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1
EAP Part 3
Individual Education Plans
2
Why do we have IEPs?
Accountability
Legislation
Funding guidelines
School policy Action Plan Individual Education Plans IEP
Good practice
• builds…
• supports…
• facilitates…
3
What is an IEP ?
4
An IEP is not
an educational plan designed by the teacher to be signed by the parents
5
An IEP is not
an educational plan designed by the specialist teacher and handed to the class teacher to implement
6
An IEP is not
a collection of goals submitted by everyone who works with the student
7
An IEP is not
a folder to be hidden away for the term of its natural life
8
An IEP is not
a document that outlines the total curriculum
9
An IEP is a process & a product
10
Who needs an IEP?
• Students with disabilities verified and eligible for an EAP profile
• Students who are receiving support through early special education programs
11
How many IEPs?• Each student has only one IEP.
• If the student is enrolled in more than one education facility, there is still only one IEP.
12
How is the IEP developed?
An IEP developed collaboratively results in:
• positive learning outcomes for the student• a more holistic view of the student• inclusion of those affected by decisions• coordination of support• effective use of resources• personal & professional development of team• synergy
13
An IEP is developed collaboratively
The team should include:• family• class/subject teacher• staff specialising in the specific disability area
The team may include:• teacher aide• therapists• support people from other agencies
14
IEP goals ?
How many goals?
• most students goals 2 to 4
• some students up to 6
The IEP should focus on the educational needs resulting from the disability
15
IEP FocusExamples only:
ASD: social, communication skills
HI: language, auditory, communication & speech II: self management, social, literacy & numeracy
PI: mobility, technology
SED: social skills, self management
SLI: oral language, communication, speech
VI: concept development & orientation skills
16
Input to the process
• Consider the student’s needs in collaboration
with others
• Be well informed
• Contribute positively to the development of goals
• Follow through with agreed decisions
• Be honest & approachable
17
Consulation & Collaboration
• Collaboration is a corner stone of the IEP process
• Effective teamwork is pivotal for success at all stages of the IEP
• Success depends on members:- having the necessary skills
- wanting to be part of the team- understanding group dynamics
18
Why work in a team?Collaboration enables:
• an holistic view of the student
• access to a range of expertise
• sharing of responsibilities
• sharing of accomplishments
• commitment to a problem solving process
• effective use of resources
• synergy
19
Heads together?
20
Roles in a team
Roles include:
• input to the IEP process
• contribution to group dynamics
Members need to:
• negotiate their role within the team
• understand the roles of other members
21
Is this what it’s about?
22
Activity:Effective Teams
Take a few minutes to peruse the handout on
‘Effective Teams’. (p.5)
Discuss and reach consensus on the top five
criteria for effective teaming.
23
Ineffective teams
Attitudes & circumstances can diminish the
effectiveness of teams:
- reluctant members of the team
- incompetent members of the team
- an environment that does not value
a collaborative approach
24
Activity:Ineffective teams
Discuss the situation arising from
ineffective teamwork. (pp. 20, 21)
Identify the barriers to collaboration.
Discuss ways to overcome the
identified barriers.
25
Barriers
• Different “languages”
• Poor decision making processes
• No set procedures
• Students supported in more than one
setting
• Different agencies involved
• Inadequate time
• Staffing: part time, itinerant, changes
26
27
Top team member
How do you rate as a team member? (p.7)
• Do you listen to other points of view?
• Do you follow through with decisions?
• Do you share relevant information?
• Are you a positive contributor?
28
Top team member
29
Successful teamsTeam building is an ongoing process
- not just for teams in trouble
30
The team spirit
31
1. Information Gathering & Decision Making
• the composition of IEP teams
• what student information to collect
• how to use collected information
• how to conduct effective meetings
32
Essential Components• establish team member roles and
responsibilities
• promote parent, student and general class teacher involvement
• collect information about the student
• share information collected – home and school
• collaborate to make decisions relating to IEP goals
33
Essential Components
• Core team members are the key
stakeholders in the IEP process.
