MODULE 4 INDIVIDUAL EDUCATION PLAN DEVELOPMENT FOR STUDENTS WITH SPECIAL NEEDS

Transcription

1 MODULE 4 INDIVIDUAL EDUCATION PLAN DEVELOPMENT FOR STUDENTS WITH SPECIAL NEEDS -1-

2 TABLE OF CONTENTS INDIVIDUAL EDUCATION PLAN DEVELOPMENT...1 FOR STUDENTS WITH SPECIAL NEEDS...1 TABLE OF CONTENTS... 2 INTRODUCTION... 3 MODULE 4 OUTCOMES: The IEP Process... 4 Discussion Forum Reflection: Assessing Student Needs: Determining Current Performance Programming for Students With Low Incidence Disabilities Physically Dependent Multiple Needs Autism Spectrum Disorder Physical Disability / Chronic Health Students with Moderate to Profound Intellectual Disabilities Deaf/Hard of Hearing, Visually Impaired, Deaf/Blind A Practical Guide To Developing Goals And Objectives Planning SMART IEPs Strategies and Services Monitoring and Evaluation of Progress...17 RESOURCES...19 Forms and Documents...19 Websites...19 Planning Documents...20 Resource Books:

3 INTRODUCTION Individual Education Plans (IEPs) are about the preparation of students with special needs for life. As with all other students, our aim is to help them reach the goal of satisfying and successful adult experiences. An IEP guides the implementation of support services that align the educational program of a classroom with the specific needs of the student. We must always be mindful of the importance of developing instructional plans that are relevant and meaningful for the long term. Keeping the student as a person forefront in our minds while we work through the many day to day tasks involved can help us to stay focused on this bigger picture. In module 4, the main activity will be the creation of a SHORT IEP for a focus student. MODULE 4 OUTCOMES: Participants will: Review the components of the IEP process Explore special needs student characteristics and programming information specific to categories of special needs Identify provincial outreach services available to support student planning Develop IEP goals and objectives related to a student s designation and identified strengths/needs Choose strategies and methods of measurement to determine student progress -3-

4 1. The IEP Process IEPs are plans that serve to communicate about student learning related to individual goals. An IEP is not a daily, weekly or monthly lesson plan, but rather an instructional guide that supports the development of these plans. Individual Education Planning is a continuous process. Whether you are starting a first IEP for your student, or reviewing/revising/updating/redeveloping a plan already in place, the cycle of key activities will repeat over time. The Ministry of Education has posted an updated IEP Resource Guide for Teachers that elaborates on the process illustrated in this graphic. In the planning phase you identify or verify student strengths and needs in order to determine a current level of performance, which can then inform the development of appropriate goals and objectives. An important question is: What services will be provided by the school to meet the special needs of the student and what will the student be able to do / know / accomplish as a result of these services? These planning activities are best completed through collaborative teamwork, in consultation with all the individuals who will be involved along the way, particularly the classroom teacher and the parents (guardians) of the student. -4-

5 The implementation phase is where the IEP is brought to life. Writing down and sharing the plan is not the end of the hard work, as everyone involved with the student must now meet the challenge of turning words into action. Too often the time and effort put into creating a beautiful, extensive, well-written IEP falls short of success because of a lack of follow-through. With a clear understanding of the desired learning outcomes for the student, as well as a realistic focus on what you and your team will be doing to support this learning, your IEP serves as an ongoing guide to instruction. Check in with each other frequently to refer to the plan and find out how things are proceeding. This regular monitoring allows you to be responsive by making any needed adjustments in a timely manner, and keeps the IEP as a work in progress rather than a written in stone document. IEP reviews give the team a chance to analyze the information gathered through monitoring in order to evaluate the student s progress. The effectiveness of instruction and the strategies being used are also examined. Questions that can be asked include: How well is the student doing? Have objectives been met? What does the student need to learn next? Does anything need to be revised? This information then also forms the basis of reports and transition plans. Evaluation brings the IEP process full circle to once again for the team to decide if further assessment information is needed determine a new current level of performance set new objectives, goals and/or instructional strategies Discussion Forum Reflection: The importance of teamwork in the IEP process has been highlighted. 1. What are the challenges to team member participation in this planning? In what ways can you ensure that everyone is appropriately involved? 2. How do you make sure that the plan is relevant and meaningful to the student? -5-

