Assessment, Individual Education Plans
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The Autistic Spectrum |
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  A COMPLETE IEP
CONTAINS: 1. A statement
of the student's current services and present placement. 2. A statement
of the student's abilities and present levels of performance. a. Academic strengths b. Academic needs c. Physical/Motor
development d. Self-help/Personal
care skills e. Learning style f. Social skills g. Vocational/Pre-vocational
skills 3. A statement
of annual goals that describe what the student can be expected to accomplish within the next twelve (12) month period. a. Academic goals
(i.e., math, reading, other subject areas) b. Social/Behavior
goals c. Self-help/Personal
care goals d. Physical/Motor
development goals e. Vocational/Pre-vocational
goals 4. A statement
of short-term instructional objectives. a. Objectives
that will help the student reach the stated goals. b. Objectives
written so they can be measured. 5. A statement
of the specific special education services/placement and the goals to be worked on in that setting. 6. A statement
of related services which will help the student benefit from special education. a. Date services
will begin b. How often services
will be provided c. How long services
will last per session d. When services
will end e. Location of
services f. Who will provide
each service 7. A statement
of how much the student will participate in general education classes/activities. a. All modifications
that will be made in the general education program b. The name of
the "teacher of record" who monitors how the IEP is put into effect in general education and to whom progress/needs will be
reported by general education teachers c. Who will report/communicate
with parents and how often those reports will be provided. 8. A statement
of specifically designed materials and/or assistive equipment needed by the student and who will provide it. 9. A statement
of the projected year and month in which the student will be re-evaluated. 10. A provision
for attaching written opinions. 11. A statement
of necessary transition services, if applicable. 12. For students
in early childhood special education programs, objectives for parents to implement at home may be included. 13. A statement
of extended school year services, if applicable. Individualized
Education Program (IEP) Checklist I. IEP Content A. In General The IEP for each
child includes: 1.__a statement
of the child's present levels of performance including how the disability affects the child's involvement and progress in
the general curriculum. [Section 1414(d)(1)(A)(i)(I) IDEA 1997] 2.__for preschool
children, how the disability affects the child's participation in appropriate activities. [Section 1414(d)(1)(A)(i)(II) IDEA
1997] 3.__measurable
annual goals and benchmarks (short term objectives) related to the child's needs resulting from the child's disability that
will enable the child to be involved in and progress in the general curriculum. [Section 1414(d)(1)(A)(ii)(I) IDEA 1997] 4.__a direct relationship
between the present levels of performance, any assessments and the educational services to be provided and the student's goals
and benchmarks. [5 CCR 3040(c)] 5.__a statement
of the special education, related services and supplementary aids and services to be provided to or on behalf of the child.
[Section 414(d)(1)(A)(iii) IDEA 1997] 6.__descriptions
of program modifications and supports for school personnel that will be provided to enable the child to __advance toward
attaining annual goals __be involved
and progress in the general education curriculum and participate in extracurricular activities and __be educated
and participate with other children with disabilities and with nondisabled children. [Section 1414(d)(1)(A)(iii)(I), (II)
and (III) IDEA 1997] 7.__an explanation
of the extent, if any, to which the child will not participate with nondisabled children in the regular class and activities
in #6. [Section 1414(d)(1)(A)(iv) IDEA 1997] 8.__a statement
of how the child's parents will be regularly informed (perhaps through periodic report cards) at least as often as are parents
of nondisabled children regarding their child's progress toward annual goals, and the extent to which that progress will enable
the child to achieve the annual goals by year's end. [Section 1414(d)(1)(A)(viii) IDEA 1997] 9.__a statement
of whether the child will __take district,
state-wide achievement tests __without accommodations
or modifications __with such accommodations.
[Section 1414(d)(1)(A)(v)(I) IDEA 1997] 10.__an explanation
of why the child will not participate in such assessment of the IEP team makes that decision. [Section 1414(d)(1)(A)(v)(II)
IDEA 1997] 11.__a statement
of how that student will be tested in state-wide or district tests are not used. [Section 1414(d)(1)(A)(vi) IDEA 1997] 12.__the projected
date for initiating services and modifications. [Section 1414(d)(1)(A)(vi) IDEA 1997] 13.__the anticipated
frequency, duration and location of the recommended services and modifications. [Section 1414(d)(1)(A)(vi) IDEA 1997] 14.__the need
for extended school year services. [EC 56345(b)(5)] 15.__whether differential
graduation standards for the student will be developed. (If so, they 16.__for newly
referred pupils, documentation of the consideration of and prior use of regular education resources and that parents are aware
of the full continuum of program options. [EC 56303] 17.__documentation
that the IEP team considered __the strengths
of the child and parent concerns __the results
of the initial or most recent evaluation of the child. [Section 1414(d)(3)(A) IDEA 1997] 18.__for students
determined to have a specific learning disability, the IEP team certifies that __the disability
is not the result of visual, hearing, motor impairment, mental retardation or emotional disturbance __observations
of relevant behavior of the student __the relationship
of that behavior to the student's academic functioning __the existence
of a severe discrepancy between intellectual ability and academic achievement in oral and written language, reading, or mathematics
which cannot be corrected through regular or categorical services __the existence
of a psychological processing disorder. [34 CFR 300.541; EC 56337] I. IEP Content B. Transition
Requirements 19.__for students
beginning at age 14 and on an annual basis thereafter, IEP goals, benchmarks (objectives) that focus on the transition needs
of the student in his/her courses of study. [Section 1414(d)(1)(A)(vii)(I) IDEA 1997] 20.__for students
at age 16 or younger if appropriate, a description of a coordinated set of activities designed within an outcome oriented
process and reviewed annually which promotes movement of the student from school to post-school activities [34 CFR 300.27(a)]
and __takes into account
the student's interests, preferences, and needs [34 CFR 300.27(b)] and __states the interagency
responsibilities or any needed linkages to implement the transition activities. [Section 1414(d)(1)(A)(vii)(II) IDEA 1997] 21.__for students
not requiring transition services in one or more of the four required areas (instruction, community experiences, development
of employment, and post school adult and living objectives - and if appropriate, daily living skills and functional vocational
evaluation, an explanation of the basis on which that determination was made for each area in which service was not recommended
on the IEP. [34 CFR 300.347] 22.__related services
continue to be considered and recommended, if needed, for students in every program and age group, by the IEP team. [California
Federal Corrective Action Plan 1998] 23.__for students
for whom an agency fails to provide transition services, an IEP meeting is called to develop alternative strategies to meet
transition objectives set out in the IEP. [Section 1414(d)(5) IDEA 1997] 24.__if an invited
agency representative cannot attend the IEP meeting, steps are taken to obtain agency participation in planning transition
services. [34 CFR 300.344(b)(3)] 25.__beginning
at least one year before the student reaches the age of 18, a statement that the student has been informed of the IDEA rights
that will transfer to the student upon turning 18. [Section 1414(d)(1)(A)(vii)(III) IDEA 1997] 26.__for an eligible
child moving from an infant program who turns three, the PEA conducts, attends the IEP to establish a transition plan. [EC
56426.9 and Section 1427(a)(8)(ii)(III) IDEA 1997] 27.__transition
language in the IEP supports the movement of students from special to general education classrooms, from middle to high school,
and from infant to preschool to kindergarten to first grade programs. [EC 56345(6)(B); EC 56326.9; EC 56445(a)] I. IEP Content C. Consideration
of Special Factors 28. The IEP team
considers the following: __for a student
with a low incidence disability, considers specialized services, equipment and materials consistent with state guidelines
[EC 56345(b)(7)] __for a student
whose behavior impedes her or his learning or that of others, provide for positive behavioral interventions, strategies and
supports to address the behavior __for a student
with limited English proficiency, consider the language needs of the child __for a student
who is visually impaired, determine the appropriate medium/media for the child in accordance with state guidelines (EC 56352(d)
and 56136] __provide for
instruction in Braille and the use of Braille unless the IEP team determines, after evaluation, that Braille instruction or
use is not appropriate for the child [Section 1414(d)(3)(B) IDEA 1997] __for a child
who is deaf or hard of hearing, consider the child's communication needs, opportunities for direct communication with peers
and professional personnel in the child's language/communication mode that meets all the child's needs, is at his or her academic
level, and meets the child's needs for direct instruction [EC 56345(e); [Section 1414(d)(3)(B)(iv) IDEA 1997] __for any child,
consider whether the child requires assistive technology and services. [Section 1414(d)(3)(B)(v) IDEA 1997] I. IEP Content D. IEP Meeting
Notice Requirements 29.__The public
education agency (PEA)* makes every effort to ensure that one or both parents of the child with a disability can attend the
IEP meeting. 30.__The meeting
notice indicates the meeting's purpose (transition, pre-expulsion, change of placement, three year review, etc.), the location,
the time of the meeting and lists who will attend. [34 CFR 300.345(b)] 31.__If the team
considers transition services for students of any age, the IEP notice must note that this is the purpose of the meeting and __indicate that
the student is invited to the meeting __identify and
invite any other agency involved to send a representative. [34 CFR 300.2345(b)(2) and 300.344(c); Section 1414(d)(vii) IDEA
1997] 32.__A copy of
the Parent Rights Notice is provided to parents along with the meeting notice. [Section 1415(d)(1)(B) IDEA 1997] 33.__The meeting
notice, Parent Rights and IEP are in the primary language of the parent unless clearly not feasible to do so. [5 CCR 3040(b);
Section 1415(b)(4) and (d)(2) IDEA 1997] *The term PEA
includes not only public schools, but also the California Youth Authority, state hospitals, developmental centers and mental
health, among others. II. IEP Process A. In General 34.__By the third
birthday of a child eligible for services, the IEP is implemented. [Section 1412(a)(9) IDEA 1997] 35.__An IEP has
been developed and implemented for each child served by the agency, including any child in private school eligible for special
education and related services from the agency. [Section 1412(a)(3)(A), see also Section 1412(a)(10)(A) IDEA 1997] 36.__The IEP is
in effect before special education and related services are provided to a child [34 CFR 300.342] and at the beginning of each
school year. [Section 1414(d)(2)(A) IDEA 1997] 37.__The IEP meeting
is nonadversarial and is held solely to make educational decisions for the good of the child with the disability. [EC 56341(h)] 38.__The IEP is
implemented as soon as possible after the IEP meeting. [5 CCR 3040(a)] 39.__The general
education teacher participates as appropriate in the IEP, including the determination of -positive behavior
interventions and strategies -supplementary
aids and services -program modifications -supports for
school personnel. [Section 1414(d)(3)(C) IDEA 1997] 40.__The IEP is
reviewed at least annually to consider whether annual goals are being achieved and __to address any
lack of progress toward annual goals and in the general curriculum __to consider
the results of any reevaluation __to consider
information provided by the parents __to consider
the child's anticipated needs __to consider
other matters as appropriate [EC 56343; [Section 1414(d)(4) IDEA 1997] 41.__The IEP team
includes: __the parents
of the child __at least one
general education teacher if the child is in or may be participating in general education (the student's teacher) __a special education
teacher/specialist __a representative
of the PEA who is qualified to provide or supervise specially designed instruction for children with disabilities is knowledgeable
about the general curriculum and the resources of the PEA __an individual
who can interpret the instructional implications of the evaluations __other individuals
with knowledge or expertise regarding the child __other individuals
as the parent or PEA wishes __the child, when
appropriate - must be invited to all IEP meetings that consider post secondary transition. [Section 1414(d)(1)(B) IDEA 1997;
EC 56341] 42.__Interpreters
for the IEP meeting are obtained for parents who are deaf or whose primary language is other than English. [34 CFR 300.345(e)
proposed] 43.__The PEA gives
the parent a copy of the IEP at no cost, and when requested and if feasible, in the primary language of the parent. [5 CCR
3040(b)] 44.__The parent
is provided with a copy of the evaluation report and the documentation that formed the basis for the determination of eligibility.
