START K-12 Intensive Training
IEP Development and Implementation for Students with Autism
Overview
The main purpose of this module was to focus on PROCESS and not forms, to consider LRE throughout the process, to address the unique needs of each student with ASD and to improve IEP implementation.
An Inclusive Mindset... Everyone Benefits!
Making Placement Decisions
Preface, 2006 Final Federal Regulations for the IDEA
IEP Guiding Principles... Avoid Human Nature Traps!
- All opinions informed by the law, research and data.
- We cannot change the past; we can change today to establish a different future.
- Communication requires interpretation... what is said may not be what is meant.
- Presume competence and have high attainable standards for students... it's the least dangerous assumption!
- Dignity of risk... there is dignity knowing that you are taking a risk.
The PLAAFP
How does the student's disability impact access to, participation in and progress in:
- The General Education Curriculum
- General Education Environments (including social skill development, student independence, etc)
- Further education, employment, independent living
Options for Data in PLAAFP:
- Standardized Measures
- Rating Scales
- State/Local Assessments
- Behavior Plans/ Logs
- Classroom Output
- Grades/Progress on Current IEP Goals
- Direct Observation
Just because there is a NEED does not mean you need a GOAL...
- You must address each need identified in PLAAFP in another appropriate section like Secondary Transition Considerations, Supplementary Aids and Services and/or Goals and Objectives
Utilize the Schedule Matrix (in link to module materials) to aid in development of PLAAFP.
Writing Measureable Goals
Utilizing and under what conditions, student will (behavior) under what condition(s).
Utilizing- using what tool, support, system, etc. will the student learn to perform the skill?
- Ex. Utilizing visual schedule, peer supports, picture choice board, when given a check schedule card, etc.
Under what Conditions- when, where, with whom
- Ex. During a transition time, at lunch, during morning arrival, during a social conversation, etc.
Behavior- begin with the end in mind
- Ex.- make a choice, independently transition to, request a food item, initiate interaction with a peer, etc.
Criteria- goal is for independence. Make it measurable!
- Ex.- 4 of 5 trials/ opportunities, 4 times weekly, for 15 minutes, 3 times a day, etc.
ASD Consultants
Colleen Meszler
colleen.meszler@oakland.k12.mi.us
Robin Erkfritz
robin.erkfritz@oakland.k12.mi.us
Website: https://www.oakland.k12.mi.us/
Location: 2011 Telegraph Road, Waterford Township, MI, USA
Phone: (248) 209-2461