Forum Replies Created
-
AuthorPosts
-
Beth CraigParticipant
Are all Tier 3 needs IEP worthy? My answer would be, ”No”. I agree that students have a wide range of skills which include their strengths and weaknesses. The real key is to prioritize their abilities and decide what are the underlying skills that are missing or that they need in order to build upon to gain new skills or to make progress in and increase the skills they already have.
I feel that Tier 2 needs are usually an IEP worthy need and most often, Tier 2 needs are easily addressed with interventions in “regular” settings, but there are exceptions. A need may not require the level of instruction that would reach Tier 3, but the child may simply need more support to help them make progress again in that skill. Maybe they have stalled or maybe they are having difficulty generalizing the skill into other areas or settings. By choosing and prioritizing that the skill is worthy of an IEP goal, the teacher would be collecting and revisiting the data and monitoring the success of that instruction and supports and would then be able to better identify if the skill truly is IEP worthy or not.Beth CraigParticipantAs Melinda talked about so eloquently, there are many Head Start programs in Anchorage that do have support from ASD preschool special teachers and teacher assistants for students like you are describing. Unfortunately, most of the preschoolers that I evaluate who do not qualify for special education preschool- do not qualify (income-wise) for Head Start. So, there are quite a number of kids who won’t get any support until they show up in Kindergarten and then may be referred at that time.
Obviously, in a perfect world- we would have universal preschool with many available supports for all young learners where general education and special education teachers and children are blended together.Beth CraigParticipantQualitative: During adult-led structured activities, with adult support, RJ will attend to (by observing, active listening, and joint participation) 3 or more minutes of the activity 2 times per day for 4 consecutive data days.
RJ typically chooses to play on his own and is not yet engaging with other children during group activities. This gentle support can entice him to engage and participate in what others around him are doing.Quantitative:
During structured activities, RJ will reply to a question asked by a peer in 3 of 5 opportunities provided. RJ doesn’t typically respond to questions or peer interactions.Beth CraigParticipantHi RJ-
I was happy to read your post about the collaboration that is happening at your school. It is very important and so worthwhile to make the time to gather as a team and reflect on the child and their needs (outside of the formal IEP meeting). I also thought your comment about the parents often needing to realize they really are the “expert” spot on. We often find ourselves having those same conversations with the families of the children coming from the infant learning programs (such as PIC and Focus) that we evaluate.
Beth CraigParticipant2.2
In our school district, we have the Early Intervention Services Center where the preschool aged kids (ages 2.9-5.11) are referred and screened and often, evaluated for special education services. My role is as a special education preschool teacher on an evaluation team. My evaluation team specifically works with children (and their families) that are referred through the Infant Learning Programs in Anchorage and Eagle River (and on JBER army/ air force base). As such, all of the kids that my team evaluates have had Part C services and have a primary service provider that knows the child and the family well. Often, the provider has worked with the child for two or so years.
I feel that we are using a data driven decision making model or DDDM very well, especially the first two steps of gathering and documenting. When we first receive a referral, we are provided with some basic information about the child and the family’s main concerns and we are given a copy of the most recent ILP evaluation. We then coordinate with the ILP provider to gather and document all the information that we can about the child that is important for an incoming team to know about the child and family. In these “briefing” meetings we get to learn many more details about the child’s strengths, concerns, delays, and what interventions and services have happened so far in the child’s life. We are able to ask lots of questions about their present level functional skills, the family’s situation and attachment levels, and whether the child has daycare or preschool experience. Myself or my co-worker and SLP often get invited to participate in the 90-day transition meeting with the ILP provider and the family. This is another opportunity to gather information and gain insights into the child’s life and present levels of development.
