Writing Effective Individual Education Programs

Abstract

Overview: This chapter provides more details that assist with the activities that are described in Chaps. 7 and 8. The consultant facilitates the consultation by guiding the participants in using all the available information about the student to select objectives in communication, social, and work skills. Objectives must be well written using suggestions provided in this chapter.

Appendix IEP Evaluation Form

Student’s Name:______________________________ DOB/Age:______________

Reviewer’s Name:___________________________ Date of IEP:______________

Instructions: The evaluation form has two major parts: A and B. Part A has two components. The first section evaluates the descriptions of the present levels of performance. The second section addresses the IEP as a whole.

Part B is concerned with specific goals or objectives. The goal is the broad domain; the objective is the specific skill that is targeted under the goal. It is recommended that the entire IEP be reviewed before it is scored.

Part A: Analysis of Overall IEP

Directions: Determine if the following education performance areas are described as an area of need (if the area is checked, but no description is provided, mark “no”; if any kind of description is provided, mark “yes”).

Area	No	Yes
1.Communication status
2.Academic performance
3.Health, vision, hearing, motor abilities
4.Social and emotional status
5.General intelligence (cognitive)
6.Overall quality of description of student’s performance relative to the general curriculum or developmental status is clear enough to establish well-written goals for the student. Code “no” if there is no reference to grade, age, or developmental equivalents/performance.

Comments:

Review of Related Services

Instructions: If related services are provided, indicate “yes” and the amount of time the service is provided per week.

	No	Yes	Time of week
7. Speech therapy
8. Occupational therapy
9. Physical therapy
10. Other:

Instructions: Review the overall IEP and determine to what degree each indicator is provided. Use the Likert scale that ranges from 0 (“no/not at all”) to 2 (“very much/clearly evident”). “Not applicable” is NA. Examples of IEP ­objectives for each of these indicators follows the checklist.

0	1	2
No/not at all		Very much/clearly evident

Indicator (examples of the IEP objectives for items 13–20 are provided at the end of this IEP Evaluation Form)	NA	0	1	2
11.Annual goals include goals from the COMPASS consultation
12.Parental concerns are described (code “2” if any concerns are listed)
13.Includes goals/objectives for social skills to improve involvement in school and family activities (i.e., social objective is targeted for improved functioning in school/or family life). Must have more than 1 objective to code “2” ***
14.Includes goals/objectives for expressive, receptive, and nonverbal communication skills (code “NA” if communication is not listed as an area of need in present levels of performance, code “0” if communication is listed as area of need but there are no communication goals/objectives, code “1” if there is only one goal for receptive and expressive language, code “2” if there are goals for both receptive and expressive language). ***
15.Includes goals/objectives for symbolic functional communication system (PECS, assistive technology, etc). Code as “NA” if student shows evidence of conversational speech in the present levels of performance. When augmentative/alternative communication (ACC) isn’t an objective but listed as a support for objectives, code as “1.” ***
16.Includes goals/objectives for engagement in tasks or play that are developmentally appropriate (must emphasize a focus on developmental skills such as attending, sitting in circle, taking turns, etc., rather than academic), including an appropriate motivational system (code “1” if developmentally appropriate but no motivation system is described).
17.Includes goals/objectives for fine and gross motor skills to be utilized when engaging in age appropriate activities. Must have more than one objective to code “2.”
18.Includes goals/objectives for basic cognitive and academic thinking skills (sorting, letters, numbers, reading, etc). Must have more than one objective to code “2.”
19.Includes goals/objectives for replacement of problem behaviors with appropriate behaviors (evidence is provided that the skill is designed to replace a problem behavior). Must have more than one objective to code “2.”
20.Includes goals/objectives for organizational skills and other behaviors that underlie success in a general education classroom (independently completing a task, following instructions, asking for help, etc). Must have more than one objective to code “2.” ***
21.Objectives are individualized and adapted from the state academic content standards (i.e., goals are assumed to be the academic content standard). Code “2” if most are individualized but some are not; code “1” if some are individualized, but most are not.