6 2. Assessing Student Needs: Determining Current Performance If you completed module 3 in this Learning Series, you developed a RIOT summary for a focus student. The term RIOT refers to the variety of methods that we can use to gather important assessment information about students: Review - student files and documentation Interview - staff. parents, the student Observe - student (formally and informally) Test - to determine skill performance levels A Student Profile of strengths and needs is developed based on the assessment information gathered a RIOT Summary Form was introduced in the last module as a useful recording tool, and is also included in the Resources at the end of this module. If you have not previously developed a summary of assessment information in this way, use the form provided to gather information about a focus student for the assignment in this module. Along with other important programming considerations, particularly any recommendations related to the student s specific special needs designation, the assessment information collected is used to articulate a current level of performance for the student in key goal areas. This statement outlines the student s skill levels, to assist in the selection of instructional strategies and program activities that are clearly linked to the student s special learning needs. We need to have a good sense of where the student is at, in order to set appropriate and realistic goals for where they are going. -6-

7 3. Programming for Students With Low Incidence Disabilities Students with special needs in BC are identified in two broad groups of categories: 1. Low Incidence special needs These special needs occur relatively infrequently (low incidence) within the student population. They are typically visible disabilities and they generally require greater resources to provide services (high cost). 2. High Incidence special needs These special needs occur with relative frequency (high incidence) within the student population, they are typically invisible disabilities and they are generally less expensive to serve (low cost). Students with mild intellectual disabilities, moderate behaviour challenges, learning disabilities and giftedness fall into this group. Many students with exceptionalities, especially those in high incidence categories, are able to receive a significant portion, or even all of their instruction in the regular education classroom. Participation with peers can greatly enhance the range of learning opportunities that are available for any student with special needs, and can offer a sense of belonging that is so crucial for healthy social development. Although it can be a challenge for teachers to meet the unique learning needs of these students, a better understanding of the student s individual characteristics helps the planning team focus on priority areas for instruction and inclusion in the activities of the regular classroom. The following information is focused on the programming needs of students in the low incidence categories. 3.1 Physically Dependent Multiple Needs These students are completely dependent on others for meeting all major daily living needs. They will require assistance at all times for feeding, dressing, toileting, mobility and personal hygiene. Without such assistance and personal care support, attendance at school would not be possible. In providing services to a student with dependent needs, issues around seating, lifting, positioning, movement, feeding, medication, hygiene and safety will have to be addressed in team planning. Many of these can be carried out in a classroom environment, but others, for reasons of privacy and dignity, require a more secluded space. The student will also likely require adaptations to the learning environment to participate in school life and to maximize strategies that work on developing more independence. The student should have access to as many parts of the school as possible, to increase opportunities for participation. -7-

8 Provincial Integration Support Program (PISP) Team: The Provincial Integration Support Program is an outreach service that assists schools throughout British Columbia in meeting the educational needs of students with multiple/severe disabilities. Program staff provides information, inservice and teaching strategies to IEP teams. Listen to PISP audioclip. 3.2 Autism Spectrum Disorder For students funded in the Autism Spectrum Disorder category, care needs to be taken to address specific learning issues when developing their educational program. The Ministry of Education specifies some particular goal areas for students claimed in the ASD category. These include social interaction, communication and academics / life skills. These are not meant to be the only goal areas for a student's IEP, but the minimum areas for teams to address, as they are common concerns for students with ASD. Additional goal areas may include emotional regulation, behaviour, fine motor development, life skills, employment skills, etc, depending on the individual student s profile of strengths and needs. It is important to note that students who are funded in the ASD category can also have either significant strengths or impairments in their cognitive functioning or academic abilities. The students may be Gifted, they may have a Mild Intellectual Disability or a Learning Disability, or they may have low average to average intellectual ability. This information is of particular importance in determining whether the student is working towards a Dogwood or a School Completion program. Provincial Outreach Program for Autism and Related Disorders POPARD is another team of consultants that offers support to schools in BC. View program overview powerpoint by Georgina Robinson of POPARD. -8-