There is a range of needs for the referrals we receive, but all of the children have all qualified for Part C or have been picked up as needing extra support under Non-Part C services (usually “speech-only” type kids who are just getting bi-weekly or monthly services for a mild speech delay). Often times, the child receives more than just ILP services. They may have additional private speech therapy or occupational therapy and/or physical therapy. Sometimes, they have been evaluated by a developmental pediatrician or neuropsychologist. Many of the children that are referred have had ILP services from birth or shortly afterwards and are needing some major support in their development. We rely on the family and the ILP provider to gain releases of information forms so that we may talk with the private providers and obtain their evaluations as well. These evaluations are always included in our eligibility reports (as long as they are current). I do feel that our team does a very good job of gathering and documenting pertinent information about the child and their family.
The model we use is truly wonderful and works very well. However, I have found one challenge in our ILP to ASD preschool model. Often times, the ILP providers are quick to add their own judgement about what services the child will receive in our preschool program. We do have, albeit narrow, a hierarchy of services that preschool-aged kids can qualify for in our district. And we find that the ILP providers have already “pre-determined” and shared with the family where they believe the child will be placed. My team is always quick to point out that first they must be evaluated to determine eligibility, and that our qualifications for Part B services vary from Part C. It can be very frustrating when the family comes into the room at the beginning of an evaluation and says, “So when do we start at Nunaka Valley?” I can’t tell you how frustrating that is!
The other steps, the summarizing, analyzing, and interpreting are completed thoroughly by my team as well. I find it very helpful to ask the ILP provider for help when thinking of which goals to target and what modifications and accommodations would be beneficial and have worked in the past.Beth CraigParticipantLesson 2.1
Based on the snapshot we were given, I would definitely want more information about both his day at school and what his day looks like when he doesn’t go to school. It does appear that transitions are difficult for him and staying home avoids a major transition to school. His refusals also appear to trigger major panic and asthma attacks at home. His wants appear to be to stay home and play Minecraft all day.
I would recommend a meeting with Spencer, his parents, and his team to gather more information and discuss what possible accommodations could be made to help him be more successful at school. Areas to consider should include: his sensory needs, his social needs and/or challenges, his health issues, and his behavioral needs. A discussion about what is working for him at school and details about those expectations would be very beneficial information for the team.Beth CraigParticipantLesson 2.1
Hi Melinda-
I really appreciated your insights and train of thought about Spencer and his wants vs needs and the need to gather more information. Specifically, I agreed with you on gathering more insight using the DECA-C and having a psychologist as a lead team member.
Someone else in the group also mentioned wanting more information about his sensory needs, and I agree. There may be some modifications that could be made to his day at school that would help him want to try to be there as opposed to staying at home playing his favorite video game.Beth CraigParticipantHi Melinda-
I really like how you expanded on a common goal for our preschoolers and took it to the next level. It held up well to the 8 steps and is very functional and purposeful. I also like how you mention the behavior piece and how the skill is linked to the child following directions to stay with the group and participate in a group learning activity. Well done!Beth CraigParticipantBelow is a common goal for me to write ILP kids transitioning to our school district who have never had preschool group experiences and are not yet imitating motor movements or songs. I want to see how it holds up to the 8 steps.
During group activities with preschool songs and/ or finger plays, {FirstName} will imitate simple motor movements and/or songs in 4 out of 5 data trials by annual review date.
1). Yes. The student can be observed and heard using his voice and body movements to imitate actions and words in songs.
2). Yes. I think the criterion is implied here (independently, but next to his peers as models) and is measured by the number of times he participates.
3). Yes. This is a skill that requires him to use both motor imitation and vocal imitation to participate in a typical preschool activity. The skill can fall under a social goal, a communication goal, or just a general functional goal of following directions and staying with the group to participate in a learning activity.
4). Yes. The behavior is part of a big part of group participation that is very important for a student in a school setting.
5). Yes. The target skill is a building block of communication (imitation) and also builds on his self- awareness and self regulation of following direction and staying with the group to participate in a group activity.
