Lisa Mattheiss, LifeLine, Inc.. Who is ??? LifeLine is a family to family organization that serves...

Lisa Mattheiss, LifeLine, Inc.

Who is ??? LifeLine is a family to family organization that serves families

affected by special needs. LifeLine provides Parent and Professional Training –

Special Education Rights (CARE Project), Diagnosis Specific, Topical Training

Support Groups – FamilyShare – Chattanooga/NWGA

Family Resource Center Newsletter, Listserv LifeLineOnline, website Www.LifeLineFamilies.org,

Facebook (LifeLine, Inc.) ParentLink –

Parent Mentoring Opportunities Special Needs Ministry

Sunday School and Awana Leadership Training

Our goal is to “Help Caregivers Thrive, Not Just Survive!”LifeLine operates primarily in the Hamilton County/Northwest

Georgia Region but has served families now in 20+ states.LifeLine is a nonprofit 501c3 organization funded by donations

and training/consultation fees.

Process of IEP DevelopmentEvaluationsEligibilityPLOPDevelop GoalsAdd related services Special FactorsMeasuring ProgressDetermine Placement

Present Levels of Performance PLOP MUST tell a story.

What are scores? What are functional specifics about the child? What are his strengths? What are her struggles? What does she need assistance with? What prompt levels does he need?

Present Levels of PerformancePresent Levels of Performance - The present level of

performance must include information from tests and specific information regarding what a child can and cannot do in a specific area. The IEP must state how the child is currently doing in school.

This information can come from a variety of sources:Results from classroom testsIndividual evaluationsObservations by teachers and parentsInput from related service providersKnowledge from outside evaluators must be

considered.

Let’s Apply:Is this a complete PLOP? Alonzo uses Earobics and LTK in the

classroom to help improve his reading skills. He is no longer using the Edmark reading series. He completed this. He is reading from library books and Rigby guided reading books. He needs practice on fluency, but read on a second or third grade level with little prompting.

What is it missing?What is LTK?What is little prompting?What level is he on the Earobics program? Is

he working on this in therapy or in reading or ? What does completing Edmark mean?There is a VAST difference between reading on

a second or third grade reading level. Which is it?

Where is he on fluency? How many words per minute?

Let’s Apply:Is this is complete PLOP?David is currently reading in level 2 of the Edmark

series and level one of Earobics software program. He understands that a phoneme is one distinct sound and uses phonetic skills to attempt to sound out words most of the time. He can also identify opposite words and rhyming words or word families. He has a harder time sounding out letters and blends when he needs to spell words. He needs to continue to work on comprehension by using various materials within the classroom. (Ticket to Read, AR, Soar, and other AT Programs.)

What is missing?Could clarify “most of the time” with actual

data. What is the level of comprehension now?

The Scope Of Special EducationCongress finds education can

be made more effective by having highexpectations… in order to meet

developmental goals and, to the maximum extent possible, the challenging

expectations that have been establishedfor all children…to lead productive and

independent adult lives. IDEA 601( c ) (5)(A)(i-ii)

Based on this definition what areas of need could be evaluated and added to the student’s IEP?

The IEP planning process must be done with the end result in mind.

What do you want the child to be able to do that they can’t do now?

What skills will they need to be as independent as possible?

What are children without disabilities doing that you would like to see that child learn?

The IEP is the tool designed to get to the goals that you have for every child’s future!

The IEP for each child must include:

TN Rule 0520-01-09-.12

A statement of measurable annual goals, including benchmarks or short-term objectives

Meet the child’s needs that result from the child’s disability to enable the child to be involved in and progress in the general curriculum, or for preschool children to participate in appropriate activities

Meeting each of the child’s other educational needs that result from the child’s disability

Strategies that are effective in realizing the child’s goals and objectives that will enable parents, students, and educators to monitor progress during the year, and if appropriate revise the IEP consistent with the student’s instructional needs.

A statement of how the child’s progress toward the annual goals will be measured and how the child’s parents will be informed of progress – at least equivalent to those provided to non-disabled children.

