ECSE Indicator Trainings Lunch

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ECSE Indicator TrainingsLunch Learn Series

• Functional IEP Goals in Community Settings
• Presenter Mary Joslin Preschool Environments
  Statewide Coordinator
• Moderator Jenny Giles - DPI Early Childhood
  Special Education Consultant

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In todays webinar we will
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Important Things to Know

• Everyone is muted
• If you have a question just raise your hand by
  clicking in the hand box by your name. You must
  click your hand again to lower it.
• You can also submit a question in the question
  box. Type your question here and press send.

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Participant Poll

• What is your role in the development of a childs
  IEP?
• Please respond to poll located in the lower
  section of your control panel thank you.

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So
http//sped.dpi.wi.gov/sped_spp-preout scroll
down too Assessment Tools for Child Outcomes -
PowerPoint - Webinar
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NICHCY Training Modules
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Functional Assessment
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Gathering Functional Information
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Functionality
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And with that information
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http//sped.dpi.wi.gov/files/sped/pdf/iepguide.pdf
Page 8
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Sun Prairie School District

• Sally Drenoske
• Early Childhood Teacher/Diagnostician
• smdreno_at_spasd.k12.wi.us

Stephanie Sauer Occupational Therapist
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1) What does the child enjoy doing and what is
the child doing now? Very engaging with
adults Good sense of humor Great academic
readiness skills through the use of flash
cards Fast learner Loves being outside Loves
learning in general Very observant of people and
his environment Enjoys playing with a
ball Amazing pencil grasp Loves to color, finger
paint Motivated to do, learn, etc Strong
willed Scooting to move, mobility skills have
increased since not having oxygen during the
day Going up the stairs
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1) continued Has about 35 signs, including
labels, actions, describing, etc Starting to put
signs together Has a great understanding of
language and vocabulary Switching hands for
dominancy Does non-interlocking puzzles Walking
with his hands held Stands at furniture Has a
great safety awareness for himself Thinker Uses a
pincer grasp on small objects Starting to taste
some things, but is hypersensitive around his
mouth (might avoid some toys related to eating,
but is beginning to do a lot of this
play) Scribbles, no line imitation or drawing
within a path Stacks a tower of 3 cubes Not
stringing beads
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2) What do we want to see the child doing in 3-5
years? Caught up with the children his age
(walking, communicating) Actively participating
in classroom and school activities Trache out and
eating independently
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3) What do we want to see the child do 1 year
from now? Explore air/sounds output Explore oral
sensitivity, motor control, awareness Increase
his vocabulary (100), combining words Participate
in group art activities Improve visual motor
skills including pre-writing strokes Cooperative
play with peers Manipulate objects/toys with 2
hands, develop hand dominancy Increase standing
balance without support Walk independently at
home/classroom Walking outside/distance with
assistance Getting from floor to standing without
support Washing hands independently Finishing
fasteners Put on an art smock/dress up clothes
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Participant Poll

• Is what Sun Prairie describes like your process
  or different from your process?
• Please respond to poll located in the lower
  section of your control panel thank you.

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Now we can talk about goals

• Legal Requirements
• Measurable
• Annual
• Meet needs resulting from disability
• Enable child to be involved in and make progress
  in the general education curriculum

http//nichcy.org/schoolage/iep/iepcontents/goals
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IDEAs exact words
(2)(i) A statement of measurable annual goals,
including academic and functional goals designed
to (A) Meet the childs needs that result from
the childs disability to enable the child to be
involved in and make progress in the general
education curriculum and (B) Meet each of the
childs other educational needs that result from
the childs disability 300.320(a)(2)(i)(A) and
(B)
34 CFR 300.320(2)(i)
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Tie Between Present Levels and Annual Goals
the writing of measurable annual goals flows
from the content of the present levels
statement
http//nichcy.org/schoolage/iep/iepcontents/goals
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Beyond compliance to

• What are things that we hope a child can do to
  function successfully in his world?

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Functional Goals

• Are naturally occurring
• Authentic circumstances
• Woven into natural child-driven activities
• Have a natural cue
• Opportunity to practice in a typical environment
• Real life activities allow practice of real life
  skills
• Have a critical effect
• Activity matters to the child
• Meaningful in the childs daily life
• Important to family
• Has a purpose or function

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Sun Prairie School District

• Sally Drenoske
• Early Childhood Teacher/Diagnostician
• smdreno_at_spasd.k12.wi.us

Stephanie Sauer Occupational Therapist
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Goal E will increase his developmental skills so
that he can independently and successfully
participate in routines and developmentally
appropriate activities with similar age peers as
measured by the following objectives. E will
increase his expressive vocabulary to 100 words
through sign or verbalization. BASELINE E has
about 35 signs.   E will increase his breath/air
output by participating in games that include but
are not limited to blowing bubbles, blowing
through a straw 5 out of 10 measured
opportunities. BASELINE E is just learning to
get air passed his valve -- spontaneously. He is
laughing.   E will participate in oral
exploration of non-food and food items during
activities at least 1 out of 3 measured
opportunities per week for 3 out of 4 weeks.
BASELINE E is not tolerating items to his mouth
other than from mom at this time.   E will wash
his hands independently 4 out of 5 observed
opportunities. BASELINE E assists with washing
hands.    
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E will increase his strength and balance in order
to increase his independent mobility so he can
access various school, home and community
environments with supervision. 1. E will
independently walk throughout his preschool
classroom, without falling 50 of the time.
(BASELINE walks with hands held)   2. E will
walk 100 feet on an uneven surface (grass,
woodchips), using an assistive device, without
falling 75 of the time, with supervision.
(BASELINE does not have experience with an
assistive device)   3. E will independently stand
for 60 seconds with supervision 3 of 5 observed
opportunities. (BASELINE stands while leaning
against a stable object, occasionally will stand
for 2-3 seconds while transitioning between
objects)   4. E will transition from the floor to
standing without holding onto an object 1 of 4
trials (BASELINE gets up from floor while
holding stable object or an adult's hands)  
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Functional Goals in Community Settings
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CESA 4

• Jen Kalis
• Early Childhood Program Support Teacher/ EC
  Director
• jkalis_at_cesa4.k12.wi.us
• RBI Trainer-Candidate
• (and proud Mama to 15- month old L.J.!)

