods, within one minute without help, 3 times a day for 2 weeks, 2 times during a 20 minute observation.

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http://www.flbt5.com/


Slide 38 – Sample Goal

Use this example to illustrate the components.

Timeframe - By June

Child’s name - Katie

Conditions – when provided with writing utensils, during activities such as art and small group activities

Behavior - create representational artwork while holding writing

utensils using 3 point grasp

Criterion – on 4 out of 5 opportunities per week.

Slide 39 – R-GORI (Revised IEP Goals and Objectives Rating Instrument)HANDOUT 8

As the facilitator, you should have a copy of the R-GORI Team Guide on your disc which provides more information and examples for explaining components of the R-GORI.

Explain that the R-GORI is a tool that can help

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you write and evaluate the quality of your goals and objectives. Participants have a copy of the R-GORI Checklist in their handouts. There are 4 main components to the tool – measurability, functionality, generality and instructional context.

Slide 40 – R-GORI Continue use of Handout 8 through slide 48

Measureable behaviors means a criterion or level of acceptable performance is identified for each behavior.

1. Two or more people can agree that the SAME target behavior has occurred or was observed. A specific DEFINITION of the

observable action is provided (What is “on-task behavior”)?

2. The CRITERION or EXPECTED LEVEL OF PERFORMANCE is stated (i.e., with assistance, independently) or implied in the target behavior (i.e., copy, initiate).

Slide 41 – Measurability Examples

Read through the examples. Explain that as we work toward embedded learning opportunities we try to stay away from trials as they are not functional. Try using “opportunities” or “observations” or “attempts”.

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Provide an opportunity for participants to explain why they think the examples are measureable or not. This is a good opportunity for discussion.

Slide 42 – R-GORI – Functionality

Explain that functional means skills that will increase independence and the ability to participate in interactions with peers and materials in the child’s environments.

3. Does the goal allow the child to have ACCESS to the activity? For example, the child

can go places with their family (mall, restaurant, park) and can join in community events (swimming lessons, child care, preschool)

4. If the child cannot do it will someone else have to? Or is it a PRECURSOR to a skill needed to learn new skills or participate in current or future daily activities and routines (i.e., imitation is a skill needed to learn many new things)

Slide 43 – Functionality Examples

Read through the examples and explain how each is functional or not.

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Provide an opportunity for participants to explain why they think the examples are functional or not. This is a good opportunity for discussion.

Slide 44– Which of these are Functional Goals?

Ask the group which of the 4 examples do they think are functional goals. Ask them to raise their hand if they think # 1 is functional, #2, #3, and #4.

Then explain that if they thought that objectives “1” and “3” are functional, they are correct.

Explain that:

In #1, responding to another person who asks a question is an important

skill that will help Talisha interact with her peers and be part of the group.

Talisha will verbally respond to another child who asks her a question …..RATIONALE…..so that she can interact with her peers and be part of the group.

In #3, following multi-step directions is an important skill for Justin to learn because he’s going to need to do that when he goes to kindergarten.

Justin will follow 2-step directions provided by a familiar adult …..RATIONALE….. demonstrates focused attention found to be important for success in kindergarten.

Ask: What about stacking blocks and stringing beads? (#s 2 and 4?)

Can Robin be successful in preschool or kindergarten if she can’t string beads? Will Rafi get along OK if he can’t stack blocks?

Move on to the next slide to help us answer that question.

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Slide 45 – “So What?” Test

Explain that another way to determine if the goal is functional is the “So what?” test.

So What? So Abbie will be able to:

1. gain appropriate information,

2. maintain positive relationships with peers and adults, and

3. function appropriately in group activities

Ask: Think back to the previous slide. Does Robin’s stringing beads or Rafi’s stacking blocks pass the “So what” test?

NO. They are not critical skills or behaviors and don’t pass the test.

Stringing beads or stacking blocks depend on the ability to use your hands to accomplish a task requiring good fine-motor control. These are important skills that allow children to be successful in other settings and are linked to more mature skills (e.g. dressing, printing, use of utensils).

More than anything, they are indicators of a child’s fine motor skills. The development of fine motor skills is important. Fine motor skills expand opportunities for children to experience more diverse and challenging environments for learning, thereby strengthening cognitive performance and they are a strong predictor of later success in school (NCRECE, 2010, July).

