Writing Effective IEP Goals Speech-Language Webinar Series February
Writing Effective IEP Goals Speech-Language Webinar Series February 7, 2019 Kelly Spence, M.S., CCC-SLP MSHA, VP Schools Committee [email protected] Mississippi Department of Education VISION
To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens MISSION To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community 2
State Board of Education Goals FIVE-YEAR STRATEGIC PLAN FOR 2016-2020 1 2 All Students Proficient and Showing
Growth in All Assessed Areas Every Student Graduates from High School and is Ready for
College and Career 3 Every Child Has Access to a HighQuality Early Childhood Program
4 5 6 Every School Has Effective
Teachers and Leaders Every Community Effectively Uses a World-Class Data System to Improve
Student Outcomes Every School and District is Rated C or Higher MSHA/MDE Collaborative Webinars
https://www.mdek12.org/OSE/Special-Education-Training/Webina rs February, 2018 Eligibility Determination and Report Writing April, 2018 EBP and Resources for SLPs October, 2018 MDE Updates and FAQs Send topic requests to [email protected] 4 Whats New?
5 MSHA Conference April 2-3, 2019 Beau Rivage, Biloxi MS Preconference, April 1 Register online at www.mshausa.org Ethics session will be provided to help meet the new ASHA requirement for CCC renewal.
6 Access for All Guide Written as a resource for teachers who have struggling students in their classroom. Deficit skills are addressed, including speech and language skills. SLPs may use this as a pre-referral resource. 7
Access for All Guide 8 Access for All Guide 9 Access for All Guide
10 Access for All Guide 11 Access for All Guide 12
Access for All Guide 13 Access for All Guide 14 Access for All Trainings
February 19 Jackson March 12 Hattiesburg February 21 Natchez March 13 Biloxi March 6 Cleveland
June 11 Meridian March 7 - Oxford June 12 - Starkville 15 IEP Institute: Roadmap to Success Rotating sessions with an all-day option for SLPs, OTs
and PTs. The day will include hands-on practice in deconstructing and writing the PLAAFP, baseline and goals. 16 IEP Institute: Roadmap to Success Mar. 18 - Jackson, R & D Center Mar. 25 - Hattiesburg, USM Cochran Center Mar. 26 - Long Beach, USM Gulf Park Hardy Hall
Apr. 4 - Oxford, Oxford Conference Center Apr. 5 - Greenville, Greenville Higher Ed. Center 17 Hot Topics 18 Preschool Certification Requirements The Office of Educator Licensure will continue to oversee
the obtainment of endorsements. The Office of Early Childhood will be responsible for any other components of certification. Once the changes go into effect, SLPs will not be allowed to be the primary teacher of a preschool class without the 122 certification. 19 Preschool Certification Requirements The 122 certification will be required for:
An SLP who serves as the primary teacher in a special education classroom The 122 certification will NOT be required for: An SLP who only tests preschool children An SLP who serves as the primary or related service provider in an individual, small group or inclusion setting
20 Preschool Certification Requirements Questions about this process should be addressed to: Joyce Greer Early Childhood Instructional Specialist [email protected]
601-359-2942 21 ASHA SLP Standards Changes for 2020 Beginning with the January 1, 2020 December 31, 2022 certificate maintenance interval Ethics: 1 hour of CEU per 30 must address ethics Supervision: All clinical supervisors and Clinical Fellow (CF) mentors must complete a minimum of 2 hours of professional
development in the area of supervision/clinical instruction AND have 9 months practice experience before serving as such https://www.asha.org/Certification/Prof-Dev-for-2020-CertificationStandards / 22 SLP Listserv Join the MDE SLP listserv to receive registration links to webinars and conferences and other relevant information.
MSHA members will receive listserv messages containing regarding MSHA news and information. 23 Writing Effective Goals 24 Development of a Comprehensive PLAAFP
25 PLAAFP Summary (Baseline Data) Includes: 1. Identified areas of need to be addressed on the IEP (check the appropriate area that identifies this goal) 2. Data source 3. A baseline statement (starting point) of the students current function in relation to the annual goal
26 PLAAFP Summary Baseline for the Annual Goal The baseline statement should include: a) data source, b) a clear description of the observable target skill or behavior, c) the condition under which the target skill can be observed, and
d) the current rate of performance. 27 Determining the Baseline 1. Based on the PLAAFP, determine critical, prioritized areas of need that can be reasonably addressed during the school year. These areas will become annual goals. 2. Once these areas are identified, determine the baseline directly related to the annual goal.
