Development of IEPs for Students with Emotional or Behavioral Disorders: Coordination with Transition Plans

Transcription

1 Development of IEPs for Students with Emotional or Behavioral Disorders: Coordination with Transition Plans James G. Shriner University of Illinois at Urbana-Champaign CEC 2011 Convention National Harbor, Maryland Preconvention Workshop # 1 (Session 2) Supported by IES Grant No. R324J and the Illinois State Board of Education

2 Outline: IEP Components Transition Assessment & Present Levels of Academic Achievement and Functional Performance Postsecondary Goals Annual Measurable goals and short-term objectives Social/Emotional Goal Development Course of Study & Transition-specific Activities for students with E/BD Linkages across systems for the IEP

3 INTRODUCTION Early, Student-Centered Transition Planning Requirements and Concepts of IEP Development Prioritizing IEP Components

4 Prioritizing the IEP Focus

5 The IEP Quality Project: A Web-based Decision Model Development of a decision making framework that helps IEP teams with the prioritization of IEPs must address the academic learning standards of the student s enrolled grade level Standards/benchmarks should not be used as annual goal statements Model emphases: Data-based PLAAFP statements Student s need areas matched to all areas within the learning standards that are likely to be areas of concern. Prioritization of Areas needing Specially Designed Instructional Relevance across content areas

6 Dorian: Transition Case Study 14 year-old 8 th grader, who has 2 younger siblings. Verbally aggressive / disruptive behaviors directed toward his peers and teachers. Labels: EBD (Anxiety Disorder); ADHD Overwhelmed in large-group situations or when task demands are high

7 Dorian: Transition Case Study Strengths: works well in 1-1 situations strong listening comprehension skills strong basic math skills artistic, athletic, interested in school activities Needs difficulty with reading for fluency/comprehension prefers concrete mathematics tasks frustration> cycles of escalation low>hi dislikes unstructured and/or crowded environments (instructional and social)

8 Transition Assessment & Present Levels of Academic Achievement and Functional Performance Age-appropriate transition assessments- an ongoing process of collecting data on the individual s needs, preferences, and interests as they related to the demands of current and future working, educational, living, and personal and social environments.

9 Using PLAAFP for a Transition-rich IEP Includes: (a) teacher reports, (b) student reports, (c) reviews of student work, (d) standardized test scores, and (e) informal assessments. Data-based, including descriptions of performance that serve as the basis for identifying the deficit areas, priorities for the student in addressing the general curriculum, and, of course, annual goals and short-term objectives Evaluation: Could I start instructional planning with PLAAFP statement?

10 Developing Post-secondary Goals Connected to PLAAFP & student s interests, strengths, and desires education and / or training employment (competitive, supported, military). independent living skills* Intended to communicate what will be achieved after high school Written as definitive statements

11 Annual, Measurable Goals & Short-term Objectives Connected to the student s post-school outcomes If the academic and functional annual goals written do not directly enable the student to meet his or her post-school goal/outcomes listed on the transition form, additional transition goals may be needed.

12 Annual, Measurable Goals & Short-term Objectives A prioritized standard/skill warrants the construction of an annual goal (Ainsworth, 2003). Consider questions such as : 1. Will the student use this standard's skills and knowledge in the long-range future? 2. Will the knowledge and skills in this standard help the student in other academic or functional 3. Does this standard provide the skills necessary for the next level of instruction in coming years?

13 Annual, Measurable Goals & Short-term Objectives Consider in the context of skills needed for success in both near-term (school) and far term (post school) environments. Consideration of these issues, helps prioritize those learning standards that are worthy of specially designed instruction congruent with the student s long-range educational outcomes.

14 Annual, Measurable Goals & Short-term Objectives Not all states require the inclusion of short-term objectives in the IEP. In Illinois, however, each annual, measurable goal is to be supported by at least two objectives that use the same three-component structure (conditions, behaviors, and criteria) as the goals. It is possible that any of the three components of the goal may be modified to produce good short-term objectives

15 Annual, Measurable Goals & Short-term Objectives Articulation of approach for the instruction of the skills within the goal may help decide how to break down the goal: Conditions over time less-more complex Behaviors added over time Criteria for mastery changing criterion design

16 Example Annual, Measurable Goals & Short-term Objectives Goal Statement: Given a text passage of between 250 and 400 words at the sixth grade reading level, Dorian will read the passage aloud with % accuracy in three consecutive weekly trials. Short-Term Objective - Given a text passage of between 250 and 400 words at the sixth grade reading level, Dorian will read aloud with 75-80% accuracy in three consecutive weekly trials by the end of the first semester. Short-Term Objective - Given a text passage of between 250 and 400 words at the sixth grade reading level, Dorian will read aloud with 85-90% accuracy in three consecutive weekly trials by the end of Spring semester

17 Example Annual, Measurable Goals & Short-term Objectives Goal Statement: While working in group activities for career experiences, Dorian will use self-control and self management strategies to: (a) match his case manager s ratings of his behavior with 90% accuracy, and (b) limit his behavioral referrals to less than once per 2-week period. STO- While working in group activities (with his case manager) and using a self-management prompting form, Dorian will successfully match his case manager on the selfmanagement form for 90% of the preset behavioral criterion. STO- While working in group activities (with his case manager) Dorian will successfully reduce his behavioral referrals to 2 times or less per month.