They are the decision makers about all aspects of
the IEP
• Extended team members provide input to
enable the core team to make informed
decisions.
They do not usually attend IEP meetings
34
Activity: IEP Team Members
Who would be likely members of the IEP:
(p. 8)
• core team?
• extended team?
35
Activity:
What information do we need? (p. 9)
Where will I get the information? (p. 9)
How is it going to inform the IEP?
36
Information Gathering - Parents
For example:• educational and medical history• vision for the future• likes and dislikes• strengths and successes• needs• strategies for managing behaviour• the nature of peer interaction outside
school
37
Uninvolved Parents
Consider:
• parents may have different beliefs,
values, perceptions, goals
• parents may be tired, stressed,
intimidated, angry
• parents may assume that only
professionals have the expertise to make
decisions about their child’s education
38
Information Gathering – Students
For example:
• their vision for their future
• their strengths and interests
• what they want to learn
• what they most need help with
• classes they like best
• problems their disability causes them
• what they want to do when they leave school
39
Information Gathering – Teachers
For example:
• class curriculum & adjustments
• level of SWD participation
• timetabling considerations
• effective teaching strategies
• concerns
40
Using Collected Information
Case Manager:
• summarises collected information
• reviews information to identify goal
options
• shares summary information and goal
options across the family and school
team – (prior to the IEP meeting)
41
2. IEP Meeting
• The IEP meeting is a key decision-
making time between school
representatives and family members
• Participants collaboratively decide
which goals are to be targeted for the
IEP and determine support needs and
individual responsibilities.
42
IEP Meeting – School Preparation
School staff:
• discuss – aspirations for the student’s future
– goal options
• decide who will be the school’s representative
• coach student on how to be an active participant
43
IEP Meeting – School Preparation
Case Manager:
• negotiates date and time for the meeting
• prepares and circulates
- meeting agenda
- list of attendees & their roles
44
IEP Meeting – Family Preparation
The parents and their child:• discuss
– aspirations for the future– goal options
• decide who will represent the family• inform school of:
– any particular staff they would like to attend – any additional agenda items– family advocate attending
45
Questions to ask when choosing goals:
• Does the family believe the goal is important?
• Can the goal be justified on the basis of information collected ?
• Is achievement of the goal necessary for success in current and future environments?
• Is the goal practical when the student’s age and remaining years in school are considered?
46
Activity: Conducting IEP Meetings
Reflect on your personal
experiences – identify your 5 ‘top
tips’ for conducting effective IEP
meetings. (p. 10)
47
Sample IEP Meeting Agenda
• Welcome and introductions
– review purpose of meeting & time limitations
• Review information collected
– discuss aspirations for the student’s future
– discuss current goal options
• Decide which goals are to be addressed
– establish related service/support needs
– determine individual responsibilities
– establish any additional associated tasks and timelines
• Clarify and summarise main points
• Decide on date for IEP review
48
3. Writing SMART Goals
49
SMART Goals
• recognise the components of a goal- learning outcome- condition- criteria
• be aware of the purpose of baseline data and how criteria relates to it
• be able to formulate a ‘SMART’ goal
50
Key Component of the IEP
• Goals identify skills/knowledge the
student needs to learn to assist in
reaching their vision for the future.
• There should be a direct relationship
between the goals and the needs
identified in the student information
summary.
51
IEP Goals
The IEP should focus on the educational needs resulting
from the disability
Examples only:
ASD - social, communication skills
HI - language, auditory, communication & speech
II - social, self-management, literacy, numeracy
PI - mobility, technology use
SED - social skills, self management
SLI - oral language, communication, speech
VI - concept development & orientation skills
52
Goals need to be written so they:
• provide clear guidance to everyone as to
what the student is expected to learn
• provide a clear basis for monitoring
student progress
• allow a range of observers to recognise if
the goal has been achieved
53
Giangreco, M. (1998). Ants in His Pants: Absurdities and Realities
of Special Education
54
Aims & Goals
Aim:
to improve listening skills
Goal:
In individual listening sessions, John will
discriminate between two and three
syllable words by pointing to the correct
picture nine times out of ten.