Ask: How might we address the skills in #2 (stringing beads) and# 4 (stacking blocks) in the previous slide to be a more functional goal?

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Suggestion: During daily activities, the child will manipulate a variety of toys and materials that require the use of both hands at the same time (examples: holding and cutting paper, holding a bowl and stirring, holding and drawing on a piece of paper, thread and zip a zipper, spreading food with a knife, etc.).

And we need a criterion. Ask if the goal would now meet the “So what?” test?

Slide 46 – R- GORI – Generality

Explain that generality means that the goal represents a general concept or class of behaviors not specific to a setting – or generic.

To be general, the behavior(s) targeted in the goal represent generic processes (i.e., using words or signs to communicate, manipulating objects, feeding self) versus

specific or discrete skills (i.e., cuts with scissors, says more, grasps spoon).

• Examples:

– …will manipulate puppets, block, spoons, and zippers using both hands …

– … during circle time, snack, and outside play …

– … with the teacher, peer, sister, or Mom

Slide 47 - Generality Examples

Read through the examples. Explain that there is a fine line between being specific

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enough to be meaningful but general enough to be usable in a variety of situations in the child’s daily life.

Provide an opportunity for participants to explain why they think the examples are too general, not general enough or just about right.

Slide 48 – R- GORI – Instructional Context

Explain that instructional context refers to whether the goal can be frequently targeted across a variety of routines & activities. Goals should be written broadly and include observable actions that can be addressed across a variety of everyday situations. Instructional context is the place to evaluate whether or not the goals are collaborative

and integrated and can be understood, implemented, and monitored by all team members.

Remind them that the goals should support inclusion and help the child to be viewed as a member of the classroom community

7. Can caregivers provide multiple and varied learning opportunities to teach the target behavior during common and everyday situations?

Do the child’s peers demonstrate this skill within a variety of daily activities and routines? Can everyday items be used by the child when performing/ demonstrating the behavior?

8. Is the goal written in clear, jargon free language that can be understood and implemented by any team member?

Is the behavior written in a way that is not confusing, too clinical, or requires specific knowledge that is not readily available to all team members? Avoid terms like “static tripod grasp”, “upper extremities”, and “glottal stop”.

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Slide 49 – Examples of Instructional Context

Read through the examples then review the 4 components of the R-GORI:

1. A measureable goal means observable and…? (a criterion or level of acceptable performance)

2. Functional means skills that increase the ability to adapt to the environment and be? (independent)

3. General means the goals represents a…? (general class of behaviors)

4. Instructional context means it can be taught across daily activities and ….? addressed by various team members)

Ask if there are any questions about the R-GORI.

Slide 50 – Stranger Test

State that the stranger test is another way to think about Instructional Context.

If a teacher had surgery and was out

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for several weeks, could a substitute teacher plan appropriate instruction to address this goal? The criterion of this goal addresses circle time at school. How easy would it be for a parent to adapt this for use at home?

Slide 51 – What Do You Think of This Goal?

Does it contain our 5 components? (Refer to slide 37).

Timeframe – YES – in 36 weeksConditions – YES – within the daily classroom routineStudent – YES – ChrisBehavior – NO – will improve his fine motor skills to a more age appropriate levelCriteria – NO – by

meeting the listed benchmarks – does not pass the Stranger Test. Without seeing the benchmarks, the reader would have no ideas what to expect of this child in a year.

Is it measurable? This is NOT a measureable goal. The behavior and criterion are not specific, observable, or measureable. Is it functional? Not enough information – within the daily classroom suggests maybe.Is it generic? To general – what class of behaviors are we working on?Can it be taught across instructional contexts/team members? No the behavior isn’t specific enough to be addressed meaningfully.

Another example for more practice: In 36 weeks, during conversations with peers or adults, Terry will use words to describe attributes of toys, objects or foods (e.g., shape, size, color, texture, and spatial relationship), 2 times per observation period for 3 consecutive days.

Timeframe – YES – in 36 weeksConditions – YES – during conversations with peers or adults Student – YES – Terry Behavior – YES – will use words to describe attributes of toys or foodsCriteria – YES – 2 times per observation period for 3 consecutive days.

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It is measurable, functional, generic, and can be taught across contexts and team members.

Slide 52 - Which one of these is NOT Measurable?