[Section 1414(a)(4)(B) IDEA 1997] 45.__For students
newly referred to special education, an assessment plan is developed and given to the parents along with a copy of the Parent
Rights within 15 days from the time the referral was made. [EC 56321(a)] 46.__Assessments
are completed and the IEP meeting held within 50 calendar days of obtaining the parent signature agreeing to the student's
assessment plan. [EC 56344] 47.__All service
providers, the school site and any outside agencies who will provide services are given a copy of the IEP or are knowledgeable
of its content. [EC 563471] 48.__The district
or PEA appoints a surrogate parent where no parent can be located or if the court has specifically limited the right of a
parent or guardian to make educational decisions for the child. [Ca GC Chapter 6.5 Section 7579.5] 49.__The parents
are informed in the Parent Rights document of their right to record the IEP meeting. [EC 56341(g)(1) and (1)] 50.__If neither
parent can attend the IEP meeting the PEA uses other means to ensure parent participation including individual or conference
phone calls. [34 CFR 300.345(c)] 51.__The IEP team
reviews the student's progress toward previous annual goals, benchmarks (short term objectives) and in the general curriculum
when developing new goals, benchmarks, short term objectives. [Section 1414(d)(4)(A)(i) and (ii) IDEA 1997] 52.__An IEP meeting
is held within 30 days of receipt of a written request from a parent. [EC 56343.5] II. IEP Process B. Interim/Administrative
Placements 53.__A student
transferring into the district is immediately placed in a district or agency program in conformity with the student's IEP
(unless the parent agrees otherwise) for a period not to exceed 30 days. [EC 56325(a)] 54.__Before the
expiration of the 30 day placement, the IEP team meets, reviews information, records, reports, any evaluations and makes a
final recommendation for placement. All the usual requirements for holding IEP meetings are followed. [EC 56325(b)] II. IEP Process
C. IEP Process
to Consider Suspension or Expulsion 55.__When a disciplinary
action involving suspension or expulsion of more than 10 days in a school year occurs, the student is provided all IEP services
on the 11th day. [Section 1415(k)(3) IDEA 1997] 56.__If disciplinary
action is considered to change a student's placement for 10 days or more because the student has violated a rule or code of
conduct applying to all children, __the parents
are notified on the same day this decision is made and given a copy of their Parent Rights [Section 1415(k)(4) IDEA 1997] __the IEP meeting
is held on or before the 10th day of suspension to consider if the behavior was a manifestation of the child's disability
and if placement was appropriate __a functional
behavioral assessment and a behavioral plan are drawn up to address the behavior that resulted in the suspension if such a
plan is not already in place. [Section 1415(k)(1)(B) IDEA 1997] 57.__In making
the manifestation determination, the IEP team must also consider whether: __services including
the behavior intervention strategies plan, were provided consistent with the IEP __the disability
impaired the child's ability to understand the impact and consequences of the behavior in question and __the disability
impaired the child's ability to control the behavior that led to the disciplinary action. [Section 1415(k)(4)(C) IDEA 1997] 58.__The IEP team,
in making the manifestation determination, considers all evaluations, parent input, health records, observations, discipline
records, implementation of the IEP, and the student's placement. Section 1415(k)(4)(C) IDEA 1997] 59.__If a parent
is unable to attend the IEP meeting, a telephone conference may be used for the IEP meeting to consider expulsion. [EC 48915.5(d)] 60.__If a parent
has received proper notice of the meeting, chooses not to participate in the IEP meeting or to consent to an extension beyond
20 consecutive school days, the meeting may be conducted without the parent. [EC 48915.5(d)] 61.__The education
program specified in the IEP must be provided to the pupil during the period of the expulsion. [Section 1415(k)(3)(B) IDEA
1997] 62.__Parents make
the student available without delay at a site determined by the district for the pre-expulsion assessment required prior to
the IEP meeting held to consider expulsion. [EC 48915.1(e)] 63.__Parents are
allowed to request a postponement of the IEP meeting of up to three school days. [EC 48915.5(d)] 64.__Parents are
informed at least 48 hours before the IEP meeting of their right to participate in the IEP meeting held to consider initiation
of expulsion proceedings. [EC 48915.5(d)] 65.__Parents have
the right to pursue a due process hearing if they disagree with the decisions of the IEP team regarding expulsion. [EC 48915.5(3)(g)] 66.__The expulsion
hearing is conducted only after the pre-expulsion assessment is completed, the IEP team convenes and finds that the behavior
was not a manifestation of the students disability [EC 48915.5(e)], that placement was appropriate, that IEP-driven behavior
plan interventions were tried and any due process proceedings were completed. [EC 48915.5(h); Section 1415(k) IDEA 1997] 67.__Relevant
disciplinary procedures applicable to all children may be carried out only when all conditions in Item 65 are met. [Section
1415(k)(5)(A) IDEA 1997] II. IEP Process
D. Behavior Intervention
Plans (Hughes Act) 68.__The IEP team
specifies the development of a functional analysis assessment if it determines that other behavioral/instructional approaches
specified in the student's IEP have been ineffective. [5 CCR 3052(b)] 69.__Parents may
request that a functional analysis assessment be performed. [5 CCR 3042(b)] 70.__The case
manager for behavior intervention is a member of the IEP team that reviews the functional analysis and develops the behavior
intervention plan, which becomes part of the IEP. [5 CCR 3052(b)] In order to fully
implement Hughes Act requirements for Behavior Intervention Plans, refer to the local procedures or guidelines developed for
this purpose in accordance with 5 CCR 3052.
* * * * * * * * * An appropriate IEP is driven by an appropriate
Evaluation Report! Reason for Referral The purpose of the evaluation is to determine: 1) if the child
has a disability and 2) if the child needs specially designed instruction. Information should be provided as to who initiated
the referral (e.g., teacher, parent), and for what reasons. The evaluation team must articulate the referral questions that
was used to design an The IEP team must consider the following special factors before
developing the IEP: visual impairment; hearing impairment; behaviors that impede learning or that of others; limited English
proficiency; communication needs; assistive technology devices and/or services; and transition services. The information needed
to make the special determinations should be collected during the evaluation, and could be addressed in the Reasons for Referral. Educational Levels of Performance and Educational Needs of
the Child This section includes the students: § current functioning The extent to which the student displays difficulties that
cannot be adequately met in a regular education program should also be identified in this section. Areas in which the student
performs well in the regular education program should be articulated, as well as the students instructional or functioning
level in comparison to the expectations of the regular class program. All assessments conducted should be reported, including
the psychological evaluation, instructional or ecological evaluations, vocational evaluations, observations, functional behavioral
assessments, teacher !!! and parent reports, !!! and the evaluations of other specialists (e.g., speech and
language, OT, PT, etc.). The most effective procedure for writing this section is to address thematically the questions posed
in the referral. This practice is preferred to a style of reporting results by assessment procedure (i.e., test by test) or
even by assessment personnel. Working in this manner, all results should be reported including The ER should list the student's relative strengths in academic,
vocational, and emotional/behavioral areas, when applicable. The student's preferences and interests must be addressed if
the student is aged for transition planning purposes, or if the IEP team determines that transition planning should
be done for a student younger. Addressing the student's strengths is particularly useful in designing effective instructional
strategies. EVALUATION DATA RESULTS OF DIRECT INTERVENTION -The team will
include information on the following areas that impact the students ability to access the general curriculum: Physical, social or cultural background information relevant
to the childs disability and need for special education. Physical, Social or Cultural Background Information Current Classroom Based Observations This section includes information from observations in instructional
settings, in or outside the classroom, which may be related to the student's strengths, needs, and areas for specially designed
instruction. Observational information is as important as testing information if the observation documents specific skills
that the student is capable of performing, or specific skills that the student needs. Observations need to be structured and
occur when the student is engaged. Observations may also include more than one subject or class, and determine task comprehension,
task completion, time spent on task, classroom environment and level of peer interaction. In addition, this section includes
results of the assessment of the students functioning in the curriculum, including curriculum-based or performance-based assessments.