55
Smart goals are:
S specific
M measurable
A attainable
R relevant
T time bound
56
Smart goals state:
Learning outcome (needs to be observable)
- what the student is expected to learn.
Condition (under which the outcome will occur)
- particular environment or activities, particular
equipment/materials, particular assistance.
Criterion (to measure if the goal has been achieved)
- percentage correct, time limit, level of accuracy,
level of assistance.
57
SMART Goal
Learning outcome:
Peter will give a presentation on a negotiated topic
Condition:
using a Delta Talker
Criteria:
independently
duration of presentation - 5 minutes
a minimum of three occasions
58
SMART Goal
Learning outcome:
Ian will be both punctual for classes and
have the necessary materials
Condition:
Given a prepared weekly timetable and
colour coded materials
Criteria:
80% of the time
59
SMART Goal
Learning outcome: Harry will orally produce grammatically correct sentences using subject, verb, object (eg He kicks the ball) - with selected new vocabularyCondition: Given verbal and visual cues
As a retell after daily story readingCriteria: With a minimum of 7 out of 10 correct responses on three consecutive trials.
60
SMART GoalLearning outcome:
Frank will respond by pointing to an
appropriate picture on his board
Condition:
When asked simple questions by his peers
Criteria:
Given one verbal prompt if needed
90% of the time
61
Activity: Goal Components
IEP Booklet (p. 12) identify:
• learning outcome – by circling
• condition - by boxing
• criterion - by underlining
62
Activity: Response
Learning outcome:
John will learn to manoeuvre his power
wheelchair through doorways
Condition:
At school
Criterion:
Independently
Without knocking into door frames
63
Activity: Response
Learning outcome:
Joe will wait his turn
Condition:
Across all preschool activities
Criterion:
On 80% of turn-taking opportunities
for three consecutive data days
64
Activity: Response
Learning outcome:
Brad will indicate when he is feeling stressed - with
appropriate interactions (eg help me or I need more
room or I need to move/take a break)
Condition:
Given modelling
Criterion:
75% of the time
With no more than one verbal prompt
65
Baseline Data
Before writing goals it is necessary to collect
baseline data to:
- provide an accurate indicator of the student’s
level of performance in the selected goal area
- help formulate attainable goals
- enable progress to be measured
- provide information for program design
66
What’s wrong with this baseline data?
Sam is always breaking the school rules
John is inconsistent with handing in
assignments
Mary has difficulty with reading.
67
Baseline:
Data collected over 5 consecutive preschool sessions
showed Sam is typically speaking in single words. Only
one 2 word utterance was heard over this period.
Learning outcome:
Sam will extend her length of utterance to 2 words
Condition:
At preschool
Criterion:
A minimum of six 2 word utterances to be heard over 5
consecutive preschool sessions.
68
Baseline:
Chris is reluctant to greet people in the school
environment. Over the 10 opportunities during the week of
data collection no greeting was heard.
Learning outcome:
To verbally greet his class teacher with “Good
Morning” on arrival and “Good Afternoon” on leaving.
Condition:
In structured school contexts
Given modelling and/or verbal cue
Criterion:
A minimum of 5 out of 10 opportunities
69
Baseline:
Katarina needs verbal prompting to identify the correct
bus to catch and when to press the bell to indicate her
stop.
