Top Five Weakness FOR SCHOOLS OFFERING INTENSIVE ENGLISH PROGRAMS (IEP)
A QUALITY IEP PROCESS FOR PRE-K PROGRAMS
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Transcript of A QUALITY IEP PROCESS FOR PRE-K PROGRAMS
A QUALITY IEP PROCESS
FOR PRE-K PROGRAMS
Session 2
IMPLEMENTING AND MONITORING THE
INDIVIDUAL EDUCATIONAL PLAN
2
PURPOSE OF TRAINING
To provide guidance to early childhood professionals in writing and implementing quality IEPs, in accordance with the requirements of IDEA 2004.
To integrate evidence-based practices into the IEP process, including the Division of Early Childhood/Council for Exceptional Children Recommended Practices. http://www.dec-sped.org/
To support the inclusion of children with disabilities to learn, play, and grow among their typically developing peers.
3
REVIEW OF FOLLOW-UP ACTIVITY
Handout 12 from Session 1
Review of Jillian Morgan’s Present Level Statement and Measureable Annual Goal.
Comments or Questions about PLAAFPS or MAGS?
4
Implementing the IEP
5
THE IEP: A 6-STEP PROCESS
6
1.
2.
3.
4.
5.
6.
TEAMING: SPAGHETTI TOWER
ACTIVITY
Objective: In 15 minutes, construct a tower as high as possible using spaghetti and marshmallows provided. Pieces of spaghetti may be broken into desired lengths.
Teams: 3-4 people.
Rules: Only the materials provided may be used. The highest tower is the winner and the judge’s decision is final!
7
4. IMPLEMENTING THE IEP 4. IMPLEMENTING THE IEP & DEVELOPING THE & DEVELOPING THE ACTIVITY MATRIXACTIVITY MATRIX
8
EFFECTIVE IMPLEMENTATION
OF THE IEP All team members should have easy access to
the IEP and understand their responsibilities for implementation (including Head Start, VPK, and community child care teachers).
Teamwork and communication are crucial to consistent and effective implementation.
Professional development, support, and coaching must be available for teachers and others implementing the IEP.
9
EFFECTIVE IMPLEMENTATION
OF THE IEP (CONT.) Requires an organized approach to addressing
goals across activities, materials, people, and settings.
Utilizes evidence-based instructional strategies.
Involves all team members in implementing the IEP and assessing the child’s progress and learning.
Requires identification of changes in the child’s needs or changes in the environment that impact progress over time.
10
EXAMPLE OF IMPLEMENTING IEP
GOALS IN AN INCLUSIVE CLASS
Embedded Instruction Video - Motor planning and peer interaction
11
NPDCI-Connect Modules
RIGHTS OF TEACHERS AND STAFF IN
IMPLEMENTING THE IEP
12
FAMILY INVOLVEMENT IN
IMPLEMENTING THE IEP
13
WHAT IS EMBEDDED INSTRUCTION?
Promotes child engagement, learning, and independence.
Teaches IEP goals in natural contexts.
Multiple opportunities to learn and practice meaningful skills across settings, materials, and people.
14
http://www.embeddedinstruction.net/
DEC RECOMMENDED PRACTICES THAT SUPPORT EMBEDDED INSTRUCTION
Planning occurs prior to implementation, and that planning considers the situation (home, classroom, etc.) to which the interventions will be applied. (C19)
A variety of appropriate settings and naturally occurring activities are used to facilitate children’s learning and development. (C9)
Practices are used systematically, frequently, and consistently within and across environments and across people. (C18)
15
http://www.dec-sped.org
EMBEDDED INSTRUCTION
16
http://www.embeddedinstruction.net/
EMBEDDED INSTRUCTION -
WHAT, WHEN, AND HOW
17
Embedded Instruction for Early Learning
WHICH GOAL IS BEST FOR EMBEDDED INSTRUCTION?
18
WHICH GOAL IS BEST FOR EMBEDDED INSTRUCTION?
19
EXAMPLE OF EMBEDDED
INSTRUCTION20
Embedded Instruction Video - Articulation Practice
USING AN ACTIVITY MATRIX TO EMBED IEP
GOALS
Identifies daily schedules, routines, and transitions for a child or group of children.
Identifies potential teaching opportunities in which to embed targeted IEP goals throughout the day.
Supports selection of appropriate teaching strategies for a routine or activity.