For students with behavioral concerns, this may include a systematic observation of the students behavior in the classroom
or area in which the student is displaying difficulty. This information should be databased information related to the childs
suspected disability or identified disability. The information should be as comprehensive as possible across varied settings
with the identification of as many variables of learning as possible. For example: Does the student demonstrate inappropriate behaviors
only in those instructional areas where there are discrepancies, or are they demonstrated across all areas regardless of level
of competency in the area? Does the student demonstrate partial competency in areas of
academic discrepancies resulting from fragmented acquisition of skills (some phonological awareness, but no alphabetic principle)? This section should report a description of direct interventions
that may have been implemented in the regular classroom, as well as the outcomes of the interventions. For all students, current classroom-based assessments and
observations, and observations by teachers and related services providers must be conducted. For a student who is suspected of having a specific learning
disability, regulations also require that at least one team member other than the childs regular teacher observe the childs
academic performance in the regular classroom. Any member of the evaluation team may conduct this observation. Evaluation and Information Provided by the Parents Assessment Not Conducted Under Standard Conditions If an assessment is not conducted under standard conditions,
a description of the extent to which it varied from standard conditions must be included. Such deviations might include the
qualifications of the person administering the test or the method of test administration. Were tests selected appropriately
and properly validated for the student? Were sub-sections of the test given instead of the full assessment? Was the student
ill? Summary of Findings/Interpretation of Assessment Results For a child suspected of having a specific learning disability,
the documentation of the teams determination of eligibility must include a statement of: 1) whether the child has a specific
learning disability; 2) the basis for making the determination; 3) the relevant behavior noted during the observation of the
child; 4) the relationship of that behavior to the childs academic functioning; 5) the educationally relevant medical findings,
if any; 6) whether there is a severe discrepancy between achievement and ability that is not correctable without special education
and related services; and 7) the determination of the team concerning the effects of environmental, cultural, or economic
disadvantage. For a Child Suspected of Having a Specific Learning Disability The evaluation team, in determining that a student has a specific
learning disability, must document its determination by including statements that address the issues above. In its documentation,
the team may want to identify the specific area in which the disability exists (i.e., oral expression, listening) Annotated Evaluation Report The team may not identify a child as having a specific learning
disability if the severe discrepancy between ability and achievement is primarily the result of a visual, hearing, or motor
impairment; mental retardation; emotional disturbance; or environmental, cultural, or economic disadvantage. Conclusion That the Student is a Child With a Disability A child with a disability (§300.7) is a student with mental
retardation, a hearing impairment including deafness, a speech or language impairment, a visual impairment including blindness,
emotional disturbance, an orthopedic impairment, autism, traumatic brain injury, and other health impairment, a specific learning
disability, deaf-blindness or multiple disability and needs special education and related services. If no secondary disability
has been identified, write None in the space. Recommendations regarding special education and related services
needed to enable the child to meet goals and to participate as appropriate in the general curriculum: Recommendation Regarding Special Education REEVALUATIONS Date IEP Team Reviewed Existing Evaluation Data The IEP team, including the school psychologist for certain
disabilities, may conduct its review without a meeting. (There is no requirement for a meeting at any point in the evaluation
or reevaluation process.) Information Reviewed For those students determined by the IEP team to be eligible
for transition services, the team needs to consider if additional evaluation data are needed to develop course of study, post-school
outcomes, needed transition services, etc. Data that might be collected include student interest inventories, career education
information, formal and informal prevocational and vocational assessments, and observation of work-based learning. Since some
of these surveys/assessments are routinely given to all students, the collection of such data may not require reevaluation.
Whether additional data are needed as part of a reevaluation must be determined on a case-by-case basis, depending on the
needs of the child and the information available regarding the child. For a child suspected of having a specific learning disability,
the documentation of the teams determination of eligibility must include a statement of: 1) whether the child has a specific
learning disability; 2) the basis for making the determination; 3) the relevant behavior noted during the observation of the
child; 4) the relationship of that behavior to the childs academic functioning; 5) the educationally relevant medical findings,
if any; 6) whether there is a severe discrepancy between achievement and ability that is not correctable without special education
and related services; and 7) the determination of the team concerning the effects of environmental, cultural, or economic
disadvantage. For a Child Suspected of Having a Specific Learning Disability The team may not identify a child as having a specific learning
disability if the severe discrepancy between ability and achievement is primarily the result of a visual, hearing, or motor
impairment; mental retardation; emotional disturbance; or environmental, cultural, or economic disadvantage. Conclusion That No Additional Evaluation Data Are Needed Once the IEP team concludes that it does not need additional
evaluation data, there are two decisions that the team can make. If the IEP team decides that the student continues to be
eligible for and in need of special education, the LEA would issue the Invitation to Participate in the IEP Team Meeting or
Other Meeting and begin the IEP development process. If the IEP team decides that the student no longer is eligible for special
education, the LEA would issue the Notice noting this decision. Parents may request a copy of the Procedural Safeguards. Additional Evaluation Data Are Needed The LEA must get informed parental consent to conduct the
reevaluation. However, if after reasonable attempts to contact the parents the LEA has not received consent, the LEA is permitted
to proceed with the reevaluation. Copies to: * * * * * * * * *
FUNCTIONAL BEHAVIORAL ASSESSMENT What a Functional Behavioral assessment is ... What Functional Behavioral assessment is NOT ... **Some Common Functions Served by Misbehaving** Some common functions served by misbehaving are . . . getting attention from teachers or peers - for example . . . escaping work, people, noise, or something else-for example ~
obtaining a desired object or event - for example~ **A---> B ---> C ---> Analysis** An ABC analysis enables you to analyze clues about why the student
keeps doing the same problem behavior. Your purpose is to identify patterns in order to hypothesize about the function the
problem behavior is serving. *Antecedent* what happens just before the behavior occurs identification
of the people, events, and/or things present in the situation just before each behavior *Behavior* what the student does the problem behavior stated in observable
terms *Consequence* what happens after the behavior what happens after
the student engages in the problem behavior **Example 1** HYPOTHESIS (based on the assumption that other ABCs showed a similar
pattern): avoidance of reading aloud PLAN: Ease task difficulty by having peer pairs simultaneously read
aloud assigned paragraphs from the intended story before the lesson. Then, during the reading lesson, call on Ryan to read
one of the paragraphs he and his partner had rehearsed. If the data show a decrease in the inappropriate behavior, gradually
increase the number of assigned paragraphs. Eventually have Ryan read unassigned sentences and then unassigned paragraphs. **Example 2** HYPOTHESIS (based on the assumption that other ABCs showed a similar
pattern): attention from the teacher PLAN: Teach Alf a way to gain attention by a) allowing him to be the "timer" who pushes the two-minute warning
buzzer, b) praising him for a specific work behavior or academic response
just before asking students to line up, c) posting his name on the "hard workers of the day" bulletin board,
d) allowing him to ask a peer to walk next to him on the way to gym,
and/or e) allowing him to be line leader. **About the Author** Joan M. Miller, Ph.D., Professor of Education, Mount Saint Mary College,
Newburgh, New York *teaches courses in special education, behavior management, literacy
for pupils with disabilities, and using technology with pupils with disabilities. *interests include teacher education, effective teaching research
in special education, and educational technology. Need help making a functional behavioral assessment? Visit TeAch-nology.com's
Functional Behavioral Assessment Generator at: http://www.teach-nology.com/web_tools/materials/fba/
ADDRESSING SKILL DEFICITS An assessment might indicate the student has a skill deficit, and does
not know how to perform desired skills. The functional behavioral assessment may show that, although ineffective, the child
may engage in the inappropriate behavior to escape or avoid a situation: (1) for which he or she lacks the appropriate skills; or (2) because she or he lacks appropriate, alternative skills and truly
believes this behavior is effective in getting what he or she wants or needs. For example, a child may engage in physically violent behavior
because he or she believes violence is necessary to efficiently end the confrontational situation, and may believe that these
behaviors will effectively accomplish his or her goals. However, when taught to use appropriate problem-solving techniques,
the student will be more likely to approach potentially volatile situations in a nonviolent manner. If this is the case, the
intervention may address that deficit by including, within the larger plan, a description of how to teach the problem-solving
skills needed to support the child. If the student does not know what the behavioral expectations
are, the plan can be formulated to teach expectations, and would include the supports, aids, strategies, and modifications
necessary to accomplish this instruction, with expectations explained in concrete terms. For example, if the expectation is
"to listen to lectures," the intervention plan might include the following: Goal: During classroom lectures, Jim will make only relevant
comments and ask only relevant questions in 80 percent of the opportunities. Objectives: Given a 50 minute, large group (i.e., more than 20
students) classroom lecture, Jim will ask one appropriate question and make two relevant comments on each of 3 consecutive
school days. Activities to accomplish the goal and objectives: -The teacher will model