Explain that in the second example we don’t know what Robin’s criterion for success is (within 10 seconds - how often and for how long?) What does “begin to comply mean?”

We could complete the goal by stating “comply within 10 seconds, in 3 out of 4 opportunities, for 3 consecutive days.”

Slide 53 - Things to Remember

Both of these are things to remember about the behavior component of the goal.

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Slide 54 - More Things to Remember

Rather than writing separate goals for OT and independent functioning, combine them to create a collaborative goal that is educationally relevant. The aim is for all members of the team to be able to understand, implement, and monitor the child’s

progress on the IEP goals.

Slide 55 – Last Things to Remember Recall that a percentage criterion is often NOT sufficient because it doesn’t provide useful information about the criteria for success. 85% accuracy provides how much, but it does not identify to what standards the behavior must occur.

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How would the team measure the accomplishment of 85% accuracy for problem solving? What does a problem that has been solved with 85% accuracy look like?

Be sure that the information provided is clear and understandable – how will we know the child has accomplished the goal?

Slide 56 – Measuring and Reporting Progress to Parents

Another component of the IEP that IDEA requires is specifying how the child’s progress will be measured. This statement flows naturally out of the annual goals written for the child, which must be measurable.

How will the child’s progress be measured?

When will the child’s progress be measured?

How well will the child need to perform in order to achieve his or her stated IEP goals (and, for some children, benchmarks or objectives)?

How often will periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided?

The specific times that progress reports are provided to parents and the specific manner and format in which a child’s progress toward meeting the annual goals is reported is left to state and local officials to determine. Explain that this information will be covered in more detail in Session 2.

SUGGESTED BREAK

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Slide 57 - Case Study 2 Writing the MAG

HANDOUTS 3 and 9

Explain that they will also be using the R-GORI checklist that they just learned about to review their goals.

In small groups, ask participants to use José’s present level statement in independent functioning to write a possible measurable annual goal. Ask, “What do we want José to be doing a year from now?”

When completed, exchange goals with another group for review. Use the R-GORI checklist and determine whether the goal meets the criteria and passes the “So What?” and “Stranger” tests. Exchange back and discuss. Discuss results as a group.

Slide 58 – Video Clip Initial IEP Meeting

Suggest that they watch a short video clip of an initial IEP meeting on a 3 year old named Cole.

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Slide 59 – Questions on Video

Lead a discussion about their reactions to the clip.

Ask – is the objective jargon free? – does it pass the stranger test? No – (partner assisted scanning) Discuss how it could be re-worded.

Does it contain all the parts?

Timeframe - No. Child’s name – yes. Conditions – yes – when presented with an array of 3 pictures

labeled through partner assisted scanning, Behavior – yes – Cole will independently indicate preference for an activity by activating a voice output device.

Criterion – yes – at least 5 times a day for 3 consecutive days.

How well were the speech pathologist’s goals integrated into the IEP? Was the teacher able to carry out the goal? Yes. Was it a priority of the family? The teacher? We don’t know. Goals seemed to be developed independently by each discipline rather than developed by the team in a holistic manner.

Slide 60 – The IEP – A Six Step Process – Writing Short Term Objectives (STO) and Benchmarks

STO’s or Benchmarks are not required by federal law for preschool

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children. The decision to write STO’s or benchmarks is left up to the IEP team, although some districts require it.

You may choose to skip slides 60-66, if they are not writing STOs and benchmarks.

Slide 61- Writing STO’s and Benchmarks

Slide 62 – Writing STOs and BenchmarksState that both STOs and benchmarks are used to measure intermediate steps toward the accomplishment of a goal. There is no rule governing when to use one versus the other.

STOs & benchmarks are steps that measure the child’s progress toward the annual goals in the IEP. When written

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correctly, short-term objectives provide teachers with a roadmap and a clear mechanism to evaluate the child’s progress.

Slide 63 – STOs

STOs are discrete components of the annual goal.

Slide 64– Examples of STOs

Read through the examples.

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Slide 65– Benchmarks

Explain that benchmarks are statements of expected performance levels.

One does not include a criteria in a benchmark – the question is, “Can the child do the skill or not?”

Slide 66 – Examples of Benchmarks

Read through the examples and then ask if there are any questions about STO’s or Benchmarks.