Learning outcome:
Katarina will catch the 563 bus to and from the Pizza
Hut on Fridays
Condition:
For work experience
Criterion:
Independently
70
Baseline: Brett has not understood the double meanings of words used to impart humour in class on any occasion
Learning outcome:
Brett will identify that something is considered humorous because of the two meanings that can
apply to a word
Condition:In the classroomGiven verbal/visual cues
Criterion:Able to explain the double meaning in 4 out of 6 jokes
71
Baseline:
Data collected over 2 science classes indicated
Branko gained teacher attention by calling out on
90% of occasions
Learning outcome
Branko will raise his hand when wishing to gain the
teacher’s attention
Condition:
In Science class
Criteria:
Given one verbal prompt to recall class rule on poster
on 60% of occasions
72
• Is it relevant to the student’s vision?
• Can it be accomplished in 20 weeks?
• Does it pass the ‘Stranger Test’?
• Does it avoid educational or therapy jargon?
• Is it measurable?
• Is it stated positively?
Baseline Data
73
• Gina will enlarge her circle of friends
• Mary will have her hearing aids
checked daily by the school nurse
• John’s buddy will assist him to get
his materials ready
• Ben will improve articulation of
bilabial sounds
What’s wrong with these ‘goal’ statements?
74
• Bob will be included in the school camp
activities
• Helen will use appropriate language
when answering questions in class
• Tracy will participate in class activities
• The teacher will use open ended
questions
What’s wrong with these ‘goal’ statements?
75
When writing goals try to use words that
describe a physical action.
Which of these would be observable?
to know to select to point to
to understand to improve to read
to appreciate to put on to name
to increase to list to learn
Activity:
76
Write a SMART goal for yourself
• Think of some aspect of your life you would like to improve
(eg activity/skill/knowledge)
• Write your baseline information in observable and measurable
terms (p. 13)
• Write a SMART goal for yourself
Activity:
77
Baseline:
Over the last 3 weeks I have only walked the dog
on 2 out of a possible 21 days
Outcome:
I will take the dog for a walk
Condition:
After work
Criterion:
A minimum of 3 times each week
Activity: Walking the dog
78
Write a SMART goal for your student
• Identify baseline data
• ensure it is measurable
• Ask another participant to provide feedback.
Activity:
79
• active participation with peers
• prioritise for 6 months
• identify learning areas
• restructure classroom practice
4. Planning for Implementation
80
curriculum
learning, teaching, assessment
environment
support personnel
professional development
monitoring
individual programs
Consider:
81
How can they help?
(p. 15)
Support Personnel
82
• Principal is responsible for documentation
• Team collaboration determines
information included
• Case manager completes documentation
• Principal allocates time for collaboration
and documentation
Documenting the Plan
83
includes:
• student information sheet
• current IEP
• data
• work samples
(separate current & historical IEPs)
IEP Working Folder
84
For smart goal consider: • strategies to assist achievement
• monitoring
• team responsibilities
• evaluation
SMART Goal
85
Consider how, when, where and the
why for the following:
• Collaboration
• Communication
• Data
• Flexibility
• Timeline
IMPLEMENTATION
86
Consider:
• time allocation• impact of disability – adaptations• teacher experience• teacher aide skills• work programs as part of
curriculum
COLLABORATION
87
Consider:
• information to be shared
• who needs to know
• contact procedures
COMMUNICATION
88
Consider:
•not just collected but interpreted
•informs decisions for planning implementing, evaluating and reporting
•measures achievement of IEP outcomes
•used to make decisions for IEP and programs of support
DATA
89
Consider:
• change of teacher
• changes at home
• absences of staff
• student illness
• information kit for relief staff
• resource kit of activities for independent work
FLEXIBILITY
90
Consider:
• outcomes for IEP goals are measured at end of
semester (comparison of student
performance)
• reporting includes outcomes related to IEP
goals and outcomes related to curriculum
• report ‘card’ – look the same as peers
• team effectiveness
5. EVALUATION & REPORTING
91
• the quality of instruction is what is most important,
not the place
• research shows that these students will be
rejected by other students & teachers if it’s not
in their best interest
• the schools are not ready
• it’s too idealistic
• we need more analysis & study
Have you heard these comments – about students with IEPs?