examples and non-examples of situations when listening is important and assist Jim in identifying the components of active
listening (e.g., hands and feet still, eyes facing the speaker, quiet lips, think about what is being said and determine if
you need more information, think about how the information makes you feel, and if necessary, make a comment or ask a question); -Jim will list the situations in which active listening skills are important
and will describe the necessary behaviors in each of those situations; -Jim will participate in "role-plays" of situations in which active listening skills are necessary; -Jim
will practice active listening in each of the situations listed above - and will report the results to his teacher, counselor,
or parent; -Jim will monitor the opportunity and degree to which he actively listens during lectures and will reinforce himself
(e.g., "I did a great job!"); and -Jim
will identify and use active listening skills in situations other than class lectures. If
the student does not realize that he or she is engaging in the behavior, (i.e., the student is reacting out of habit), the
team may devise a plan to cue the child when she or he is so engaged. Such a cue could be private and understood only by the
teacher and the student. If Mariah, for instance, impulsively talks out during Ms. Baders
class discussions, Ms. Bader and Mariah may agree that Ms. Bader will look directly at Mariah and slightly move her right
hand in an upward motion to remind Mariah to raise her hand. If Mariah does raise her hand, Ms. Bader agrees to call on her. Sometimes, for biological or other reasons, a student is unable
to control his or her behavior without supports. If the IEP team believes the student needs medical services for diagnostic
and evaluation purposes an appropriate referral can be made. Should the student not know how to perform the expected behaviors,
the intervention plan could include modifications and supports to teach the child the needed skills. Such instruction may
require teaching academic skills as well as behavioral and cognitive skills, and may require a team member to do a task analysis
(i.e., break down a skill into its component parts) of the individual behaviors that make up the skill. For example, if the
skill is to "think through and solve social problems," the individual skills may include: The behavior intervention plan, in the previous case, would include
methods to teach the necessary skills to the child, and would provide the supports necessary to accomplish such plans. Methods
may include the following components: A technique known as curricular integration is useful in teaching skills
to students, as the technique integrates positive strategies for modifying problem behavior into the existing classroom curriculum,
and is based upon the premise that a skill is more likely to be learned when taught in the context in which it is used. Teachers
who incorporate behavioral interventions into daily instruction generally state that this technique has proven to be particularly
effective for teaching replacement behaviors. * * * * * * * * ADDRESSING PERFORMANCE DEFICITS If the functional behavioral assessment reveals that the student
knows the skills necessary to perform the behavior, but does not consistently use them, the intervention plan may include
techniques, strategies, and supports designed to increase motivation to perform the skills. If the assessment reveals that the student is engaging in the
problem behavior because it is more desirable (or reinforcing) than the alternative, appropriate behavior, the intervention
plan could include techniques for making the appropriate behavior more desirable. For instance, if the student makes rude
comments in class in order to make her peers laugh, the plan might include strategies for rewarding appropriate comments as
well as teaching the student appropriate ways to gain peer attention. Behavioral contracts or token economies and other interventions
that include peer and family support may be necessary in order to change the behavior. Sometimes a child does not perform the behavior simply because
he or she sees no value in it. While the relevance of much of what we expect students to learn in school is apparent to most
children, sometimes (especially with older children) it is not. For example, if Sheran wants to be a hairdresser when she
graduates, she may not see any value in learning about the Battle of Waterloo. Therefore, the intervention plan may include
strategies to increase her motivation, such as demonstrating to Sheran that she must pass History in order to graduate and
be accepted into the beauty school program at the local community college. Another technique for working with students who lack intrinsic motivators
is to provide extrinsic motivators. If the student cannot see any intrinsic value in performing the expected behaviors, it
may be necessary to, at least initially, reinforce the behaviors with some type of extrinsic reward, such as food, activities,
toys, tokens, or free time. Of course, extrinsic rewards should gradually be replaced with more "naturally occurring" rewards,
such as good grades, approval from others, or the sheer pleasure that comes from success. This process of fading out, or gradually
replacing extrinsic rewards with more natural or intrinsic rewards, may be facilitated by pairing the extrinsic reward with
an intrinsic reward. For example, when rewarding David with popcorn for completing his homework, the paraprofessional could
say, David, you have completed all of your homework this week, and your class participation has increased because you are
better prepared. You must be very proud of yourself for the hard work you have done. In this way, David should eventually
become intrinsically rewarded by a sense of pride in completing all of his assignments. * * * * * * * *
III. John has been seen kicking, hitting, and pinching others. When
angry or frustrated, he vocalizes very loudly and doesn't seem to know the appropriate words/signs to use to express his feelings.
He is compliant with signed prompts to stop the behavior, not always needing direct comments.
IV. A. Annual Goal: John will exercise increased self-control, increasing
appropriate verbal and physical behaviors with fading prompts/models.
B. Short-Term Objectives: Behavior - Lack of Self Control - Flight Risk
III. John can remain in his assigned area with verbal prompts and
close physical proximity of an adult. John has improved from fleeing from a small group. However, recently, John has had an
episode of leaving the school campus. He has difficulty staying in an assigned area without prompts and direct supervision.
In the classroom, he does not stay at the assigned area during work time without getting out of his seat and running. He needs
continual prompts (about 10 - 15 in a 30 minute session) to do his work or sit correctly in his seat.
IV. A. Annual Goal: B. Short-Term Objectives: 2. Given an activity outside the classroom, John will evidence self-control
by remaining in his assigned area on school grounds. Language - Reading Skills
III. John is able to use new vocabulary learned from stories. John
is not able to read or follow survival-reading words with or without prompts. He is able to read 5/82 preprimary words in
the Brigance Diagnostic Inventory. John is reading preprimer books with minimal assistance.
IV. A. Annual Goal: John will read preprimary and survival sight words.
B. Short Term Objectives: Language - Spelling Skills
III. John can write all upper and lower case letters on request. He
can copy words. He can spell one of three vocabulary words per story. He cannot spell two of three vocabulary words per story.
John is unable to fingerspell a word on command.
IV. A. Annual Goal: B. Short Term Objectives: Language - Reading Comprehension
III. John can recall new vocabulary learned from stories. He is not
able to consistently identify the beginning, middle and end of a story using pictures. He is not able to consistently predict
what happens next in a story using pictures.
IV. A. Annual Goal: Language - Expressive - Grammar
III. John can write all upper and lower case letters. He is able to
copy single words and write some from memory. He is able to copy a sentence using the initial capitalization and ending punctuation.
He is not consistent in selecting sentences with correct capitalization and punctuation. He does not use capitals for people's
names.
IV. A. Annual Goal B. Short-Term Objectives: Language - Dictionary Skills
III. John can match pictures to words. He can copy words. He can sign
the word. He cannot alphabetize words or look up definitions.
IV. A. Annual Goal: B. Short-Term Goals: Social Skills
III. John is able to respond to "yes/no" and other simple questions
"How are you?" and "How old are you?" and "Who is your teacher?" He still has inconsistent eye contact with the person speaking,
and does participate in turn taking activities with minimal assistance.
IV. A. Annual Goal B. Short-Term Objectives Math --Sequencing/Measurement
III. John is able to identify the season and weather. He can sign
the name and match the correct value of a penny and nickel. He is not currently able to match the value of a dime and quarter.
He can tell time to the hour, but not to the half hour. He can read and sequence the days of the week and the months of the
year.
IV. A. Annual Goal John will exhibit skills in using sequencing and
measurement. B. Short-Term Objectives Math - Computing Skills
III. John can count to 100 with visual prompts and can count to 30
without visual prompts. He is able to skip count by 10's, but cannot consistently skip count by 5's. He can read and sequence
number words one through ten, but cannot consistently sequence number words eleven through twenty. John is able to add very
simple problems using manipulatives. He cannot add addition problems with sums up to 15 with or without manipulatives.
IV. A. Annual Goal B. Short Term Goals Test Prep -- All Subjects
John is able to answer direct questions when they are signed and spoken
to him. John is not able to answer written questions.
IV. A. Annual Goal: B. Short-Term Objectives: Adaptive Equipment --FM system/hearing aids
III. John currently uses an FM system with bilateral BTE hearing aids.
He can localize sounds with the FM microphone off (hearing aids set on B). He can respond to questions, from across a busy
classroom, with the FM microphone turned on (hearing aids set on B). He becomes frustrated with continued FM use, when it
is left on, but not used for specific communication with him. He then blocks out the sound as "white noise." When the BTE
receivers are set on F, he will not hear any sounds with the microphone off. With the BTE receivers set on M, he will not
hear any sounds through the FM microphone.
IV. A. Annual Goal: B. Short-Term Objectives: Additional OT goal:
OT goal - Sensory Integration - Classroom Strategies
III. John demonstrates significant sensory integrative dysfunction.
He demonstrates difficulties with organization, modulation and interpretation of sensory input necessary for adaptive emotional,
behavioral, and motor functioning. John is constantly seeking out movement and heavy input to his muscles; to help him focus
and organize himself. John's convergence palsy and disorder of accommodation affect his eye hand coordination and make near/far
visual tracking extremely difficult.
IV. Annual Goal: B. Short-Term Objectives:
1. John will work at his own desk (with assistance as needed), remaining
seated in his chair using a Move-N-Sit, for 10 minutes. Additional Speech Goal IV.A. Annual Goal:
John will self-initiate requests.