9 3.3 Physical Disability / Chronic Health Physical Challenges Students in this category have a wide range of disabilities that may include conditions such as Cerebral Palsy, Spina Bifida or Muscular Dystrophy. Because each student's needs are so different, the IEP goals must address the student's specific challenges. Having current medical information is crucial in understanding the student s needs and developing an appropriate plan of support. Where therapists are involved with the student, their input into program planning is very important. Neurological Challenges including FASD Another type of student, one with significant neurological challenges as opposed to physical challenges, is sometimes identified in this category. Students with Acquired Brain Injury for example, or Fetal Alcohol Spectrum Disorder, can be designated if comprehensive diagnostic assessment information from a qualified multidisciplinary team confirms this as appropriate. The IEP becomes especially important for these students. Care needs to be taken to match the IEP with the assessment information in a way that demonstrates that the student s needs have a significant educational impact and that the services the school is providing match those student needs. One error that we can sometimes make is addressing ONLY THE ACADEMIC needs of students in this category. In order for a student to have a low incidence designation their needs are assumed to result in a significant educational impact beyond academic challenges alone... in fact if only academics are addressed on the IEP then the student could well be removed from the category. It is also important to note that students who are funded in the PDCH category might also have cognitive functioning or academic abilities issues to address. The students may be gifted, average, low average, have a mild intellectual disability or have a learning disability. This information will guide the development of the academic component of the student s program as well as help clarify whether the student is working towards a Dogwood or a School Completion (Evergreen) program. -9-

10 Provincial Outreach Program for Fetal Alcohol Spectrum Disorder The POPFASD team offers research, strategies, training and resources to teachers. Kathi Hughes of POPFASD speaks about key programming issues for students in the PDCH category. Listen to POPFASD audioclip For an excellent example of IEP planning, take a look at the detailed modules built by the POPFASD team at Students with Moderate to Profound Intellectual Disabilities A moderate to profound disability (IQ of below 55) is nearly always obvious within the first years of life. These students have particular learning characteristics that require support in the development of functional, academic, communication, fine and gross motor, self-care, and socialization skills. Generally, a student with this level of intellectual functioning is also significantly delayed in social-emotional development. There may also be accompanying sensory, physical and health disabilities to address. The development of functional educational objectives for these students is a high priority as they get older. Since the skills taught should be those that afford many opportunities for practice, and since teaching should be in preparation for adult life in the community, the student will need an increasing degree of educational instruction in real-world community environments. 3.5 Deaf/Hard of Hearing, Visually Impaired, Deaf/Blind A student who is deaf or hard of hearing can generally be supported with classroom adaptations to the environment and instructional strategies. When the hearing loss is significant, there is an increased need for a focus on language development, social and communication skills. Assistive technology or specialized equipment and / or support personnel such as an interpreter or Braille instructor may also be needed. Visual impairment is a generic term that covers a range of difficulties with vision, causing difficulty for the student to participate with ease in everyday activities. Adaptations will likely be needed in the methods of presenting learning opportunities, the nature of the materials used and/or the learning environment. Orientation and mobility (O&M) instruction is also an essential component of the curriculum for students with severe visual impairments. It provides students with the skills necessary to know where they are in the school or community, where they want to go and how to get there in a safe and efficient manner with as much independence as possible. -10-

11 A student with deafblindness has both visual and auditory impairments that create significant difficulties in developing communicative, educational, and social skills. The needs of students who are deafblind are varied, depending on the degree of disability. Although adaptations may increase their potential for integration into the classroom, curriculum modifications will most likely also be required to reflect individual needs. School districts access the services of qualified personnel to meet the needs of students who are deafblind, as the educational strategies that are effective for those with a single sensory impairment are often not the best options for students with the dual sensory impairment of deafblindness. -11-