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Slide 67– Additional Components of the IEP

Slide 68– The IEP must also contain:

Explain that in addition to the goals and, if you choose, STOs and benchmarks, the IEP must also contain these components.

After gathering information, writing present level statements and identifying goals that are measurable, functional, generalizable, and within an instructional context (the "what"), the

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team must make decisions about the resources (the "how") required to support the child's development and learning (progress from the present level toward the goals).

It is important for the IEP Team to consider each of these statements when designing the program and making a decision about placement.

Decisions regarding each statement not only support the development and learning of the child, but when implemented, promote opportunities for inclusion with typically developing peers.

Slide 69– Special Education and Related Services

Explain that special education and related services are determined at the IEP meeting only after goals have been finalized.

The team determines if the child requires: adaptations to the content, methodology, or delivery of instruction to ensure access to the general curriculum, additional support for all or part of the day to meet his or her IEP goals, or instruction

delivered one-to-one or in a small group to enable the child to participate effectively in the program.

Additionally, school districts, and school personnel must…select and use methods that research has shown to be effective, to the extent that methods based on peer-reviewed research are available.

Ask the participants to provide examples of IEP decisions concerning special education and related services that promote inclusion. Discuss/describe how the decision promotes or creates a barrier to inclusion.

If a barrier, how could the decision be changed to promote/create an opportunity for inclusion?

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Slide 70 – Supplementary Aids and Services

Explain that supplementary aids and services are often critical elements in supporting the education of children with disabilities in inclusive classes.

Here are some examples of supplementary aids and services:* Supports to address environmental needs (e.g., planned seating on the bus)* Specialized equipment needs (e.g., wheelchair, computer, software, voice synthesizer, augmentative communication device, utensils/cups/plates, and restroom equipment); * Pacing of instruction needed (e.g., breaks, more time); * Presentation of subject matter needed (e.g., sign language, primary language, visual symbols);

* Social interaction support needed (e.g., provide Circle of Friends, use cooperative learning groups, teach social skills).

Again, ask the participants to provide examples of IEP decisions concerning supplementary aides and services that promote inclusion. Discuss/describe how the decision promotes or creates a barrier to inclusion.

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Slide 71 – Program Modifications or Supports for School Personnel

Program modifications must be specific and appropriate to meet the needs of the child as defined in the IEP.

ACCOMMODATIONS are changes to instruction (such as materials, content enhancements, and tasks) that change HOW the child learns. A continuum of accommodations should be used and evaluated before moving to modifications.

MODIFICATIONS are changes to the

content, which affects WHAT the child learns. Modifications include changes in the standards or performance expectations.

The IEP must also include supports that staff might need to implement the IEP. For example:a. “All staff who work with Michael should receive ten hours of disability-specific training in the area of autism spectrum disorder during the first two weeks of school.”b. “All staff who work with Cole will receive at least 4 hours of training in the use of speech output devices. Follow-up support will be provided throughout the school year.”

Typically, these supports are in the form of teacher training, paraprofessional support in the classroom, or consultation by a special education teacher or related services provider.

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Engage in a discussion related the kinds of things that are typically documented in this section and how they can promote or inhibit inclusion.

Slide 72 – Accommodations

Handout 10 – Curriculum Accommodations

Decisions about which accommodations to use is very individualized and should be made for each child by that child's IEP team. These accommodations do not change the content of instruction or expectations for performance.

Once a decision has been made about which

accommodations will be used, it is important to document the accommodations on a student's IEP.

See the handout on Curriculum Accommodations from Building Blocks for Young Children with Disabilities. You might engage in a discussion with participants about possible accommodations to support José’s goals.

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Slide 73 – Service Delivery

The service delivery statement in the IEP should include:

how often the child will receive the service(s) (number of times per day or week);

how long each “session” will last (number of minutes)

where services will be provided (in the general education classroom or another setting such

as a special education resource room); and when services will begin and end (starting and ending dates).

Discuss with participants how these decisions are being made and how they promote or create barriers to inclusion.

The IEP team must also consider whether or not a child needs to receive services beyond the typical school year (ESY).

Slide 74– Extent of Nonparticipation

Explain that this provision highlights the value the IDEA places on educating children with disabilities, to the maximum extent appropriate, with children who are typically developing.