Assists teachers, therapists, parents and administrators in linking the daily schedule with priority IEP goals.
21
EXAMPLE OF ACTIVITY MATRIX – Morning Routine at
Home22
OutcomesMorning Routine
Say “Help” Say/gesture “Up”
Point to choose
Wake up Eat breakfast
Get dressed
Car seat
MATRIX WITH INTERVENTION
STRATEGIES OutcomesMorning Routines Say “Help” Say/Gesture “Up”
Point to choose
Wake up Crib. Look expectantly, Gesture, “Want up?” “UP!”
Eat Breakfast Juice Box – Look expectantly, “Need help?” “HELP!”
Pat highchair. Look expectantly, Gesture, “Want up?” “UP!”
Choices: cereal, fruit, juices, cup. Show two choices. “Want apple or pear?”
X
Key: = met outcome; = did not meet outcome
INDIVIDUAL CHILD MATRIX
Handouts 13 & 14
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Time/Activity Request helpInteract with peers Identify name
Arrival Remove coat Sign inCenters Request toys,
computerw/small group Match name
with activityClean –up Turn on water w/ buddySnack Open
juice/milkw/meal group Find name on
placematOutside play Push on swing
and trike, open toy cabinet
w/1-2 peers
GROUP ACTIVITY MATRIX
HANDOUT 15
25
Class Schedule Brian Cameron LeahArrival Remain with the
groupGreet peers Put away
belongings independently
Circle Time Remain with the groupSay “My turn”
Greet peers Take turns
Sit up using adaptive cushion
Small Groups Match objectsSay “My turn”
Take turnsFollow 2-step directions
Ask peers for items
Free Choice Say “My turn” Take turns Ask peers for items
EVIDENCE ON THE USE OF ACTIVITY
MATRICES26
BUILDING BLOCKSSANDALL AND SCHWARTZ
(2008)
High Quality Instructional Program
Curriculum Accommodations
Embedded Learning
Child Focused Instructional Strategies
Change to ongoing activities or materials to maximize a child’sParticipation.
Addressing children’s learning goals (IEP) by embedding planned learning opportunities into typical classroomactivities or the daily routine.
Identification or development of learning opportunities that aremore planned, directed, explicit, and intense and are not part ofthe regular daily curriculum.
Foundation for optimal development and learning.
27
CONTINUUM OF ACCOMMODATIONS
HANDOUT 16
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The Goal: Use the least intrusive adaptation. If an adaptation is not having the result you want, try the next level of adaptation.
JO
SÉ
Activity MatrixHandouts 17 and 18
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Evaluating the IEP
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THE IEP: A 6-STEP PROCESS
31
1.
2.
3.
4.
5.
6.
5. MONITORING AND 5. MONITORING AND REPORTING CHILD REPORTING CHILD PROGRESSPROGRESS
32
REPORTING PROGRESS
KITS Technical Assistance Packet - 2006
33
MONITORING AND REPORTING
PROGRESS . . .34
IDEA 2004 IDEA 2004 MONITORING MONITORING
INTERVENTION INTERVENTION Performance data are collected and documented on a
regular and frequent basis.
Modification of the intervention plan is made as frequently as necessary, based on monitoring information.
Progress monitoring information is: Summarized and documented in a way that
communicates whether the intervention is accomplishing its intended effect.
Used frequently and repeatedly to determine whether the anticipated outcomes for the child are being met.
35
EXAMPLE OF MEASUREABLE ANNUAL GOAL AND
MONITORING STRATEGY
Goal: In 36 instructional weeks, during group activities, Alicia will attend (i.e., listen to a story, respond to questions, stay in activity) to the teacher for 10 minutes, without individual verbal prompts, for at least 1 activity per day, for 5 consecutive days.
Monitoring: A classroom teacher or other support staff will conduct a time sample observation for at least 10 minutes during circle time, story time or other large group activity. The team may schedule these observational periods over a few days or a few weeks, but Alicia must be observed exhibiting the skill for at least 1 activity for 5 consecutive days. The team will provide Alicia's family with information regarding her progress 4 times a year when progress reports are sent to all families in the classroom.
36
KITS Technical Assistance Packet - 2006
DATA COLLECTION DATA COLLECTION
37
HOW DO YOU USE DATA IN YOUR
EVERYDAY LIFE?38
DATA FORM 39
Objectives: Date
3/6 3/7 3/8 3/9 3/10 3/13
Kaley will remain in the activity for the duration of the activity using visual cues as needed.