6). Yes. As this student gains the skill of motor and oral imitation, he can move onto communicating more effectively with others and will most likely gain confidence that he can participate more fully in group activities and do what the other kids are doing.
7). Yes. Songs are a common tool used by teachers, especially during transitions. He is also building his motor planning skills as well which can be generalized across many settings, including at home when he plays with his siblings in the backyard.
8). Yes. Teachers, teacher assistants, SLPs, OTs, even music and gym teachers, and parents can encourage imitation and participation in songs with kids.
Beth CraigParticipantReplying to Dawn: That is great that you have the freedom to write the goals that you and the parent see fit for each individual child.
In our District, there has always been an unwritten understanding that each goal should have two objectives, no matter what. And for some goals, you are really just adding a “filler” objective and often it isn’t functional at all. Although, after having Dr. KF-P up to our District for training last year, and again this year, we hope that her concepts are getting through to our Leadership (who meet and train with her as well).
When Ashley asked about certain students with similar needs benefiting more or less from one, or some combination of these types of goals it made me think of my experience in working with children learning basic life skills. The kiddo’s that are functioning at 12 months or below in most of the developmental areas seem to have the most functional goals that we write as we tend to write them across developmental areas and they can be worked on in a variety of ways and settings.
Here’s an example:
When given two choices (e.g., toy or music, toy or person interaction, iPad or person interaction etc.), {Student} will indicate a preference through a variety of modalities (for example: by reaching, holding eye contact, and/or kicking, etc) in 3 out of 4 data trials.The goal is focused on indicating a preference or making a choice, but is written so that everyone can work on it whether as a social skill or communication or academic type goal. It only makes sense to really try and write all my student’s goals as functionally as I can. For their sake and the teacher!
Beth CraigParticipantThe way I’ve written IEP goals in the past, there sometimes is a clear distinction between functional and academic goals. Our District likes to couch goals under headings such as Math, Reading, Writing- even for preschoolers, so sometimes they sound very academic and not so functional. Here’s an example of an academic goal I have written many times:
Upon request, {Student} will count out and give or show 1 to 5 items accurately as requested in 3 out of 4 opportunities.
As written, clearly this is an academic goal that focuses on one-to-one correspondence from one to five. Is it functional? This one could be, but maybe I need to expand on it to show how it can be a very functional goal used throughout the day in many different activities and settings. Here’s a revision:
For a variety of daily activities, {Student} will demonstrate an understanding of one-to-one correspondence to five by giving the accurate number of items on request (example: the child gives each student one placemat at snack) or by counting out a requested number of items (example: the child gives each student 2 drumsticks at circle time), or by taking an accurate number on request (Example: the child takes 5 leaves for art project) each day for two consecutive weeks.
I like the revision much better and it proves it can be both functional and academic. This is a very foundational math skill, one that is typically hard for our preschoolers to learn, yet important to teach.
Does the IEP goal need to be one or the other or both? For both the teacher and especially the child, it sure would make it much more meaningful to have the goal be both functional and academic so the child is learning the skill in a hands-on, meaningful way throughout their day. As Kristie said, to be functional- “it’s something that you need across the daily routine. And it’s any behavior that will increase the child’s independence and their ability to adapt to their environment.” Well said.
Beth CraigParticipantHi Dawn- I appreciate your insights and ideas. And I like how you spoke about specific examples that are appropriate for a wide range of our students in several curricular areas and even extended into being a successful life skill outside of school. I often feel like good, functional IEP goals are based on life skills all students should be working on in many settings. Beth C.
Beth CraigParticipant“During a variety of daily activities, (insert child’s name) will correctly pair a label/name, a symbol, and/or an action of one object, person, and/or event to another. The child will correctly pair five different labels, symbols, or actions each day for two consecutive weeks.