Context - Where will the activity occur? (could be more than one of these) In the General Education

Classroom In the Resource Classroom In the Comprehensive

Development Classroom In the CALMM – On the BusOn the playgroundDuring (Specific

Class/Activity) In the Lunchroom In the Restroom

Generalizing skill across multiple environments, including….

During class time…During opening exercises…During transition between

classes…During lunch/snack…During the lecture portion

of history class…

Action WordsWhat do you want the child to do?Can you see the child doing it?Child will choose…Child will write…Child will orally answer…Child will walk…Child will sign…Child will eat…

Supplemental Supports & ServicesWhat does the child need to reach this

goal?What does the teacher need to support

the child in doing this?Using PECS…Using ASL Sign language…Other assistive technology or augmentative

communication device

Use Meaningful Measurement Criteria for MasteryErr on the side of HIGH EXPECTATIONS!

Use Meaningful Measurement Criteria For MasteryErr on the side of HIGH EXPECTATIONS!

Congress finds education can be made more effective by having high expectations…in order to meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children…to lead productive and

independent adult lives. IDEA 601©(5)(A)(i-ii).Remember the purpose of goals are to be the

foundation for future skills.70% - Would you build a house on 70% of a

foundation?100% may or may not be reasonable - Is anyone

perfect all the time?NOT 70% of 4 out of 5….Use one or the other.

70% of 4 out of 5 (80%) is actually 56%.

Data CollectionSpecify who will recordSpecify how will be recordedSpecify when will be recordedSpecify what will be recordedSpecify opportunities vs. consecutive

opportunities and created vs. natural opportunities

What evaluation/testing mechanism (specific test) will be used?

Prompt CriteriaWhat level of prompt does the child

need? (see Prompt Heirarchy) Do we need multiple benchmarks to

address progression to independence?Besides prompt hierarchy, of teacher

interventi0n, consider these At teacher request, student will… At peer prompting, student will play…

Personnel ResponsibleSPECIFY! Who is the parent going to ask about the goal?

Who should your supervisor hold responsible for this child’s progress? You or someone else?

Classroom teacherCo-teacherTherapistCounselorCase managerSpecial education teacherParaprofessionalWho has the qualifications to provide the services that you

just decided are necessary?

Supplemental Supports for Child/School PersonnelWhat services? What supports? What accommodations? What modifications? What research based strategies? What Materials? What teaching methods? What assistive technology?What specific curriculum?

“Unique Needs”

Health/Safety

Communication

Behavior

Motor PlanningSkills

OrganizationalSkills

Social Skills

Sensory

DevelopmentalMilestones

Activities ofDaily Living

Self Help

Self Esteem

“Education” includes…

Consider this when defining what Annual Goals are Needed•Amount of time left in school year•Behavior or skills that need a specific plan to improve.•Concerns of the parent.•Primary Concerns on the initial referral and other evaluation reports.•Skills needed to pre3pare the student for life after school•Skills needed to progress to the next level of performance.•Skills needed to succeed and participate in the general education classroom•Strengths and interests of the students

Defining What Annual Goals Are Needed

The term related services means “transportation, and such developmental, corrective, or other supportive services…as may be required to assist a child with a disability to benefit from special education and includes…” (list is NOT exhaustive)TRANSPORTATION

SPEECH-LANGUAGE PATHOLOGYAUDIOLOGY SERVICES

INTERPRETING SERVICESPSYCHOLOGICAL SERVICES

PHYSICAL & OCCUPATIONAL THERAPYRECREATION & THERAPEUTIC RECREATION

SCHOOL NURSE SERVICESSOCIAL WORK SERVICESCOUNSELING SERVICES

ORIENTATION & MOBILITYMEDICAL SERVICES (DIAGNOSIS & EVALUATION)

SCHOOL HEALTH SERVICESEARLY IDENTIFICATION & ASSESSMENT

Probable Minimum IEP for Child with Autism Spectrum Disorders Social Emotional/Behavior GoalsPrevocational/Vocational (depending on age)

(this covers organizational skills)If the child is turning 14 or older, transition

goals should be presentAny OT/PT/Sensory supplemental servicesSpeech vs. Language Communication goalsAcademic (as necessary)Assistive technology or augmentative

communication device (as necessary)

“David will use a normal speaking voice and diminish the whineing voice.”

