EXCEPTIONAL CHILDREN DIVISION
Integrated Individualized
Education Programs
Derived from:
Training Modules 10, 11 & 12
1
Objectives
• Describe essential components of a Present Level of
Academic and Functional Performance (PLAFFP) and
develop an example
• Describe essential components of an annual goal and
develop an example
• Describe integrated goals and their development and
develop an example
• Discuss appropriate progress reporting and develop
an example
How Confused Are You?
Let’s Play
TRUE Or FALSE…
Question #1
All IEP goals supported by
related services must be
integrated.
• True or False?
The Answer Is:
• FALSE
A student’s IEP goal should be
written in any way that will best
meet that student’s needs.
Sometimes an integrated goal is
best, sometimes a traditional goal
is best, sometimes both!
Question #2
If a related service is required for the
student to benefit from special
education, an RSSD must be
completed.
• True or False?
The Answer Is:
• FALSE
A RSSD is not required in any case,
it is one more option to document
the services a student needs in the
IEP.
Question #3
A related service provider must write
a progress report for goals in which
their service is integrated.
• True or False?
The Answer Is:
• TRUE
If you are providing services to help a
student achieve a goal, you must
report on the student’s progress or
lack of progress from your disciplines’
perspective.
Question #4
It is better to have IEP goals clearly
separated into OT goals, PT goals,
etc.
• True or False?
The Answer Is:
• FALSE
The goals should be focused on the
student’s function, not the OT or
PT. Best practice for both OT and
PT call for student-centered not
discipline specific goals.
Question #5
A student can have both an
RSSD and IEP goals.
• True or False?
The Answer Is:
• TRUE
A student’s IEP should be
individualized and be made to fit
their needs. IEPs should not be
made to fit the form or computer
program. If it will not fit, write it out!
Question #6
At the IEP meeting, a related service
provider should review goals
developed by other team members
and select which goals to integrate
into.
• True or False?
The Answer Is:
• FALSE
This is not a shopping opportunity!
If you think an integrated goal will
work well, all collaborators should
discuss (via email, phone or
meeting) what the goal, data
collection and progress reporting
may look like and present a draft to
the team.
Question #7
If a student has an integrated
goal, you must use an RSSD.
• True or False?
The Answer Is:
• FALSE
What?? No, an RSSD is not required.
It is always an option. An IEP is
intended to be individualized, write it
as it needs to be written. “Always”
and “never” cannot be used if the
process is individualized.
Let’s begin at the beginning…
18
IEP DEVELOPMENT:
Evidence-Based Practice
• Formulate clinically
relevant question
• Gather evidence that may
answer question
• Evaluate evidence to
determine which is best
• Communicate evidence
during decision-making
• Evaluate outcomes
AOTA SSSIS Vol. 13, No. 3, Sept. 2006
IEP DEVELOPMENT:
The Sequence
1. Team members report findings/review
existing data
2. Team identifies strengths & prioritizes
needs
3. Team writes prioritized goals student can
reasonably achieve by end of IEP
4. Team determines least restrictive environment for
plan implementation
5. Team determines services & supports student will
need to benefit from & make progress in program
Domains of Academic & Functional Performance:
Standard Course of Study
http://www.ncpublicschools.org/curriculum/
•
•
•
•
•
Art
Computer/ Technology
Guidance
Healthful Living
Information Skills
•
•
•
•
English Language Arts
Math
Science
Social Studies
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Domains of Academic & Functional Performance:
Foundations – Early Learning Standards
http://www.osr.nc.gov/ProfDevandResources/fou
ndationsEarly_learningToDownload.asp
• Approaches to
Learning
• Emotional & Social
Development
• Health & Physical
Development
• Language
Development &
Communication
• Cognitive
Development
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The PLAAFP Is…
•
•
•
•
•
•
Current
Relevant
Objective
Measurable
Understandable
Related to one academic or
functional domain
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Major Components of PLAAFP
• Data-based, student specific information
related to current academic achievement and
functional performance.
• Strengths of the student.
• Needs resulting from the disability.
• Effects of the disability on involvement and
progress in the general education curriculum.
The PLAAFP is comprehensive for each skill
area or domain (academic/functional).
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Present Levels of Academic
Achievement and Functional
Performance
BOTTOM LINE………
The present level of performance is
the cornerstone of the IEP. It drives
other IEP components. It links all
components of the IEP together.
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ANNUAL GOAL
The measurable annual goal is a
statement that flows from areas of
need identified in the present levels of
academic achievement and functional
performance. The annual goals can
reasonably be accomplished within
the duration of the IEP.
Measurable Annual Goals
Major Components
• Any important givens/conditions (when, with
what, where)…as applicable.
• A skill/domain area (academic, behavioral,
functional).
• An observable learner performance (what
the learner will be doing, an action).