12 4. A Practical Guide To Developing Goals And Objectives IEPs do not need to outline everything that a student does in school. An examination of the general education learning outcomes will show that there are many instances where students with special needs can be included in regular program instructional activities. Differentiated instruction by the teacher in the classroom, along with the inclusion of appropriate adaptations to support learning, can offer many ways for students of all abilities and skill levels to access and participate in the curriculum. You can eliminate a significant amount of unnecessary work on IEPs by prioritizing and limiting the goals included and focusing specifically on the aspects of the student s education that must be individualized. These goals are determined according to the particular needs identified through your RIOT assessment summary and the student s categorical designation. After you have determined the student's main goal areas the next challenge is to identify some specific skills that will be translated into short term objectives toward the goals. As you may have experienced already, this can be difficult and time consuming. Many experienced teachers keep a personal bank of goals and objectives that they have found relevant to particular goal areas for many students. They use these as a starting point, although care must be taken to ensure that as the IEP develops there is a good match between the objectives and the student s individual profile of strengths and needs. Discussion Forum Reflection: 1. How can we use what all students in the classroom are expected to learn or do as a starting point for developing an educational program for a low incidence student? 2. How might functional goals for students with specialized needs fit into the classroom 4.1 teacher s Planning programming? SMART IEPs (*Look at the IEP matrix sample in the Resources for ideas.) -12-

13 One framework for writing IEPS is called the SMART IEP. It is based on the student s current levels of performance; it includes measurable goals and objectives, and ways to monitor the child's progress during instruction. Stepping back from your IEPs and analyzing them through the SMART lens is a good way of evaluating their chance of success. What is the difference between a Goal and an Objective? Annual goals are positive statements of what the student will do over the long term. Annual goals are often determined at the beginning of the year or shortly after the students are identified as having special needs. Once annual or long term goals are written they may be added to or modified throughout the year. Short Term Objectives contribute to the achievement of the goal. They should be written using action words to describe an observable event. Well written objectives describe specific, concrete, teachable components that indicate what the student will do or accomplish. As they are narrower in focus than goals, this is where the greatest likelihood of major changes to the IEP will occur during a review. Students may successfully complete several objectives over time, having them revised or replaced to continue their progress toward the goal. -13-

14 To make an objective truly specific, observable and measurable, it needs to be written in a precise manner. A well written objective has 3 elements to it: Skill (Action) Context (Conditions) Terms (Criteria) Skill: what the student will know or be able to do, such as Speak in a calm voice Follow calm down routine Request help Complete a short written assignment Follow a personal schedule Manage a zipper Context: when, where or under what conditions the student will perform the action, such as: With minimal / with maximum adult support With minimal prompts By the end of class During class instruction With other students during small group activities During a transition Terms: the criteria for successful achievement; how well, how many times, how long the student is expected to perform the task, such as: 80% of opportunities provided For 15 minutes each day 3 out of 5 opportunities each week On two occasions per day With 80% accuracy -14-

15 For this IEP module you will write Goals, Skills and Objectives for your focus student. Sample Goals and Skills are provided in the Resources section. Remember that skills are the Action part of an objective... to turn a Skill into an Objective you will then add Context and Terms. For example: Goal: Helen will use specific strategies to manage her anxiety. Skill: Helen will follow the steps of her 'Less Stress is best Plan Objective: Helen will follow the steps of her 'Less Stress is best' Plan in 80% of opportunities presented with full adult support. ARE THE GOALS AND THE CORRESPONDING OBJECTIVES SMART? SMART Specific Goal: Student will use specific strategies to manage her anxiety. Objective: This term student will follow the steps of her 'Less Stress is Best' Plan in 80% of opportunities presented with full adult support. Measurable Active focus is on what the student will do Realistic and Relevant Time Limited (Would need to specify that it is a ONE YEAR Goal) Review the Sample IEP in the Resources section to see further examples of how IEP Goals and Objectives can be created to address a student s individual needs. Also available are sample goals and skills statements for specific areas of exceptionality. -15-

16 5. Strategies and Services Writing specific, observable, measurable objectives helps the IEP team to be clear about what the STUDENT will do. The next activity of the process is to identify the strategies and services that outline what the ADULTS will do to support the student s learning. For students with special needs, a requirement of the Ministry funding provided is that special education services are offered to address their identified needs and that they are outlined in the IEP. It is also important to document any special resources, materials, assistive technology or programs that will be used with the student. Look at the Functional Activities Framework in the Resources section for ideas on useful strategies related to various exceptionalities. In addition to the Provincial Outreach Programs noted earlier (and many others not specifically mentioned), another valuable service provider to consider is Special Education Technology - BC (SET-BC). Qualifying students in low incidence categories can be loaned the use of educational and communication technology systems to help them access the curriculum. SET-BC consultants provide software recommendations, training for student support teams, and equipment maintenance support. -16-