B. Short-Term Objectives:
1. John will sign/say his request for something he wants, and has
visual access to, when prompted, 90% of the time. * * * * * * * *
Sample IEP for child with Autism/PDD
Special Education and Related Services: More IEP Suggestions Just some more ideas on goals etc.... Overall Goal: All goals and targets will be generalized
to all environments. Each goal and target shall not be considered met until has demonstrated the skill in multiple environments.
When a skill is acquired using one material, it will be generalized to multiple non-identical similar materials * * * * * * * * ************************************ STRATEGIES FOR TEACHING STUDENTS WITH AUTISTIC SPECTRUM DISORDERS Schedule Examples: 1. what work? Workstation setups: Work systems can be incorporated into the regular class activities. Work task samples: D. Consider location, distractions, & boundaries Room arrangement example: E. Behavior is communication. Communication suggestions: ************************************
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You know your child best! Parents' perspectives and intimate knowledge of their child are critical when writing an Individualized Education Program (IEP). Use of this form will help you prepare for your child's IEP meeting. INSIDE: About Inclusion... Changing the IEP meeting to change the outcomes... What are your child's strengths? What are your child's needs? What goal's do you have for your child's education this year? What related services does your child need? What modifications and adaptations does your child need to be successful in school this year? What is the most appropriate placement for your child this scholl year? Prepared by Kathy Snow (with lots of help from others) 250 Sunnywood Lane, Woodland Park, CO 80863-9434 719-687-8194, Fax 719-687-8114, e-mail: KSSnow@aol.com You may copy and distribute this report in its entirety Revised 8/97 INSTRUCTIONS FOR USING THIS REPORT Before filling out this report, make several copies of it. Keep a couple for yourself, as working copies. Give
other copies to husband/wife, brothers and sisters, friends who knows your child well, and any other people who can positively
contribute personal knowledge of your child (Sunday school teacher, babysitter, relatives, and other friends - both adult
and children You'll be surprised at the different perspectives others have of your child. These all combine to create a more
complete picture of who your child really is! Have others complete the forms and return to you. Then, compile all the information
into one report you take with you to your child's lEP meeting. Don't forget to involve your child in this process! If possible, discuss all parts of this form with him/her
and have them contribute to it in anyway he/she can. Remember, it's the child's education, the child's life! Think of this form like you would a grocery list! Post it on your refrigerator door and add things to it when
you think about it! Don't wait until the night before the meeting to fill this out. Compile all the reports written by your family and friends into one "final report." Make copies of this final
report and give to all the members of the staffing team, before the meeting. If that's not feasible, give them copies at the
meeting and refer to it often during the meeting. Consider asking the staffing team coordinator to attach your report to the
final, official staffing report. Your input on this IEP report is as valuable as the information from any professional report
about your child! About Inclusion... What is inclusion? Inclusion is children with disabilities attending the school they would attend if they didn't
have a disability, in general education, age-appropriate classrooms, with supports for the teacher(s) and the student, where
all children are active participants in both academic and extra-curricular activities. ln planning for your child's education, don't talk to educators about inclusion for your child UNLESS your
child is already attending a truly inclusive school! For too many educators, the word "inclusion" is loaded with negative
connotations (too expensive, not done at this school, your child's not ready, etc., etc., etc.). Instead, WRITE inclusion
into the IEP. In the following pages, write your child's needs in a way that they can only be met in an inclusive setting!
Write the goals so that they can only be met in an inclusive setting. Remember, too, that children with disabilities should not have aides; teachers should have aides. When children
have aides, it's just as if you (the parent) were going to school with your child every day! If your child has an aide in
a general ed classroom: the classroom teacher usually will not take responsibility for your child; your child becomes the responsibility
of the aide, (a) your child will have a difficult time making friends, because the children
don't want to play with an adult around all the time; no one else - students or teachers - will learn what your child needs, what he/she can do, or how to educate
him/her. When the teacher has an aide, the teacher directs the aide on when, how, what to help the student with. The
aide should be as invisible as possible. Have other children help your child as much as they can; this is only natural. There
are many ways children can help. Also, there should be many times when the teacher is directly working with your child and
the aide is working with others in the class. When a teacher has an aide, instead of a student, the two educators can co-teach,
break the class into groups to teach, etc. Most teachers love the idea of the aide being theirs instead of a student's! Changing the meeting to change the outcomes. Before the Meeting Work to repair any deterioration in your relationships with people who will be at the meeting. Put aside your
ego; remember what this is all about: your child's future. Your job is to be in partnership with educators; not to fight with
them. Educate them! Resist the temptation to "get even," don't take things personally restrain yourself and maintain your
equilibrium and dignity! Take a teacher to lunch! Have informal (on the telephone, if necessary) pre-IEP meetings with everyone involved. Get a feel for what
they'll be saying at the meeting. "Fore warned is fore armed." Ask for any copies of their reports ahead of time. Don't go
to the meeting not knowing what's going to happen! Develop relationships with other parents who are viewed as "leaders" in your school: PTA/PTO folks, committee
members, active volunteers, etc. Cultivate them and educate them about you, your family, inclusion, etc. Make allies of them.
Surround yourself with friends and family and "role play" what you think will happen at the meeting. We seem
to always be caught off-guard, not having the proper response when someone says something we feel is inappropriate, cruel,
wrong, etc. Practice for these times; come up with "responses" that you can pull up when needed. Be prepared!!! Complete this report and give copies of it to everyone ahead of time. This "final" report will be a compilation
of all the reports you've distributed to others. Plan the Meeting Move the meeting from the traditional school site to a more neutral setting: your home (yes, your home!); the
school library, cafeteria, or your child's classroom; or (b) another community setting that's agreeable to all. Most educators don't like these meetings any more than parents
do. So make it different: make it as pleasant as possible. Have refreshments! You bring them or ask others to bring some!
Make it festive! Wherever you have the meeting, don't sit around a table. It's a barrier you don't need. Sit in a circle. Change
the dynamics for a different outcome. Sit next to the most powerful person there. At the Meeting You run the meeting! Ahead of time, tell the person who sets up the meeting that you'd like to open the meeting.
Welcome everyone to the meeting, thank them for coming, tell them you're excited about working with all of
them as a wonderful team to help your child, etc., etc., etc., and pass out refreshments. Ask everyone to please put
on a name tag with first names only (get rid of the titles). You bring the name tags and markers. Tell everyone that you'd like to start the meeting by having each of them say something wonderful (positive,
good, whatever term you want to use) about your child. This will take them by surprise, so tell them they can pass if they
need time to think about it; you'll come back to them when they're ready. Pass out your summary report (this form or some variation of it) and give a brief synopsis of what you see
for your child's long-term future. Let this be the driving force behind everything that happens at the meeting. Think big,
think long-term! Have one or two people with you who aren't KNOWN as disability advocates (the previously mentioned parent leaders).
Their support will help influence decisions made at the meeting; their presence gives you credibility. Your supporters should
not sit next to you, but should sit in between the educators. Be prepared to compromise. ALWAYS have one or more things that you'll "give up." This makes you appear "reasonable"
which, in turn, makes educators more willing to be reasonable. Go in to the meeting knowing that you'll be satisfied if the outcome is "what you can live with." This is the
basis of consensus building: it's not that everyone gets everything they want, it's that everyone "can live with" the decisions/arrangements
agreed upon. Getting What Your Child Needs at the Meeting Be positive. Try not to talk about the past and what the school has/hasn't done. Let go of the past and stay
focused on the future. Always start with a clean slate. If your opinions are ignored or dismissed, be a broken record. DON'T argue their points; that gets you off
your points! Keep repeating, without escalating your words or tone of voice, what you believe about your child's strengths,
needs, etc. DON'T get suckered in to any argument, whether it's about you, your child, the school, etc. You're not there
to argue; you're there to educate! Be prepared to compromise in
the short-run to ensure long-term success. Lay your cards on the table about what you can "give up" and what you can't. (c) Finally, and Perhaps, Most Importantly About 90% of what goes on at lEP meetings has little or nothing to do with you or your child!!!! This has been
verified by many teachers! The dynamics and outcomes of IEP meetings have less to do with you and/or your child than they
do with the nature of the people attending and the positions/places they represent. l have witnessed, and have been told by
educators, that what happens at an IEP meeting has to do mostly with the relationships between the other people attending!
Parents do not know, and usually never will know, about the internal politics and goings-on within our schools.
Contrary to our feelings, all the folks from the school who attend IEP meetings are not "on the same side" nor are they of
one mind! Within every school are principals who don't like a certain teacher and vice-versa; classroom teachers who don't
like special educators and vice-versa; long-term relationships between staff members that ebb and flow; personal differences
and life experiences between all staff members; and more. Often, what happens at lEP meetings are skirmishes between educators that we, and our children, just happen
to get caught in the middle of! You may know about a certain educator who agrees with you, but then at the meeting, this person
appears to be against you! What happened? Somewhere along the line, this person was told to keep quiet by a superior. This
is just one of many examples of what can/does happen. What can you do about it? You can keep this in the back of your mind and use this knowledge to your benefit.