If a child’s IEP places the child outside of the regular class, involvement in the general curriculum,

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and/or participation in extracurricular or nonacademic activities, the IEP must include why this is necessary.

Slide 75- Educational Placements

State that once the IEP has been approved and signed by the school and the parent, the IEP team decides where the child’s individualized needs can be met in the least restrictive environment (LRE). This means that children with disabilities are to be educated in the

regular classroom with children who do not have disabilities to the extent appropriate to meet their educational needs.

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Slide 76- Educational Placements

Explain that the placement decision is made by a group of people, including the parents and others who know about the child, what the evaluation results mean, and what types of placements are appropriate. The parents have the right to be members of the group that decides the educational

placement of the child.

The Rule clearly states that special classes, separate schools, or other removal of children with disabilities from the regular educational environment may occur only if the nature or severity of the child's disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Discuss options that are currently available within the district/community. This may lead to a discussion of Indicator 6 of the State Performance Plan (Preschool Environments)

Slide 77- Placement in the LRE

This video discusses placement decisions and least restrictive environment.

Show the video clip. Discuss the following:

1. Services are determined by need, regardless of label or eligibility

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2. As professionals, we should prepare families for labels that may be hurtful.

3. The success of placement decisions should be reevaluated every year.

Slide 78 - Revisit Jacks Activity (Or Alternate Memory Game)Handout 11 – Essential Elements – these are summaries of information presented on present level statements and goals.

Materials needed: Chart papers from Jacks Activity (or alternate Memory Game)

Have participants get in same small groups and reread their present level statements and MAGs from the Jacks

Activity or Memory Game. Using the Essential Elements Checklists, determine if their PLAAFPS and MAGs need to be edited. Provide 5-10 minutes. As a large group, discuss the changes that were made to the PLAAFPs, then the MAGs.

Slide 79 – Follow-Up Activity

HANDOUT 12

Handout 12 includes instructions for your follow- up activity and the BDI-2 profile for a young girl, Jillian Morgan, that you will use to complete your Follow-Up Activity.

Handout 8, the R-GORI Checklist, and Handout 11, the Essential Elements Checklists, will also assist you in your work.

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Be sure you have made arrangements for collecting the follow-up activities.

Problem Solving Activity

This is an optional problem solving activity. There are two possible ways to handle the discussion:

1. You can collect the participants’ post-it notes on strengths and challenges today for Steps 1. 2, (and 3) and again after Session 2 on Steps 4, 5, and 6. Then, engage in one discussion at the end of the second training session regarding suggestions for improving the district’s process.

2. You can have a discussion about suggestions for writing the IEP today and a discussion about implementing the IEP after Session 2.

If you choose to address Steps 1, 2, (and #3) today, explain that now that we’ve completed the steps of writing the IEP, we’ll think about how the information we have discussed compares with the process in their district. (Indicate how much time you will allot to this activity: at least 30 minutes is recommended). Ask participants to think about the strengths of their process. What is going well? What challenges or barriers exist in your process and what how could the process be improved?

Suggest that the participants work in groups of 4-6 people to work through this process.

You might want to point them to the Common problems with IEPs – Slide 33 and the slide of the 6 steps of the process – Slide 60. In small groups, ask members to identify strengths and barriers of the IEP process for their district for gathering information, writing present level statements, MAGs, STOs or, if it doesn’t fit into one of those categories, Other. Write 1 item per Post-It note.

In small groups, have each person read his/her Post-It notes. After everyone has taken a turn, discuss the strengths and barriers identified and eliminate duplicates. Using the 3 steps and “Other” put a number on each Post-It note that corresponds with the step in the process to which it relates (For example, if goals are written independently by different disciplines (speech, PT, etc.) rather than by the whole team – it would go under #2).

When you have identified strengths and barriers of your IEP process, post the Post-It notes on the corresponding chart paper labeled around room as either a strength or challenge.

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The facilitator should work through the charts, noting strengths and barriers and eliminating duplicates on each.

Depending on the district and the time available, use this information to prioritize needs/barriers that need to be addressed, discuss possible solutions, or schedule a follow-up discussion.

Be sure the information is shared with district personnel and offer technical assistance as needed through the TATS facilitator or other appropriate personnel.

Slide 80 – Thank You Very Much

Complete Participant Evaluations

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Slide 81– Facilitator’s Contact Information

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