ECSE Indicator TrainingsECSE Indicator TrainingsLunch & Learn SeriesLunch & Learn Series

Functional IEP Goals in Community SettingsPresenter: Mary Joslin – Preschool Environments Statewide Coordinator

Moderator: Jenny Giles - DPI Early Childhood Special Education Consultant

In today’s webinar we will:In today’s webinar we will:

Important Things to KnowImportant Things to Know

Everyone is muted If you have a question just

raise your hand by clicking in the hand box by your name. You must click your hand again to lower it.

You can also submit a question in the question box. Type your question here and press send.

Participant PollParticipant Poll

What is your role in the development of a child’s IEP?

Please respond to poll located in the lower section of your control panel – thank you.

So…So…

http://sped.dpi.wi.gov/sped_spp-preout scroll down tooAssessment Tools for Child Outcomes - PowerPoint - Webinar

NICHCY Training Modules

Functional AssessmentFunctional Assessment

Gathering Functional Gathering Functional InformationInformation

FunctionalityFunctionality

And with that informationAnd with that information

http://sped.dpi.wi.gov/files/sped/pdf/iepguide.pdf Page 8

Sun Prairie School DistrictSun Prairie School District

Sally DrenoskeEarly Childhood Teacher/Diagnostician

smdreno@spasd.k12.wi.us

Stephanie SauerOccupational Therapist

1) What does the child enjoy doing and what is the child doing now?Very engaging with adultsGood sense of humorGreat academic readiness skills through the use of flash cardsFast learnerLoves being outsideLoves learning in generalVery observant of people and his environmentEnjoys playing with a ballAmazing pencil graspLoves to color, finger paintMotivated to do, learn, etc…Strong willedScooting to move, mobility skills have increased since not having oxygen during the dayGoing up the stairs

1) continuedHas about 35 signs, including labels, actions, describing, etc…Starting to put signs togetherHas a great understanding of language and vocabularySwitching hands for dominancyDoes non-interlocking puzzlesWalking with his hands heldStands at furnitureHas a great safety awareness for himselfThinkerUses a pincer grasp on small objectsStarting to taste some things, but is hypersensitive around his mouth (might avoid some toys related to eating, but is beginning to do a lot of this play)Scribbles, no line imitation or drawing within a pathStacks a tower of 3 cubesNot stringing beads

2) What do we want to see the child doing in 3-5 years?Caught up with the children his age (walking, communicating)Actively participating in classroom and school activitiesTrache out and eating independently

3) What do we want to see the child do 1 year from now?Explore air/sounds outputExplore oral sensitivity, motor control, awarenessIncrease his vocabulary (100), combining wordsParticipate in group art activitiesImprove visual motor skills including pre-writing strokesCooperative play with peersManipulate objects/toys with 2 hands, develop hand dominancyIncrease standing balance without supportWalk independently at home/classroomWalking outside/distance with assistanceGetting from floor to standing without supportWashing hands independentlyFinishing fastenersPut on an art smock/dress up clothes

Participant PollParticipant Poll

Is what Sun Prairie describes like your process or different from your process?

Please respond to poll located in the lower section of your control panel – thank you.

Now we can talk about Now we can talk about goalsgoals

Legal Requirements• Measurable• Annual• Meet needs resulting

from disability• Enable child to be

involved in and make progress in the general education curriculum

http://nichcy.org/schoolage/iep/iepcontents/goals

IDEAs exact wordsIDEAs exact words

(2)(i) A statement of measurable annual goals, including academic and functional goals designed to— (A) Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and (B) Meet each of the child’s other educational needs that result from the child’s disability… [§300.320(a)(2)(i)(A) and (B)]

34 CFR 300.320(2)(i)

Tie Between “Present Tie Between “Present Levels” and Annual GoalsLevels” and Annual Goals

“…the writing of measurable annual goals flows from the content of the “present levels” statement”

http://nichcy.org/schoolage/iep/iepcontents/goals

Beyond compliance to…Beyond compliance to…

What are things that we hope a child can do to function successfully in his world?

Functional Goals Functional Goals

• Are naturally occurring– Authentic circumstances– Woven into natural child-driven activities

• Have a natural cue– Opportunity to practice in a typical environment– Real life activities allow practice of real life skills

• Have a critical effect– Activity matters to the child– Meaningful in the child’s daily life– Important to family– Has a purpose or function

Sun Prairie School DistrictSun Prairie School District

Sally DrenoskeEarly Childhood Teacher/Diagnostician

smdreno@spasd.k12.wi.us

Stephanie SauerOccupational Therapist

GoalE will increase his developmental skills so that he can independently and successfully participate in routines and developmentally appropriate activities with similar age peers as measured by the following objectives.