Learn all you can about the individuals who are coming to the meeting and their relationships with others. Explore what you
can do to help build bridges between them and/or exploit the dynamics for your child's benefit. This is why you should not take personally what goes on at the meeting and why you must know that it's NOT
you against them. The meeting is truly not only about you/your child. Educators are often fighting as much with each other
as they are with you. Use this to your advantage! After the Meeting Write thank you notes to everyone who attended... especially to the ones you like the least. YOU make the effort
to keep the lines of communication open. How can anyone ever treat you with disrespect when you always respect them? Continue to build positive relationships with educators at school. Go the extra mile - isn't your kid worth
it? Always remember that's what it's all about; not you and your feelings and your ego, but about your child's future. Remember that we cannot change others. We can only change ourselves. But when we change the way we are/behave/act,
others will change, as well. Keep your dignity, maintain your composure, and hold your head high! (d) We have the law on our side, with our due process rights. However, if you decide to sue, plan to move. If someone
sued me, I'd do what I HAD to do because of what the law said, but I sure wouldn't care anything about doing more than that
and I surely wouldn't want to be nice to them. Would you? If you plan on living in your community for a long time, build relationships,
don't tear them down. Your child's future depends on your actions today! Planning Notes (e) IEP Planning Report Student: __________________________ Age: __________ Address:_________________________________________ _________________________________________________ Telephone: _______________________________________ Parent(s):________________________________________ Date:__________________________________ o o o o o o The following five areas will be considered in the lEP process, per lDEA: physical abilities communication abilities thinking (cognitive) abilities social and emotional behavior developmental or educational growth and any other areas specific to the child 1 STRENGTHS ___________________________________________________ The IEP meeting should always start on a positive note - discussing your child's strengths. Staffing teams
sometimes refer to this as "Current Level of Functioning" or "Current Level of Achievement." In any case, your opinions of
your child's strengths are important. In order for a child to be appropriately served by Special Education Services, each child must be viewed as
a "whole child," with gifts, talents, and abilities. Focus on the positive, not simply the negative (deficits). A child's
strengths should be a part of any IEP and these strengths should be drawn upon when developing goals and objectives. Strengths should be identified
in all five areas described an page 1. In addition, strengths should not be limited to only academics and/or physical abilities.
They can, and should, include interests, skills, hobbies, personal traits, etc. Examples: Matt is great at basketball. Dylan is trying really hard to talk. Benjamin knows how to use the computer. Emily likes to play board games with other girls. Nicole can read 4th grade textbooks. List strengths for (child's name). Always start each strength with the child's name! __________________________________________________________________________________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ (Add additional pages, as necessary.) 2 NEEDS Special Education Services are based on a child's strengths and needs. These needs must be explored for all five of the areas listed on page 3. Needs must be very specific and written in plain English! When thinking of your child's needs, don't be limited by what you think may or may not be available
at the school. It's called an IEP because a program must be individualized to each student. The program designed
must "fit" the child; the child is not supposed to "fit" into the existing school program! What does a student need in order to benefit from special education services? Needs should be detailed, comprehensive, and, again, represent all five of the areas previously
outlined on page 1. Examples: Benjamin needs to learn to move around the classroom and the school building independently in his
wheelchair. Dylan needs to learn communication skills using a picture board (communication device) to help him talk. Emily needs to learn how to read. Matt needs to be able to model typical peer behavior. Nicole needs to learn typical 4th grade science. List needs for (child's name). Start each need with the child's name! (Add additional pages, as necessary.) List needs for (child's name). Start each strength with the child's name! _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ (Add additional pages, as necessary.) 3 ANNUAL GOALS Where do you want your child
to be one year from now? What are your family's dreams and goals? What's important for your child to learn or to do, from
the perspectives of the child, the parents, and the family? Goals should not be written on the basis of what grade the child is in, what school the child is in, or any
other factor. Goals should be individualized to the child and should have a strong correlation to the needs stated. Goals
should be written in plain English, easily understandable to anyone who reads them. Remember that goals should be activities
the child can accomplish. They should not be isolated behaviors or skills. Reference the "Writing Goals" information on the
next page. Goals also need to address all five areas listed on page 1. Examples: Benjamin will move around his homeroom, go to and from art, music, PE, lunch, and recess in his wheelchair
daily, without assistance from an adult. Dylan will use picture-symbols to make choices: about his lunch selection, his free-choice activities in class,
and about what games to play at recess. Emily will read an "Easy Reader" book of her choice and describe what the book is about after reading it. Matt will tell his friends and teachers when he's angry, upset, or needs help, with words instead of gestures.
Nicole will perform 4th grade science experiments with help from her peers. List goals for (child's name). Start each strength with the child's name! _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ (Add additional pages, as necessary.) 4 Writing IEP Goals From the Schools Project, Specialized Training Program, University of Oregon. A goal is an activity. Ben will go to the library with the third graders twice a week with a support person in
the room. Valerie will work in the school office three times a week doing sorting, collating, and filing.
The goal is not an activity if it designates performance of isolated skills or behaviors. The following are not appropriate goals: Sue will read at a 3.5 grade level. Bill will learn the value of coins. o o o o o o o A goal describes change in the student's competence. Phil will prepare three different uncooked snacks following picture recipe cards without any
help in home economics twice a week. A goal does not describe a student's competence if it describes staff behavior rather than student behavior. The following are not appropriate goals: Monica will maintain adequate dental hygiene. Dianne will have more opportunities to be integrated. IEP goals should describe answers to these three questions: 1. How will the student's competence change as a result of instruction? 2. When, where, or with whom will the student do the activity? 3. What kind of help or support will the student need? Make sure the goals include the following critical features: 1. The goal is an activity. 2. The goal says what the student will do. 3. The goal describes the natural conditions under which the student will do the activity.
5 SHORT TERM OBJECTIVES How will a child achieve his/her
annual goals? Through short term objectives. These are the "steps" a child will use in reaching the goals. Most goals will
have more than one short term objective and the objectives usually build on one another. Once the child has mastered the first
objective, he/she moves on to the next, until the goal has been achieved. Short term objectives must be measurable. How will they be measured? By teacher anecdotal notes, teacher observation,
parent observation, testing, etc.? Short term objectives need to have timelines that are met. Parents play an important role
in meeting with school personnel to monitor the timelines and the progress. Objectives should be written in plain English.
Refer to the "Writing Short Term Objectives" information on the following page. Here's one example: Annual Goal - Benjamin will move around his homeroom, go to and from art, music, PE, lunch, and recess in his
wheelchair, daily, without assistance from an adult. Short Term Objectives Benjamin will take his papers from his desk to his teacher's desk using his wheelchair; measured by teacher
observation; by October 1st. Benjamin will go with his peers, from his homeroom to the art room and back, using his wheelchair; measured
by teacher observation; by November 1st. (These objectives would continue in increments until the goal is met.) List annual goals for (child's name). Then list appropriate objectives Annual Goal ________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ Short term Objectives________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ (Add additional pages, as necessary.) 6 Writing Short Term Objectives From the Schools Project, Specialized Training
Program, University of Oregon. Short term objectives need to answer the following questions: What are the specific conditions under which the student will perform the skill? How will the student know
to perform the skill? When or what will prompt the student in naturally occurring situations to perform the skill? What are the specific behaviors the student will perform? How will you measure the student's performance in order to know that she has learned the skill? Short term objectives should satisfy these critical features: The objectives are driven by the IEP goal. The objectives are observable and measurable and easily understood by everyone. The objectives result in ordinary and individually meaningful outcomes. Double check objectives by asking: Is the objective related to the IEP goal? Is the objective clear, concise, easily understood, and written in everyday language? The objectives represent a broad range of skills that can be taught within the context of the activity, rather
than simply being a task analysis of the activity goal? Do all of the objectives say clearly what the student, not the teacher, will do? the objectives support the student's positive image and involvement with peers who do not have disabilities?
7 RELATED SERVICES Related Services can include therapy services (physical, occupational, vision, hearing, speech/language, etc.),
transportation, counseling services, assistive technology, interpreters, and more. There is no set formula for the delivery of Related Services; the formula should be individualized to the child's
needs and goals. Related Services are whatever the staffing team decides the child needs to be successful. Related Services
delivery should not be decided by "what the school typically offers," e.g. physical therapy one time a week for 30 minutes.
Related Services need to be relevant to the student and his/her academic day. "Pull-out" isolated therapies are no longer
considered useful techniques, because too often, the child can't "generalize" skills learned in isolation into the entire
academic day. Occupational therapy, for example, might be hand- writing or keyboarding skills taught within the realm of language
arts in the classroom. Physical therapy, for example, might be provided during regular ed PE and/or recess, as opposed to
isolated, one-on-one therapy in a separate room. Parents need to understand that assistive technology has been part of the lndividuals with Disabilities Education
Act since 1990. Assistive technology can be defined as any device that enhances a person's independence. Computers, communication
devices, wheelchairs, etc., are just a few examples of assistive devices. There is no official published list of "approved"
assistive technology devices. Again, if a need is expressed and the staffing team agrees, the assistive technology should
be provided. In addition, if necessary, the device(s) may be provided to the child to take home daily, on weekend/holidays,
and over summer vacation if the device needs to be used at those times to continue to enhance learning/independence. What are some Related Services your child might need? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ (Add additional pages, as necessary.) 8 CHARACTERISTICS OF SERVICE Who will provide services,
instruction, modifications, adaptations? A therapist, classroom teacher, special ed teacher, teacher's aide? What will they be? Therapy? Curriculum modifications? Physical adaptations to a classroom?