17 6. Monitoring and Evaluation of Progress Monitoring provides the feedback necessary to evaluate the effectiveness of an instructional plan and to determine the level of student achievement. Monitoring should be frequent and regular, so that the information gathered can be used by the student s IEP team during program reviews. Monitoring allows teachers to respond with program changes in a timely fashion, so that the goals, objectives and/or instructional strategies in the IEP continue to be appropriate in helping the student demonstrate ongoing progress. The methods used for monitoring should be logically related to the objectives so that mastery of specified criteria levels for success can easily be evaluated. A useful tool that can be used in IEP review meetings to share progress information and make new program decisions is the process for Developing a Five Star Plan, available in the Resources section. Evaluation is the process of determining a student s level of achievement, while reporting is the method used to communicate this information. A student with special needs is expected to receive a regular report card that is provided on the same schedule and in as similar a format to other students as possible. For all courses in which the program is adapted, a letter grade is provided based on the student s progress toward the general education learning outcomes and the adaptations provided are outlined. The same student may also receive letter grades as well as anecdotal comments written by the classroom teacher (and other teachers or specialists providing instruction) on the progress made towards modified learning outcomes outlined in the IEP. It is now acceptable and recommended to provide letter grades in addition to structured written comments on student progress in courses with modifications. This is appropriate as long as it is clearly stated that the grade reflects learning in relation to the individualized goals and objectives described in the IEP. The decision about the best method for reporting progress should be determined ahead of time in consultation with the parents/guardians. Most importantly, report cards should clearly communicate information about the student s progress to parents in a meaningful way. -17-

18 MODULE 4: MAIN ASSIGNMENT Please use the IEP sample template provided to create a brief IEP for your focus student. The template is an editable Word format, so it can be completed electronically. It is set up to expand if you need more room to add your content. 1. Select 1 goal for each of 3 goal areas. You will use the RIOT assessment information you gathered in Module 3 (or that you have available on hand to summarize for a focus student if you have not completed that module) to determine strengths, needs and current performance levels for your student. 2. Build 2 objectives for each goal. Make sure that your objectives include a skill, context and criteria. Describe some strategies that would support the student s learning, identify who would be responsible for implementation, and indicate a method that you would use to measure progress. 3. Submit your IEP" to your facilitator for feedback. **If you are not in a teaching assignment that allows you access to work directly with a student, use the Sample Student profile to build a practice IEP or negotiate an alternative assignment with your facilitator. -18-

19 RESOURCES Forms and Documents IEP Sample Template RIOT Summary Form Developing a FIVE STAR plan Sample IEP for Student with MPID Sample Goals and Skills Sample Student Profile IEP Tracking Sheet Bright Life Curriculum Document: An overview of a Life Skills Program Websites POPARD website for information on Autism Spectrum Disorder including instructional strategies and resources POPFASD website for information on Fetal Alcohol Spectrum Disorder including instructional strategies and resources PISP website for information on planning and programming for students with severe multiple challenges SET-BC website for information on assistive technology equipment, software, training, instructional resources and current projects Kids Health website for information on a wide range of physical and neurological conditions

20 Planning Documents Every Principal s Guide to Special Education On the BC Superintendent s website: Ministry of Education Resource Documents Individual Education Planning for Students with Special Needs: A Resource Guide for Teachers Instructional Planning Tools ASD, Intensive Behaviour, Physical Disabilities/Chronic Health, Learning Disabilities Teaching Students with Autism Teaching Students with FAS Teaching Students with Acquired Brain Injury Teaching Students with Intellectual Disabilities Parent s Guide to the IEP Resource Books: Pierangelo, R. & Giuliani, G. (2007). Understanding, Developing and Writing Effective IEPs. Corwin Press Bateman, B. & Herr, C. (2006). Writing Measurable IEP Goals and Objectives. Attainment Company Inc. -20-