3. Use scaffolding documents to unpack Standards and determine which skills are embedded in the Standards. 4. The baseline provides the starting point for progress monitoring. 28 Example Baseline Statements When presented with 10 pictures of initial consonant S words, Alex can produce the S sound in the initial position of words with 30% accuracy spontaneously.
According to the LAP-3, Alex can identify rough or smooth surfaces by touch with 50% accuracy. 29 Measurable Annual Goals Measurable annual goals are academic and/or functional goals that are written to meet the childs needs that result from the childs disability to enable the child to be involved in and progress in the general education curriculum and meet each of the childs other educational
needs that result from the childs disability (C.F.R. 300.320(a)(2)). They must be meaningful, understandable, and able to be accomplished within one school year. If multiple areas of need are identified in the PLAAFP, prioritize goals based on critical needs that have the greatest impact on progress. 30 Measurable Annual Goals
Should address functional and/or behavioral needs addressed in a students PLAAFP. Should focus on deficit skill areas. Should identify the knowledge, skills, and/or behaviors a student is expected to demonstrate within a specified time period. Should be written in easily understood language. Should state an observable behavior of the student (can be seen and/or heard by the observer). 31
Measurable Annual Goals The IEP Committee should determine overall progress from informal and formal assessment data. Progress can be measured as written without additional information The goal identifies how to measure progress and determine mastery. Measurement of progress yields the same outcome by several people.
Avoid vague, unobservable terms, such as appropriate, improve, increase/decrease, participate, that do not target a specific skill or behavior 32 Measurable Annual Goals and Objectives 33 Components of Measurable Annual Goals
Condition: Situation, setting, or given material under which behavior will be performed (what is provided to the student) Behavior: Specific action student will be expected to perform (what the student does) Criteria: Level of mastery student must demonstrate and/or number of times student must demonstrate the skill or behavior Timeframe: Start and end date for each goal. 34
By the end of the 2019-2020 school year when given a 5th grade reading passage, Alex will read 115 words correctly in one
minute by applying grade-level phonics and word analysis skills on 4 out of 5 assessments. (RL.7.10) By the end of the year, read and comprehend literature,
including stories, dramas, and poems, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. (RL.7.10) 35 Measurable Annual Goals Timeframe Condition
Behavior Criteria In 36 weeks, when given a verbal model, Jaylin will increase his
intelligibility by producing s blends at the beginning of words in sentences with at least 70% accuracy on 3 consecutive attempts. (SL.2.1)
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (SL.2.1) 36 Addressing Specific Goals What are the students communicative strengths? What are the students communicative weaknesses? What are the skills contributing to the strengths?
What skills are deficient and therefore contributing to the weaknesses? 37 Addressing Specific Goals Which of the students skills can be used to compensate for deficiencies? What do I want to work on first? And now answer: Why do you want to work on that first? That answer will help you determine
if you have made a viable choice. What are the tasks you will have the student complete or engage in to work on the skill? What supports will you provide for the student? 38 Writing Specific Goals The student will increase vocabulary usage through literacy to 80% accuracy, on 2/3 trials, when given verbal, visual, and auditory cues.
The student, when given 10 pictures related to a story, will name the pictures with 80% accuracy, when given visual, auditory, and verbal cues, on 2/3 trials. 39 Using Data to Develop Goals - STAR 40
Using Data to Develop Goals - STAR 41 Example Goal By the end of 36 weeks, when verbally presented with a CVC word, the student will identify the initial, medial, and final phoneme sound, with 80% accuracy, when given tactile, visual, and verbal cues,
2/3 trials. RF.1.2c 42 Using Data to Develop Goals - STAR 43 Using Data to Develop Goals - STAR
44 Example Goal By the end of the 2019-2020 school year, the student will produce the s sound in initial, medial, and final position of words in sentences with 80% accuracy, when given picture presentation, verbal, auditory, and tactile cues, 2 consecutive sessions. SL.K.6 45
Using Data to Develop Goals - iReady 46 Using Data to Develop Goals - iReady 47 Using Data to Develop Goals - iReady
48 Goals The iReady results give so much information, you can use it to write multiple goals. To link to the Standards, define the deficit skill then choose a Standard that addresses that skill, for reference only. The chosen Standard must be from the students assigned grade level.
49 Example Goal When given a third grade level text, the student will sequence the events of the story with 70% accuracy on 3 consecutive attempts. 50
References MS Handbook for Speech-Language Pathologists Access for All Guide Preschool Teacher Credential Pathways MDE Scaffolding Document 51 Questions?
52 Teresa Laney, M.S., CCC-SLP Office Director II, Office of Special Education 601-359-3498 [email protected] 53
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