A modified desk? Adaptive PE? A communication device? A computer? When will they be delivered? How often and for how long? Where will the delivery of services or modifications take place? In the regular classroom,
the special ed room, in Music, Art, PE, recess, or at lunch? How will services or modifications be delivered? These are all questions that must be addressed in the IEP, written in plain English. Here are some
examples: The school will provide cooperative learning groups to enable Matt to learn teamwork
and model appropriate behavior. The school will provide physical therapy two times each week when Benjamin is in general
PE class. The school will ensure that Nicole's science lessons are modified for her reading level. The school will provide picture/symbol cards for Dylan to use in all areas of his school day
(academics, lunch, recess, PE, music, art). The school will provide a computer for Benjamin to do his writing work with. The school will provide a teacher's aide to assist Dylan with toileting. What are some services, modifications, adaptations your child will need? _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ __________________________________________________________________________________________________________________________________________________ (Add additional pages, as necessary.) 9 PLACEMENT Placement should be the very
last thing decided at an IEP meeting. Only after a child's strengths, needs, goals, related services, and characteristics
of service have been discussed can the determination of placement be made. Placement should not be discussed at the beginning of an IEP meeting, nor should the decision on placement
be made by school personnel alone. Placement is a decision made by the staffing team, which includes the parent(s) of the
child. The following paragraphs from the law have been interpreted to mean that every child with a disability should
start out in his/her neighborhood school, in a general education, age-appropriate classroom, with supplementary aids and services.
Only if the child cannot succeed/learn should the child be removed from that environment to a more restrictive one. Unfortunately, many schools have reversed this policy, starting children with disabilities in segregated, restrictive
environments and allowing them to be educated in least restrictive environments when (a) the child "earns" his/her way out
of the special ed environment and/or (b) when the school feels it has the resources to include children in the general school
environment. The Individuals with Disabilities Act is very clear on placement: "To the maximum extent appropriate, children with disabilities are educated with children who don't have disabilities.
Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment
occurs only when the nature or severity of the disability is such that education in the regular classes with the use of supplementary
aids and services cannot be achieved satisfactorily." Regulation 300.500 (Italics added.) ... AND... "Unless the child's individualized
education program requires some other arrangement, the child is educated in the school which he or she would attend if he/she
didn't have a disability; and in selecting the least restrictive environment, consideration is given to any potential harmful
effect on the child or on the quality of services which he or she needs." Regulation 300.522 (c) and (d) (Italics added.)
UNDERSTAND THE LAW - YOURSELF - AND HELP OTHERS TO UNDERSTAND THAT: SPECIAL EDUCATION IS NOT A PLACE! SPECIAL EDUCATION IS SUPPORTS AND SERVICES BROUGHT TO THE CHILD! 10 Writing Individualized Education Programs (IEPs) For Success - Part II Barbara D. Bateman, Ph.D., J.D. Due to the length, this paper is presented in three parts: Part I Part II (this part) Part III DEVELOPING THE IEP The proper team has assembled, the student's photo is prominently placed, the calming herbal tea has been served,
the tape recorder is on and the newsprint is on the easel. It is time to begin developing the IEP. A three-step IEP development
process is strongly recommended: (a) List the student's unique characteristics or needs that require individualization (and
which entitle the student to individualized services); (b) Determine and specify the district-provided services and modifications
that will appropriately address each need; and (c) Write the goals and objectives that will be accomplished by the student
if the services and modifications are appropriate and effective. An IEP "Non-Form" consisting solely of a blank piece of paper oriented horizontally can accommodate this process
far better than existing forms. Divide the paper into thirds and label the three columns something like: (1) Student's Needs;
(2) Services; and (3) Evaluation of Services. Other headings that work well are (a) Individualize because.....; (b) What the
district will do; (c) How we'll know it is working. The Student's Unique Characteristics or Needs First, the IEP team must determine the student's unique characteristics or needs to which the special services
will be directed. One helpful way to learn to think in terms of these essential characteristics is to imagine that you are
describing the student to a volunteer who has never met the student and is going to take him or her camping for a week. The
IEP is required to address only the portions or aspects of the student's education that needs to be individualized. The student
should be visible in the IEP. Too many IEPs reveal only the academic program available in the resource room and show nothing
whatsoever about the student. The primary focus of the IEP is going to be the specification of services. This initial step
is to determine what is necessitating the services. If we complete the statement, "We are individualizing Johnny's program because "_______" those "because" are
his unique needs. The "because" may be such things as: (a) he is reading several years behind where he should be; (b) he is
unable to organize his assignments, homework; or (c) his attention is too easily distracted away from work, etc. These are
the exact needs to be addressed in the next column. When a legal dispute arises about a student's program, a common concern is whether the services provided addressed
all the student's special needs. Those special needs are what must be specified in this first stage of IEP development. It
is difficult to imagine how one could either attack or defend the services offered to meet unique needs unless those needs
had been specified. In addition to the real world knowledge the IEP team members have about the student's characteristics/needs,
it may be helpful to consult any current evaluations. This is particularly important for the first IEP which immediately follows
the evaluation which found the student to be IDEA eligible. Some evaluations fail to address a student's special needs; others
can be very helpful. Characteristics or needs will often "cluster." The team may well decide in the next stage that one service
will address more than one characteristic or need. However, at this point it is important to just "brainstorm" and list all
the unique characteristics that require individualized attention. Sometimes the natural flow seems to be to work "across"
the IEP Non-Form, i.e., when a characteristic has been identified, to then decide what service or accommodation will address
it and finally determine the goals and objectives for that service that will indicate its appropriateness. Other times it
may be better to list all the characteristics first, then move to services and then to goals. Either way, or a combination,
is perfectly OK. Examples of characteristics (not all from the same student) in both academic and social-emotional-behavioral
areas follow. Remember that for each, the next inquiry will be, "What will the district do about this?" Some examples of unique
characteristics or needs in academic areas are: (a) Handwriting that is slow, labored, "drawn," nearly illegible due to improper size and spacing of letters
and words; (b) Lacks understanding of place value and regrouping in both addition and subtraction; (c) Attributes literal, concrete meaning to everything he hears and reads; doesn't get jokes or slang; (d) Understands spoken language, decodes words accurately, but does not comprehend material read independently;
oral reading reveals severe lack of expression and no attention to punctuation; (e) Works very slowly, becomes upset if he makes a mistake, quits and refuses to continue if paper is "messy",
(f) Answers before thinking, both in oral and written work; work is impulsive; many "careless" errors; and
(g) Gets arithmetic problems `"messed up" and copies them incorrectly off board and out of book. Lines up problems
incorrectly and also lines up answers wrong in multiplication and division. The law requires that the Present Level of Performance (PLOP) in these areas of need be indicated in a way
that is readily understandable and is precise enough to allow us to measure progress. The PLOP can appear either as an elaboration
of the characteristic or need or as the chronological beginning point in a succession of PLOP, behavioral objectives, and
annual goal. The PLOP is now, the objectives are short-term goals, and the goal is where the student is headed by the end
of a year. If the PLOP is treated as a quantification of the characteristic or need, then a PLOP for the slow, barely
legible handwriting in example (a) above might be "copies 5 words per minute with 1 or 2 of the words illegible." Some characteristics or needs are sufficiently descriptive as they are and need no quantification, e.g., lacks
understanding of place value and regrouping. To say that the student performs zero regrouping problem; correctly adds little
to the description. Sometimes a present level of performance can be best described by a work sample. A picture can speak very loudly,
as in a timed handwriting sample which could be attached to the IEP as a PLOP. Such a sample can reveal both quality (content)
of written expression as well as mechanics of handwriting. Some examples of unique characteristics or needs in social-emotional- behavioral areas would be : (a) Shy; no friends; never volunteers in class; never initiates social contact with other children; (b) Bully; doesn't know how to play with other children; physically aggressive with smaller children; (c) Over-reacts and has temper outbursts; is noncompliant; pouts and whines; is sullen and negative when suggestions
are made; and (d) Short attention span; easily distracted by sounds. These characteristics would be treated just the same as academic needs. A PLOP would be added if necessary
and then the team would ask what the district will do about the bullying or the shyness or short attention span. The Special Education, Related Services and Modifications - the District Will "Do's" The second inquiry the team should make is, "How will the district respond to each of the student's needs?
What will we do about Joe's need for help in making friends? What will we do about Toni's tendency to work rapidly and carelessly?
What will we do about Manuel's anger problem?" The special education, related services or modifications the district will
provide can be conveniently thought of as the "district do's." The "do's" are listed in the middle column of the Non-Form.
They may be as creative, flexible, innovative, and often inexpensive as the team's brainstorming and combined wisdom allow.
This listing of services becomes the "Special Education and Related Services" which the law requires be on the IEP and which
is too often omitted or simply perverted into a mere check mark or a percentage of time in special education. The amount of
related services such as speech therapy or physical therapy that is needed must be shown, along with the date the service
is to begin and the anticipated duration of the service. One of the interesting issues about services is the question of whether methodology need be specified. If,
for example, the service is remedial reading, must the method be spelled out? In general the answer is "no". In 1977, when
the IDEA rules were first proposed, they would have mandated that methodology and instructional materials were to be included
in IEPs. However, when the rules became final that requirement had been dropped, In the meantime, some states and districts
had moved quickly and already had forms that included methods and materials. It is not unusual to find those forms still in
use. One disadvantage of including method is that so doing means an IEP meeting would have to be called to change the method.
If method isn't on the IEP it can be changed unilaterally as the teacher sees fit. Methodology becomes a source of conflict when parents are convinced their child will receive benefit from a
particular method and will not benefit from the method the district wants to use. The most frequently sought methods are a
particular method of communication for students who are deaf and direct instruction and/or phonics based reading programs
for students who are learning disabled. Almost all courts agree that schools may usually select the method. However, in rare
cases parents have been able to show that a particular method is necessary to allow the IEP to be "reasonably calculated"
to allow benefit, e.g., Hawaii Dept. of Education v. Tara H., Civ. No. 86-1161, (D.HI 1987). It is extremely important to
note, as no court has yet done, that when the U.S. Supreme Court said methodology should be left to the state (school) it
said so in the context of presuming the school had expertise in all relevant, effective methods Board of Ed. v. Rowley, 102
S.Ct. 3034, (1982). This is not usually the case. A common and interesting question related to these "District Do" services relates to in-service training for
teachers. Rob, e.g., has Tourette's Syndrome and needs a teacher who is knowledgeable about how his involuntary vocalizations
are affected by stress. The agreed upon service to be provided by the district is inservice training by the local physician
for all the school staff. Does that "district do" belong on Rob's IEP? Yes, it does. It is a service to meet his unique need.