“Callie will demonstrate understanding of individual responsibility.”

“After instruction, Emily will correctly use punctuation, capitalization, and spelling as evidenced in a writing product that summarizes a passage in a concise, organized manner that supports the main idea with supporting detail from the text.”

“Sarah will utilize classroom resources to support the writing process.”

“During snack time in the general education setting, Sam will choose from among three food symbols provided on the cover of his PECS notebook to request food/drink items from the staff and/or peers, with no teacher or peer prompts for 4 of 5 consecutive attempts as measured by teacher observation and recorded on the data collection form.”

“Emily will improve reading skills.”

“John will follow school rules and have appropriate behavior in the classroom.”

“In Keyboarding, Mary will increase her ability to type from written information to a level of 45 wpm at 85% accuracy as evidenced by bi-weekly timed accuracy evaluations.”

“Javier will increase his vocabulary by 10 words.”

“George will learn to add numbers.”

Scenario #1: Joey: 8 years old in the 2nd grade w/Autism: IQ 67Non-Verbal; low literacy (Pre-K level)Below grade level in all academic areasHas 3 meltdowns per day; usually 1 in the morning getting off the bus, 1 just before lunch and 1 during the last period of the dayCannot grasp a pencil

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Scenario #2

Shelley: 15 years old in the 9th grade with Asperger’s: IQ: 126 Articulates well but has difficulty with sarcasm, innuendos, and reading facial expressionsReads at a post collegiate level; Advanced in all other academic areasHas a meltdown if placed inside the cafeteria; has meltdown if schedule gets off trackVery rule oriented to the point that it annoys her peers.Wants to be a molecular engineer; has scholarship opportunities but has trouble being away from home for long periods of time.

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Try writing goals for those goals above that were not SMART goals. Reword them to include all of the components of a SMART goal based on the PLOP of a child that you know!

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 *Based on the time allotted for this session, this is a very basic list of IEP development options. It is not complete. There may be several other options under each category that would more specifically address the individual needs of the child for whom you are writing a goal. Think SMART!

The IEP is the KEY

Some material excerpted from Next STEP: IEP Development

IEP workbook - 2008

A plan that works!

Used with permission

This Training Material Developed by LifeLine, Inc. © 2013

Special Thanks: Joey Ellis, STEP, Inc.

STEP is a parent to parent program designed to inform and assist parents regarding special education and the rights of their children in special education.

For assistance, or to help us plan a parent training workshop in your community, contact the coordinator in your are of the state

Services STEP provides:Training workshopsFree subscription to newsletterInformation PacketsLending LibraryIndividual assistance to help parents apply skills learned at the training workshopsTraining DVD’sTelephone and email assistanceReferrals to other agenciesSpanish Outreach 1.800.975.2919

East TN423.639.2464eastrtc@tnstep.org

Middle TN615.463.2310middlertc@tnstep.org

West TN901.726.4334westrtc@tnstep.org

TDD/TTY/TEST: (423)639-8802

Parent Information Line: 1.800.280.7837Webpage: www.tnstep.org

TENNESSEE’S (PTI) PARENT TRAINING AND INFORMATION CENTER Support and Training for Exceptional Parents

712 Professional PlazaGreeneville, TN 37745

Georgia ResourcesCan be found at http://p2pga.org/Is Georgia’s Parent Training & Information Center1.800.229.2038

Georgia Learning Resource SystemsCan be found at www.glrs.orgNetwork of 17 centers throughout Georgia that provide

training and resources to educators and parents of students with disabilities

Northwest GLRS – Rome – 1-706-295-6189Systems Served: Bartow, Catoosa, Chattooga, Dade,

Floyd, Gordon, Haralson, Paulding, Polk, and Walker Counties: Bremen, Calhoun, Cartersville, Chickamauga, Rome, and Trion City Schools

Main Office:1400 McCallie Avenue

Chattanooga, TN 37404Phone: 423-622-4007

Mobile: 423-645-0504/423-991-4525

lifelineministry@juno.comWww.LifeLineFamilies.org

Georgia Office:LifeLine - Ft. Oglethorpe500 North Thomas RoadFt. Oglethorpe, GA 30742

LifeLine, Inc. on