E will increase his expressive vocabulary to 100 words through sign or verbalization. BASELINE: E has about 35 signs. E will increase his breath/air output by participating in games that include but are not limited to blowing bubbles, blowing through a straw 5 out of 10 measured opportunities. BASELINE: E is just learning to get air passed his valve -- spontaneously. He is laughing. E will participate in oral exploration of non-food and food items during activities at least 1 out of 3 measured opportunities per week for 3 out of 4 weeks. BASELINE: E is not tolerating items to his mouth other than from mom at this time. E will wash his hands independently 4 out of 5 observed opportunities. BASELINE: E assists with washing hands.

E will increase his strength and balance in order to increase his independent mobility so he can access various school, home and community environments with supervision.

1. E will independently walk throughout his preschool classroom, without falling 50% of the time. (BASELINE: walks with hands held) 2. E will walk 100 feet on an uneven surface (grass, woodchips), using an assistive device, without falling 75% of the time, with supervision. (BASELINE: does not have experience with an assistive device) 3. E will independently stand for 60 seconds with supervision 3 of 5 observed opportunities. (BASELINE: stands while leaning against a stable object, occasionally will stand for 2-3 seconds while transitioning between objects) 4. E will transition from the floor to standing without holding onto an object 1 of 4 trials (BASELINE: gets up from floor while holding stable object or an adult's hands)

Functional Goals in Community Functional Goals in Community SettingsSettings

CESA #4CESA #4

Jen Kalis• Early Childhood Program

Support Teacher/ EC Director

• jkalis@cesa4.k12.wi.us• RBI Trainer-Candidate• (…and proud Mama to 15-

month old L.J.!)

Routines Based Interview Routines Based Interview (RBI)(RBI)

What is an RBI?•Created by Robin McWilliams •This is a specific strategy to gather information from families in a conversational way.

What are ROUTINES?•In this model, they are not activities the professional sets up with the family. Instead, they are:Naturally occurring activities happening with some regularity– Caregiving events– Hanging out times

3 Purposes of RBI3 Purposes of RBI

1. Establish positive relationship with the family2. Obtain rich and thick description of child’s

functioning related to:Participation/EngagementIndependenceSocial Relationships3. Generate a list of prioritized concerns

created with the family

The Routines-Based The Routines-Based InterviewInterview

• Go through each “routine” (i.e., time of day or activity)• Get a sense of family’s and child’s functioning• Write down significant information• Star concerns identified by family• Recap concerns with the family, showing them the

starred items• Ask what the family would like to concentrate on• Write down these outcomes• Ask them for the priority order

IEP MeetingIEP Meeting

Following the RBI:• Family prepared to

participate meaningfully in Present Level discussion at the IEP Meeting

• Family has a list of their priorities to assist in goals discussion (to bring to the IEP Meeting)

Steps to Functional Goal Steps to Functional Goal WritingWriting

1. Write, “The child will participate in ______ [the routine(s) in question]”

2. Write “By _______ing”, (addressing the specific behavior such as walking, chewing, pointing, etc.)

3. Write, “We will know when he/she can do this when ____”(describe criterion for demonstration)

• Add Measurement for Generalization, Fluency, or Maintenance: how frequently and over what time period, such as: 1) over time, 2)across routines, or 3) rate of behavior

Sample goalSample goal

Olivia will participate in meals by eating independently without prompts. We will know she can do this when she eats independently without prompts for 10 minutes during three meals in 1 day for 5 consecutive days.

For more information on the RBI or writing functional goals please contact your local CESA Program Support Teachers (PSTs).

Edgerton School DistrictEdgerton School District

Lori Van Himbergen• Director of Pupil Services• lori.vanhimbergen@edgerton.k12.wi.us

Daphne Knox• Preschool Options

Coordinator• daphne.knox@edgerton.k12.wi.us

Pulling it all together at the IEP Pulling it all together at the IEP meeting…meeting…

• Utilizing a collaborative process enlists everyone’s thoughts and ideas

• The result is a truly functional and authentically integrated IEP

• When the child is held at the center of the discussion, barriers are fewer and more easily overcome

Participant PollParticipant Poll

What do you see as the biggest barrier to developing functional goals?

Please respond to poll located in the lower section of your control panel – thank you.

Three tools to helpThree tools to help

• Goal Functionality Scale-Robin McWilliam• Colorado Variation on McWilliam' Scale• Early Childhood Technical Assistance Center-

Functional Goals Training

• Always work with your Special Education Director to review national tools before using them

When prompted, Melissa will respond to a question without crying or displaying physical resistance (such as dropping to the floor).

Participant PollParticipant Poll

What is one thing I plan to do to improve my IEP goals?

Please respond to poll located in the lower section of your control panel – thank you.

Ask Us A QuestionAsk Us A Question

For more:For more:

• www.preschooloptions.org• Being updated with new tools and resources

by April

• mjoslin@cesa10.k12.wi.us

THANK YOU for Attending and Interacting

in Today’s WebinarWe will send you a link for the recording of today’s

webinar as well as a follow-up survey on this webinar.