One concern is that such a service doesn't lend itself directly to a goal formulated in terms of Rob's behavior. This concern
is easily addressed by looking to what we hope to see in Rob's behavior as a result of having an informed, sympathetic teacher
who assists him in avoiding unnecessary stress. One obvious answer is improved academic performance. Other outcomes could
be a direct decease in frequency and severity of his symptoms and an increase in socialization. Another issue is that the service is not being provided directly to Rob. Legally, an important question is
whether Rob is receiving some special education, i.e., some specially designed instruction to meet his unique needs, which
is delivered by qualified special education personnel. If he is not receiving any special education, as defined in the law,
he is either not eligible under IDEA or he is not receiving the free appropriate education to which he is entitled. If he
is receiving special education then it does not matter how the in-service training for his teachers is conceptualized. Logically,
in-service staff training is perfectly analogous to parent training and is, therefore, a related service. If so, it is important
to specify, as for all related services, how much in-service is to be provided and when. For many years some districts resisted including on IEPs the modifications needed in the regular classroom.
However, it is well settled law that they must be included. A checklist of types of modifications (e.g., in grading, discipline,
assignments, texts, tests, etc.) can be helpful to insure all necessary modifications are addressed. The Present Levels of Performance, Goals and Objectives-Evaluating the District "Do's" The third step, after the needs have been delineated and the services specified, is to write the required annual
goal and behavioral objectives for each special education service or cluster of services. The clustering of services can be
very efficient as well as conceptually illuminating. For example, think of a secondary student who has a severe learning disability
affecting his written expression. He might need several services including keyboarding instruction, tutoring in writing, modifications
in test-taking and length of written assignments, substitution of oral presentations for some term papers, and modified grading.
The entire service cluster could be reasonably evaluated in terms of his improved rates of successful course completion and
attendance. Other goals could also be very appropriate. The point is that just as characteristics or needs can be clustered
to provide one service, so services can be clustered to be assessed by a common, single goal. Writing goals and objectives begins with asking, "If the service we are providing is effective, what will we
see in Todd's behavior that tells us so?" The purpose of the mandated goals and objectives is to evaluate the service. We
need to know when or if to change what we're doing, to change the service we are providing. As long as we're on track and
the child is making reasonable progress we just keep going. That's why objectives are to be statements of how far the student
will progress toward the annual goal (12 month objective) by when. One of the common and major problems with goals and objectives is that they are not taken seriously by their
writers who have no intention of actually checking whether the student has reached them or not. It is as if we never understood
the most basic tenet of the IEP, i.e., that we are going to try the listed services and see if they work for that student.
The goals and objectives are to be real. They are to be used to evaluate program effectiveness. They are not just legal requirements
to be completed and filed. The contrast can be seen easily. Examples of Annual Goals Real Goal Not Real
Goal Joe will have no more than 5 unexcused absences / tardies this year.
Joe will have a better attitude toward school 80% of the time. Sara will participate regularly in a supervised extra-curricular activity that meets weekly. Sara will make wise choices in her use of leisure time.
Max will maintain a C+ average in his regular classes. Max will be 75% successful in the mainstream. Beth will pass upper body strength items on the fitness test. Beth will show an appropriate level of upper
body strength. One easy and effective way to include the mandated present levels of performance (PLOP) in the areas of concern
is to use them as the beginning point in a sequence going from the PLOP to the objectives to the annual goal. This kind of
sequence is illustrated in Joe's Non-Form IEP. Joe is an identified student with learning disabilities who was in the 9th
grade in a very small, rural district. Additional examples of sequences that are intended to be used to evaluate the services are shown below: Examples of Sequences A: PLOP: Anita
averages 10 unexcused absence/tardies per month.
Obj. #1 By Feb.
1 she will have fewer than 5 unexcused absences/tardies per month.
Obj. #2 By April
2 she will have fewer than 2 unexcused absences / tardies per month.
Goal From April through June 1 she will average less than
1 unexcused absence/tardy per month. B: PLOP: Jeremy
submits fewer than half his homework assignments.
Obj. #1 By Nov.
15 he will have submitted 75% of all homework assignments.
Obj. #2 By Jan.
15 he will have submitted 85 % of all homework assignments.
Goal By the end of the year he will regularly submit all
assigned homework on time. C. PLOP: Jill silently
reads 6th grade material at a rate of 50-75 words per minute and correctly answers 30-40% of factual comprehension questions
asked orally. Obj. #1 By Dec.
1 Jill will read 6th grade material orally at 75-100 words per minute with 0-2 errors.
Obj. #2 By Mar.
1 Jill will read 6th grade material orally at 100-125 words per minute with 0-2 errors and correctly answer more than 70%
of factual questions over the material. Goal By June 15 Jill will orally read 7th grade material
at 75-100 words per minute with 0-2 errors and correctly answer 90% to 100% of factual questions asked over the material. From "Secondary Education and Beyond", LDA, 1995 (currently out of print) Part I JOE'S IEP NON-FORM A Unique Characteristics/Needs
Special Education, Related Services Modifications (begin; duration)
Present levels, Obectives, Annual Goals (Objectives to include procedure, criteria, schedule) 1. More time to complete written assignments. 1. Adjust amount of work required (e,g., selected questions, page limits) and/or extend time for completion
(e.g., for essays and content area assignments) immediately, year 1-3 Present Level:
Out of school for three years, completed virtually no assignments during the 9th grade.
Objectives: 1. Within one month, Joe will complete 50% or more of his assignments with grade of "C" or better. 2. Within
three months, Joe will complete 80% or more of his assignments with grade of "C" or better.
Goal: Joe will complete classroom assignments satisfactorily.
2. Because of his attention deficits and disorders, he needs frequent access to a low-distraction environment 2.1 Provide in-classroom seating away from high distractions immediately, year 2.2 Provide an alternative work place for independent
work (e.g., study hall, library, resource room) available to Joe on request 2.3 Provide inservice to all teachers on Attention Deficit Disorders by Oct.
3 3. Needs assistance with oral and written directions 3.1 Provide Joe with tape, tape recorder, and headphones and instruct Joe in using
this equipment unobtrusively in any classroom settings by Oct 3 3.2 Classroom teachers will condense length directions into steps and will write directions and assignments
on chalkboard, wall chart, overhead transparency, hand-out, etc. 4. Joe doesn't know how to approach
teachers to seek needed instruction 4.1
Provide direct instruction in teacher approach behaviors
20 min. daily Sept.5-Nov. 15 4. Present Level:
Never approaches teachers Objectives: 1. Within one month, Joe and two of his teachers will
agree, Joe is interacting more and more appropriately 2. Within three months,
Joe and four of his teachers will agree, Joe is "appropriate" in his interactions with teachers Goal: Joe will complete classroom assignments satisfactorily. 5. Joe is very
disorganized, does not keep track of due dates, assignments, etc. 5.1 Provide
appropriate materials and specific instructions in establishment and maintenance of an organizational system that includes
a notebook and a calendar / checklist system
10 min. daily Sept.5-10 5. Present level: See characteristics Objectives: 1. Within one week Joe will physically organize a
notebook with dividers for each class and use a calendar to note assignments, due dates, etc. (checked daily by contact agent) 2. Within one month, Joe will independently use organized notebook and calendar/checklist Goal: Joe will successfuly use organizing aids such as a notebook and calendar 6. Joe needs
to learn how to deal with peers who tease him. 6.1 Provide instructions to using
appropriate assertive behaviors when teased by others 1 hr. weekly Sept. 5 - Nov.
15 6. Present level: Once or twice daily Joe reacts inappropriately to peer
teasing Objectives: 1. Within two
weeks, on role playing situations, Joe will respond appropriately to staged teasing 2. Within six weeks, Joe will respond
successfully in confrontations with peers 50% of the time (self-monitoring) 3. Within six months, Joe will respond successfully
in confontation with peers 100% of the time (self-monitoring) and the confrontations will be much less frequent Goal: Joe will react appropriately to peers ```````````````````````````````````````` When Apparent Progress Means Actual Regression One serious concern that many parents have relates to the belief that their child is not making adequate progress
in a special education program. How can parents determine if their perception is accurate? And, how can parents persuade school
officials that the special education program being provided to the child needs to be strengthened? Earlier in this article, we discussed how statistics can be used in medical treatment planning. We demonstrated
how a medical problem was identified and the efficacy of treatment measured, using objective tests. In our example, the patient
had pre- and post- testing as a means to determine whether or not the intervention was working. Based on the results of new
testing, more medical decisions would be made --- to continue, terminate or change the treatment plan. This practice of measuring change, called pre- and post- testing, has great relevance to educational planning.
After the child's performance level is identified, we can re- test the child later to measure progress, regression, or whether
the child is maintaining the same position within the group. In this way, pre- and post- testing enables us to measure educational benefit (or lack of educational benefit).
Using the scores obtained from pre- and post- testing, we can create graphs to visually demonstrate the child's progress or
lack of progress in an academic area. http://www.wrightslaw.com/advoc/articles/tests_measurements.html * * * *
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