For example, the child will correctly pair number tags with corresponding objects by counting, child will select a buddy to read with when directed to “find a friend”, child will pair matching letter tags with letter sounds, child will name each animal in a story, child will give each child a napkin during snack, child will hang their backpack on a hook).”Rewritten: During a variety of daily activities, (child) will correctly pair a label/name, a symbol, and/or an action of one object, person, and/or event to another pairing 5 different labels/symbols/or actions daily for 2 consecutive weeks.
Filter 1- I’m not sure how we would know if the need for this goal stems from the disability, given that we don’t have access to the PLAAF page. And I felt like I had to re-write the goal more in the way that I write goals to think it out and disseminate exactly what the goal was asking the child to do.
Filter 2- In my opinion, this is an important skill and the examples they gave clearly show how the skill is essential as it is used throughout many different daily activities and in several of the areas of development (social skills, math, reading, etc). I believe the skill is important to the student’s success in a classroom setting. This goal meets #2.
Filter 3- The goal as written shows that the child is behind in basic math, literacy, following directions, and social skills. Something else that I noticed right away is that the goal has a wide range of difficulty. For example, it lists an easier skill of pairing a symbol or person, to a harder skill of pairing an action/event, to the most difficult of pairing a written label. Surely, this will require direct instruction and many levels of support to master the goal as it is written. This goal meets #3.
Filter 4- I do feel that the goal is achievable in a year as it is written. It would be helpful to have the setting be described as that could make a difference, too. This goal meets #4. It’s IEP worthy!
Beth Craig
Beth CraigParticipantHello Melinda!
I wholeheartedly agreed with your idea of needing to ask more WH questions for many of the statements written.
This made a lot of sense to me:
Red. A negative statement and a big leap of assumption. There are so many other factors that could be considered here. The what/where/when/who questions have been bypassed. I hear this kind of statement from preschool teachers and it is always a challenge but a good process as we wade through the “W” waters.Beth CraigParticipantBeth Craig, Participant
1. Dayton prefers to play in isolation and becomes upset (e.g., cries and hits others) when another child comes too close. As a result, his peer interactions at playtime are limited.
Green and Red. This is good start for information on his preferences about play. It doesn’t give me any information about what he prefers to play with or with support (help from an adult, or peer) what his play may look like. I want to know more about what “limited” means for him- as it suggests he is having some interactions- we just don’t know what that looks like.
2. As measured on the EOWPVT-R, Carmen’s (48 months) expressive vocabulary is at 19 months and as measured by the ROWPVT-R her receptive vocabulary is at 26 months.
Red. This may be helpful information to determine eligibility (and belong on the ESER) but should not be on the IEP or present level page. There is no functional information given with this statement. You’d have to be an SLP that is familiar with the test to even know what it may be eluding towards.
3. Elise is essentially non-verbal and uses many ways to communicate including: gestures, facial expression, eye gaze, vocalizations, word approximations, head nods for yes, head shakes for no, and use of a Dynavox 3100 augmentative communication device which she accesses with a head switch.
Green and Red. It would be nice to start with her strengths and I prefer “pre-verbal” rather than non-verbal. There is some good information, but not much functional information that tells us what she can do and what it looks like when she is communicating with others and what her next steps should be.
4. Damien’s attention problems result in failure to follow the teacher’s directions, talking out of turn and responding inappropriately during group activities.
Red. This is a very negative statement and not one bit objective! I would delete the entire statement and start over.
5. Zung understands and remembers what he hears about a subject. Learning by reading or looking at pictures is difficult for him and doesn’t work as well.
Green. This to me is a good observation. I would like more information, of course, but it is a good statement to tell me he has an auditory learning strength.
6. Mark doesn’t know his colors. He can count to 3 but doesn’t always remember the number 2. He can stack 3 blocks.
Red
The statement is lacking functional information. There is a lot of different ways to “know your colors”. Can he point to any when they are named? Can he match them? Sort them?
Also, is he counting by rote? Or counting items? Counting blocks? Is he stacking on his own? After a model? Can he stack 5? -
AuthorPosts