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Routines Based Interview (RBI)

• What is an RBI?
• Created by Robin McWilliams
• This is a specific strategy to gather information
  from families in a conversational way.

• What are ROUTINES?
• In this model, they are not activities the
  professional sets up with the family. Instead,
  they are
• Naturally occurring activities happening with
  some regularity
• Caregiving events
• Hanging out times

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3 Purposes of RBI

• Establish positive relationship with the family
• Obtain rich and thick description of childs
  functioning related to
• Participation/Engagement
• Independence
• Social Relationships
• 3. Generate a list of prioritized concerns
  created with the family

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The Routines-Based Interview

• Go through each routine (i.e., time of day or
  activity)
• Get a sense of familys and childs functioning
• Write down significant information
• Star concerns identified by family
• Recap concerns with the family, showing them the
  starred items
• Ask what the family would like to concentrate on
• Write down these outcomes
• Ask them for the priority order

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IEP Meeting

• Following the RBI
• Family prepared to participate meaningfully in
  Present Level discussion at the IEP Meeting
• Family has a list of their priorities to assist
  in goals discussion (to bring to the IEP Meeting)

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Steps to Functional Goal Writing

• Write, The child will participate in ______ the
  routine(s) in question
• Write By _______ing, (addressing the specific
  behavior such as walking, chewing, pointing,
  etc.)
• Write, We will know when he/she can do this when
  ____(describe criterion for demonstration)
• Add Measurement for Generalization, Fluency, or
  Maintenance how frequently and over what time
  period, such as 1) over time, 2)across
  routines, or 3) rate of behavior

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Sample goal

• Olivia will participate in meals by eating
  independently without prompts. We will know she
  can do this when she eats independently without
  prompts for 10 minutes during three meals in 1
  day for 5 consecutive days.
• For more information on the RBI or writing
  functional goals please contact your local CESA
  Program Support Teachers (PSTs).

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Edgerton School District

• Lori Van Himbergen
• Director of Pupil Services
• lori.vanhimbergen_at_edgerton.k12.wi.us
• Daphne Knox
• Preschool Options Coordinator
• daphne.knox_at_edgerton.k12.wi.us

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Pulling it all together at the IEP meeting

• Utilizing a collaborative process enlists
  everyones thoughts and ideas
• The result is a truly functional and
  authentically integrated IEP
• When the child is held at the center of the
  discussion, barriers are fewer and more easily
  overcome

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Participant Poll

• What do you see as the biggest barrier to
  developing functional goals?
• Please respond to poll located in the lower
  section of your control panel thank you.

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Three tools to help

• Goal Functionality Scale-Robin McWilliam
• Colorado Variation on McWilliam' Scale
• Early Childhood Technical Assistance
  Center-Functional Goals Training
• Always work with your Special Education Director
  to review national tools before using them

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(No Transcript)
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Sample Goal When prompted, Melissa will respond
to a question without crying or displaying
physical resistance (such as dropping to the
floor).
Goal Functionality Question Does the goal
emphasize the childs participation in an
activity or routine? (child will participate in
free play not child will participate in playing)
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Sample Goal When prompted, Melissa will respond
to a question without crying or displaying
physical resistance (such as dropping to the
floor).
Goal Functionality Question Does the goal focus
on a skill that is useful and necessary
for participation in daily activities and
routines? (meaningful and relevant))
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Sample Goal When prompted, Melissa will respond
to a question without crying or displaying
physical resistance (such as dropping to the
floor).
Goal Functionality Question Does the goal state
the specific behaviors the child will do
using observable, measurable words? (to monitor
progress)
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Sample Goal When prompted, Melissa will respond
to a question without crying or displaying
physical resistance (such as dropping to the
floor).
Goal Functionality Question Does the goal
include a measurable, meaningful criterion based
on the childs current present level of
development? (holds a spoon for ten bites or
writes 10 words)
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Sample Goal When prompted, Melissa will respond
to a question without crying or displaying
physical resistance (such as dropping to the
floor).
Goal Functionality Question Does the goal focus
on a behavior that is teachable during
daily activities and routines? (consider the
contextually relevant learning opportunities)
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Sample Goal When prompted, Melissa will respond
to a question without crying or displaying
physical resistance (such as dropping to the
floor).
Goal Functionality Question Does the goal
include a generalization criterion? (across
settings, materials, or people)
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Sample Goal When prompted, Melissa will respond
to a question without crying or displaying
physical resistance (such as dropping to the
floor).
Goal Functionality Question Does the goal
include a time frame for maintenance? (to
ensure acquisition and fluency over time)
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(No Transcript)
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When prompted, Melissa will respond to a question
without crying or displaying physical resistance
(such as dropping to the floor).
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Participant Poll

• What is one thing I plan to do to improve my IEP
  goals?
• Please respond to poll located in the lower
  section of your control panel thank you.

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Ask Us A Question
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For more

• www.preschooloptions.org
• Being updated with new tools and resources by
  April
• mjoslin_at_cesa10.k12.wi.us

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THANK YOU for Attending and Interacting in
Todays Webinar We will send you a link for the
recording of todays webinar as well as a
follow-up survey on this webinar.