• Measurable criteria which specify the
acceptable level of student performance
(e.g., speed, accuracy, frequency)
Please refer to your handouts…
• Actual PLAAF sample
• Suggested PLAAF
• Actual and Suggested
Goals
• Fill in the component
Table
28
SAMPLE 1:
PreSchool Student
Present Level of
Academic and Functional Performance
-Actual
-Suggested
Table
29
PLAAFP Component
PLAAFP Statement
1. Data-based student specific
information about the
student’s current academic
achievement and functional
performance
Parent, teacher and therapist
observation and report, data
collection/chart
2. Strengths of the student
Able to find and hold fork;
interested in food, eating and
interaction
3. Needs resulting from the
disability
XXXX
4. Effects of the disability on
involvement and progress in
the general education
curriculum
XXXXXX
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Annual Goal Component
Annual Goal Statement
1.
Given/Conditions (when or
under what conditions), as
applicable
2.
Skill/Curriculum/Behavior Area
Self Care
or Domain
(Academic/Functional)
3.
Observable Learner
Performance (Action)
4.
Desired Level of
Achievement/Outcome
(Measurable Criteria…how
well, how many times, over
what period of time)
Moderate adult assistance,
Adapted feeding tools
Feeding and making choices
independently
Demonstrating at least one:
Initiation, sip/bite, choice…
SAMPLE 2:
Elementary Student
Present Level of
Academic and Functional Performance
-Actual
-Suggested
Table
32
SAMPLE 3:
High School Student
Present Level of Academic and
Functional Performance
-Actual
-Suggested
Table
33
Measuring Progress Toward
the Annual Goal
How ?
• Must accurately measure the criteria stated
in the goals/objectives/benchmarks.
• Must provide clear evidence of progress in
the general curriculum.
• Must be based on data.
• Must be “parent friendly” language.
Common Data Sources to
Measure Progress:
•
•
•
•
•
Test results
Curriculum-based measurements
Work samples
Portfolios
Teacher/Service Provider observation
checklists
• Behavior observations
Only one measurement of progress is required;
however, it must be sufficient to gather all of
the data needed to report progress on each
annual goal.
Progress Report to Parents
must include:
• Progress made toward achieving
goals
• Extent to which the progress is
sufficient to achieve the goals by
the end of the year.
The goal should be written out on the
progress report.
Tips for collaborating
• Use email, include the entire IEP team
• Use non-student time during the day (e.g.
cleaning up, recess, lunch, walking down the
hallway)
• Begin discussing potential goals/goal areas
early, at progress report time
• Draft goals prior to the meeting and distribute
to the entire IEP team, make certain they are
marked and understood as draft copies.
37
Tips for collaborating
• Think about the big picture, what the student
needs to be doing
next year,
5 years from now,
when they are 21.
• Ask the student what they want to be able to
do.
• Write goals that are ‘real-life’ and foster not
only independence but self-advocacy.
38
Submitted Questions…
39
Q&A - PLAAFP
• How do people tend to write PLAAFP--do they
read what the teacher has written and add details
or write their own paragraph and submit it to the
PLAAFP. What is best practice and or reasonable?
• If a teacher doesn't want to meet and do an
integrated PLAAFP and request that I submit a
separate page with a PLAAFP on it and doesn't
leave me an option, what is my recourse?
40
Q&A – Integrated Goals
• Can we as the related service provider write the
goal and say it is integrated even though it is
obviously a PT, OT, speech goal? This is
especially for our severe/profound population
where we expect the classroom staff to implement
the goals and strategies in all daily activities or
daily, with our assistance/guidance.
41
Q&A – Integrated Goals
• Should the team mark the box that says "Is this
goal integrated with related service(s)?" if the RS is
serving the child on a support description?
• For preschoolers, what is your recommendation for
using objectives or not for children who you know
will be on extend two when they become school
age?
42
Q&A – Integrated Goals
• What are some examples of "Assistive Technology
devices" that should be listed after the annual
goal? Are we to list only the more high tech
devices (i.e., portable word processor,
communication devices, etc.) or are we to include
the more miniscule devices (i.e., pencil grip, slant
board/surface) as well?
• Can you have both academic and functional
checked off on the same goal page?
43
Q&A – Related Service Support
Description (RSSD)
• Do we input service time for a service plan?
• Can you have both a Related Service Support Plan
in an IEP and then have the teacher check off that
it is an integrated goal?
44
Q&A – Service Delivery
• Is observing a student in his classroom, or working
with the student in class while also interacting with
his/her classmates considered direct service, or is
pull-out or individual instruction is needed to count
as direct service?
• If the team wants to provide a related service on a
consultative basis, how should this be indicated in
the IEP, in terms of individual/integrated goals,
frequency/location of service, and/or RSSD?
45
Questions & Comments
References/Resources
Department of Education Federal Register
(August 14, 2006) http://idea.ed.gov
North Carolina Policies Governing Services for
Children with Disabilities (November 1, 2007)
http://www.ncpublicschools.org/ec/
Domains of Academic & Functional
Performance: Standard Course of Study
http://www.ncpublicschools.org/curriculum/
47
References/Resources
Domains of Academic & Functional Performance:
Foundations – Early Learning Standards
http://www.osr.nc.gov/ProfDevandResources/founda
tionsEarly_learningToDownload.asp
Writing Quality Individualized Education Programs.
Gibb & Dyches, 2007
Writing Measurable IEP Goals and Objectives.
Bateman & Herr, 2006.
NC DPI Training Modules:
http://www.ncpublicschools.org/ec/policy/
presentations/