18 Social/Emotional Goal Development Functional Behavior Assessment: Dorian Strengths: Artistic, Social, and Athletic Operational Definition of Target Behavior When given a difficult academic task with direct access to the teacher or in unstructured time periods especially in large groups, Dorian exhibits inappropriate verbal behaviors Frequency, Duration, and Intensity Other Forms of the Behavior Antecedent - Behavior - Consequence Chain Includes a Description of the Setting

19 Social/Emotional Goal Development Functional Behavior Assessment (cont.) Consequences Reinforcement Consequences for Dorian Attention Immediate and Long-Term Escape from Tasks Escape from Academic Environment Hypothesis of Behavioral Function For example, To escape academic tasks that are above ability level, Dorian will engage in the target behavior.

20 Social/Emotional Goal Development Behavior Intervention Plan FBA Should Guide the BIP Strengths, Target Behaviors, Hypothesis Should Remain the Same Summary of Previous Interventions State what was successful and unsuccessful Dorian: Help Card, Restrictive Environment, Individual Instruction Replacement Behaviors Assistance Requests in given situations Behavioral Intervention Strategies Environment, Instruction, and Positive Supports Reinforcement Dorian - Token Reward Management System, Participation in Extracurricular activities

21 Social/Emotional Goal Development Behavior Intervention Plan Restrictive Disciplinary Measures Dorian - Redirect, Reduction in Self-Management Points, Drain-Off, etc. Crisis Plan Data Collection Procedures and Methods Desired Outcomes and Criteria for Success Data Collection for: Classroom Teachers - Anecdotal Data Dorian - Self-Management Checklist Case Manager - Systematic Observation Data Timelines Behavior Observations Goal Achievement and Advancement

22 Social/Emotional Goal Development Goal Statement: When given a challenging academic task, Dorian will use a 3-question self-monitoring tool to determine if he needs help and will request that help by raising his hand or going up to the teacher s desk without incident across all general education classes for a 2-week period. Short-Term Objective/Benchmark for Measuring Progress on the Annual Goal By February 15, give a 3-question self-monitoring tool during instruction in the resource room setting, Dorian will use the tool to determine if he needs help and ask the teacher for help at least 1 time per instructional period with out incident for a period of 2 weeks. By May 30, given academic tasks in Science and Math classes, Dorian will use a 3-question self-monitoring tool to determine if he needs help and ask for that help by raising his hand or going up to the teacher s desk without incident for a 2-week period.

23 Determining a Course of Study and Transition-specific Activities for Students with E/BD Statement of transition service needs for the student that focuses on the student s course of study based upon students strengths and needs! The Pathway (i.e., courses and course activities) students should take and what activities students should participate in within these courses

24 Example Course of Study Year 1 Age 14/15 Year 2 Age 15/16 Year 3 Age 16/17 Year 4 Age 17/18 Language Arts (9) Language Arts (10) Language Arts (11) Language Arts (12) Algebra I Geometry Algebra II Job Placement Earth Space Science Biology Vocational Education Chemistry World History Vocational Education U.S. History Government/ Economy Physical Education/ Health Vocational Education Spanish I Spanish II Vocational Education Computer Graphics Graphic Design I Graphic Design II Yearbook Yearbook Yearbook Yearbook

25 Example: Rationale for Course of Study Focuses on career exploration in one of his identified interests (i.e., computer design & yearbook) Focuses on understanding successful vocational behavior (i.e., vocational education) Provides opportunities for building social networks and improving study skills (i.e., study hall with peer tutors, yearbook).

26 Transition Activities This section of the IEP may be thought of as the action plan or to do list and should be easily understood by the student, parents, and professionals. What will be done (specifically) so the student can achieve his/her goals

27 Back to Dorian: Example Activities Dorian s teachers will assist in increasing the frequency Dorian remains on-task in his learning environments. This will be done by proving small-group (2 or 3 students) instruction activities and discussion groups In Vocational Education, Dorian will receive instruction on appropriate work habits, obtaining jobs, filling out applications, and interviewing skills three days a week. This course will use a peer mentor with Dorian (one with similar interests) to meet and discuss issues about working in the community and in their career exploration courses.

28 Dorian: Example Activity Dorian will receive instruction in smaller co-taught classroom settings and receive one-on-one support during some group activities. Other activities that may be considered include: (a) support from social service agencies; (b) assistance with medical concerns such as learning to self administer medications, and (c) instruction in self-advocacy skills for school, work, and community situations.

29 Linkages Across Systems for the IEP Community Awareness IEP and transition planning teams must be knowledgeable about all service providers in the community and their prospective roles Relationship Development Exchanges of information, resources, and knowledge cannot be limited to an annual meeting Active Participation Not just a warm body

30 Action Planning Considerations for Improving the Quality of the IEP What are the strengths of your IEPs? What areas present challenges? How is individualization of the IEP fostered? How is it compromised? (explicit/implicit?) What are the professional development supports for quality IEP preparation?