Perry Flynn
Consultant to NC DPI in Speech-Language Pathology, UNCG
pfflynn@uncg.edu
Lauren Holahan
Consultant to NC DPI in Occupational Therapy, UNC
lauren_holahan@med.unc.edu
Laurie Ray
Consultant to NC DPI in Physical Therapy, UNC
Laurie_ray@med.unc.edu
Special thanks to Sandy Steele and Vivian James
Derived from:
Training Modules 10, 11 & 12
http://www.ncpublicschools.org/ec/policy/presentations/
2
 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
Let’s Play
TRUE Or FALSE…
All IEP goals supported by related
services must be integrated.
 True or False?
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!
If a related service is required for the
student to benefit from special education,
an RSSD must be completed.
 True or False?
FALSE
A RSSD is not required in any case, it is
one more option to document the
services a student needs in the IEP.
A related service provider must write a
progress report for goals in which their
service is integrated.
 True or False?
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.
It is better to have IEP goals clearly
separated into OT goals, PT goals,
Speech goals, etc.
 True or False?
FALSE
The goals should be focused on the
student’s function, not the OT, PT or SLP.
Best practice calls for student-centered
goals not discipline specific goals.
A student can have both an
RSSD and IEP goals.
 True or False?
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!
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?
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.
If a student has an integrated goal,
you must use an RSSD.
 True or False?
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.
19
Formulate clinically relevant
questions
2. Gather evidence that may
answer questions
3. Evaluate evidence to determine which
is best
4. Communicate evidence during decisionmaking
5. Evaluate outcomes
1.
AOTA SSSIS Vol. 13, No. 3, Sept. 200
1. Team members report findings/review
2.
3.
4.
5.
existing data
Team identifies strengths & prioritizes
needs
Team writes prioritized goals student can
reasonably achieve by end of IEP
Team determines least restrictive environment
for plan implementation
Team determines services & supports student will
need to benefit from & make progress in
program
http://www.ncpublicschools.org/curriculum/
 Art
• English Language Arts
 Computer/ Technology • Math
 Guidance
• Science
 Healthful Living
• Social Studies
 Information Skills
22
http://www.osr.nc.gov/ProfDevandResources/fou
ndationsEarly_learningToDownload.asp
Approaches to Learning
Emotional & Social
Development
 Health & Physical
Development


• Language Development
& Communication
• Cognitive Development
23
23
Current
Relevant
Objective
Measurable
Understandable
Related to one academic or functional
domain
24
 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).
25
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.
26
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.
 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)
How ?
 Must accurately measure the criteria stated in
the goals/objectives/benchmarks.
 Must provide clear evidence of progress in the
general curriculum.
 Must be “parent friendly” language.
 Must be based on data.
 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 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.
 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.
32
 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.
33
34
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/
35
Domains of Academic & Functional Performance:
Foundations – Early Learning Standards
http://www.osr.nc.gov/ProfDevandResources/found
ationsEarly_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/
37
37
 Define
embedded
intervention
 Provide rationale for
implementation
 Review models of
service delivery
 Provide tools,
including data
collection methods
 Practice strategies
Why Embed?
Law
Research
Benefits
Continuum of Service Delivery
Regular Education
Service

RtI

PBS

CEIS

504

Consultation

Screening
Resource
Regular
Education
Environments
Separate
Special
Education
Separate
School
Home/Hospital
Residential
Placement






Individual pull-out
Small group pull-out
One-on-one in regular setting
Whole class instruction
Group activity in regular setting
Consultation
Characteristics of
Embedded Intervention
Assumes collaborative planning
• Occurs within daily routines
• Uses childhood activity as instructional and
therapeutic media
• Recognizes dynamic relationship between
student, activity, and/or environment
• Front-load investment with long-term
efficiency
•
- Frank Porter Graham Child Care Staff & Dr. Robin McWilliam, 2005
 Team
approach
 Transdisciplinary approach
 Flexible scheduling
 Intentional demonstration
 Collaborative consultation
 Facilitative intervention
 Team
approach
 Understanding of the relationship between
Foundations, Standard Course of Study & IEP
 IEP with functional goals
 Daily schedule including planned activities
 Knowledge of child’s preferences, interests,
& motivators
 Assistance
 Novelty
 Change
 Piece
in
expectations
 Delay
 Forgetfulness
by piece
 Visible
but
unreachable
 Responsive
Teaching
Pretti-Frontczak & Bricker, 2004
Wesley, Dennis, & Tyndall, 2007
 Procedures
are linked to
criterion
 Procedures are flexible &
applicable across settings, events, & people
 Procedures yield valid & reliable data
 Responsibility is shared by team
 Procedures are compatible with resources
Pretti-Frontczak & Bricker, 2004
1 – Student completes goal independently
2 – Student requires a verbal prompt
3 – Student requires a verbal & physical
prompt
4 – Student requires a verbal & physical
assistance
 IEP
 PLAFP/Goals
 Service delivery
 LRE
 Data Collection
 Intervention notes
 Progress notes
 Prepare
team members for change
 Describe why this student needs
embedded approach
 Pitch the rubber-stamp approach
 Describe how implementation will occur
 Invite parent to come observe embedded
session
 Solicit multiple perspectives for review
Embedding at Every Level
Student
Parent
Group
Class
School
System
 Perry
Flynn – UNC-G
pfflynn@uncg.edu
 Lauren
Holahan – UNC-CH
lauren_holahan@med.unc.edu
 Laurie
Ray – UNC-CH
laurie_ray@med.unc.edu