Criteria 4/5 consecutive days
4 3 2 1 0 ND
4 3 2 1 0 ND
4 3 2 1 0 ND
4 3 2 1 0 ND
4 3 2 1 0 ND
4 3 2 1 0 ND
KEYND = No data for that session 0 = child refuses to participate1 = 100% physical assistance (hand over hand) 2 = adult provides partial assistance 3 = adult points, gestures, verbally directs or uses visual cue to assist child 4 = child performs independently or when given group instruction
Monday Tuesday Wednesday Thursday Friday Saturday
4 4 4 4 4 4
3 3 3 3 3 3
2 2 2 2 2 2
1 1 1 1 1 1
BEN’S PLAYTIME – FAMILY DATA
40
From CSEFEL
4 = Laughed, 3 = Cooperated, 2 = Fussed, stayed 1 = Cried, refused stayed w/activity took several turns briefly to participate
Rate the problem behavior: 0 = no problems, 1 = whining, resisting, 2 = screaming, falling on floor, 3 = screaming, hitting, other aggression
Monday Tuesday Wednesday Thursday Friday
Arrival0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Circle0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Nap0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Clean-up0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Other: _Bus Ride_ 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3 0 1 2 3
Average Score
Average Score:
3
Average Score:
2.2
Average Score:
1.4
Average Score:
1.4
Average Score:
.8
AMY’S TRANSITIONSWeek of: _________________
41
From CSEFEL
CHILD’S NAME: MARCUS BEHAVIOR: SITS DURING SNACK
STARTING FROM THE BOTTOM, SHADE THE NUMBER OF BOXES THAT REPRESENT THE LENGTH OF TIME THE CHILD SITS. EACH BOX REPRESENTS TWO MINUTES.
Monday Tuesday Wednesday Thursday Friday
24 min, 24 24 24 24
22 22 22 22 22
20 20 20 20 20
18 18 18 18 18
16 16 16 16 16
14 14 14 14 14
12 12 12 12 12
10 10 10 10 10
8 8 8 8 8
6 6 6 6 6
4 4 4 4 4
2 min. 2 min. 2 min. 2min. 2 min.
AVERAGE DURATION42
From CSEFEL
FOR DATA TO BE MEANINGFUL:
1. Understand the purpose for collecting data.
2. Use valid procedures for collecting data.
3. Use data to:
Solve problems
Inform decisions and guide instruction
Improve communication between team members (including family)
Revise the IEP as needed to promote the child’s development and learning .
43
USING DATA FOR INSTRUCTIONAL AND SERVICE DECISIONS
44
THINGS TO REMEMBER45
MORE TO REMEMBER
46
MONITORING PROGRESS - SUMMARY
47
48
BAILEY AND WOLERY, 2003
THE IEP: A 6-STEP PROCESS
49
1.
2.
3.
4.
5.
6.
6. REVIEWING AND 6. REVIEWING AND REVISING THE IEPREVISING THE IEP
48
REVIEW, REVISION, AND REEVALUATION
51
QUESTIONS TO GUIDE REVIEW OF
THE IEP52
REVISIONS TO THE IEP
Begin the process again with the resources for developing the IEP and work through the steps.
53
PROBLEM-SOLVING54
THE IEP: A 6-STEP PROCESS
55
1.
2.
3.
4.
5.
6.
SOME PROBLEMS WITH
IEP GOALS:
56
Grisham-Brown, J., & Hemmeter, M.L. (1998).
Goals are failed test items. Goals are restatements of curriculum objectives or
indicators from standards. Goals divide the child’s needs by discipline rather
than written holistically for the child. Goals don’t facilitate the use of an embedded
learning approach during routines, daily activities, and play.
Goals don’t reflect skills necessary to function in the daily environment.
IEPs don’t follow recommended practices and IDEA 2004 regulations.
FOLLOW-UP ACTIVITY
HANDOUT 19
Using Handout 19, complete the follow-up activity by the date indicated by your facilitator.
Using 4 children in your classroom, develop a group activity matrix to be used during a specified activity (small group, circle time, center time, etc.)
Use the matrix for 1 week in your class then reflect on your experience.
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CONTACT INFORMATION
Facilitator Contact Information Here
58