0	1	2
No/not at all		Very much/clearly evident

*** Denotes targeted indicators that are expected to change as a result of COMPASS consultation.

22.Number of goals in the IEP:_____________

23.Number of objectives in the IEP:_____________

24.Is the need for extended school year addressed?□ Yes□ No

25.Is extended school year recommended as a service?□ Yes□ No□ Not Addressed

Part B: Analysis of Specific IEP Objectives

Note: Use with COMPASS objectives and/or with as many objectives as desired

Objective: ________________________________________________________

_________________________________________________________________

IEP goal No. and page No. on the IEP:______ No. of objectives under goal:_____

Objective Code (select from options below):_______

0  =  Academic; 1  =  Social; 2  =  Communication; 3  =  Learning/Work Skills; 4  =  Motor/Sensory; 5=Self-help; 6=Behavior

Instructions: Code each objective (not goal). Use the following Likert scale that ranges from 0 (“no/not at all”) to 2 (“very much/clearly evident”). “Not applicable” is NA

0	1	2
No/not at all		Very much/clearly evident

Indicator	NA	0	1	2
26.The student’s present level of performance is described for this objective (don’t rate quality here). If a simple description like one sentence is given, code “2.”
27.The student’s performance of this objective (in summary of present levels of performance) is described in a manner that links it specifically to the general curriculum.
28.The student’s performance of this objective (in summary of present levels of performance) is described in a manner that links it specifically to developmental curriculum.
29.This objective is able to be measured in behavioral terms. Code “1” if it can be observed, code “2” if the description of target behavior is clear for proper measurement of goal achievement through observation.***
30.The conditions under which the behavior is to occur are provided, i.e., when, where, with whom.***
31.The criterion for goal acquisition is described, i.e., rate, frequency, percentage, latency, duration, as well as a timeline for goal attainment is described specifically for objective (other than for length of IEP).***
32.A method of goal measurement is described. Code “1” if method of measurement is just checked according to a preset list and not individualized specific to objective.
33.Is Specially Designed Instruction individualized to the objective? (Code “0” if there is no SDI specified, code “1” if SDI is checked off but not specifically designed for that objective, code “2” for individualized SDI).

Note: Item with *** is a targeted indicator expected to change as a result of COMPASS consultation.

Examples of IEP Objectives for Each Indicator Described in Part A

Indicator Item 6

Example: During a 10-min free play activity and with a verbal or visual cue, will provide eye contact to adult/peer partner at least three times during the activity within 6 weeks.

Example: When participating in a social skills group with teachers and/or peers, will have two or more verbal exchanges three out of four times for each session for three consecutive sessions as observed and recorded in monitoring data by teachers and/or staff by the end of the school year.

Indicator Item 7

Example (Receptive Communication): When presented with an object or picture and the question “Do you want____,” he will verbally answer yes or no with a visual prompt and accept his answer 4 out of 5 times over 4 consecutive days.

Example (Receptive Communication): When an adult is within 6 feet and says child’s name, child will turn and look toward the speaker with no more than 2 verbal cues, 3 out of 4 trials a day for 3 consecutive days by the end of the grading period.

Example (Expressive/Receptive Communication): During a structured activity, will engage in three conversational exchanges on a topic with one peer using an appropriate voice level with visual and/or peer cues for 4 of 5 consecutive sessions by the end of the school year

Indicator Item 8

Example of a Score of 2: During free play, breakfast, lunch and work time, will request 10 items/activities/food choices through picture exchange or voice output at least one time for each of 4 daily activities over 3 consecutive days by the end of the school year.

Example of a Score of 2: Given a structured “lesson,” student will give a picture to an adult to indicate something he wants for 3 objects/foods with 2 physical prompts, 4 out of 5 times over 2 consecutive weeks for each.

Example of a Code of 1: During free play and when given three choices, will make a preferred choice on three out of four trials at least once daily for 3 consecutive days in 6 weeks. (Picture exchange listed in specially designed instruction for this objective).

Indicator Item 9

Example: Given structured play time, will imitate three different adult/child actions with at least five different objects twice a day for each object for 4 out of 5 days within 12 weeks.

Example: When given familiar tasks in structured work time, will finish 3 tasks with 1 environmental cue to start and with an adult 3 feet away, with no more than 1 redirection (gestural, verbal) 2 times a day for 5 consecutive days in 36 weeks.

Indicator Item 10

Example: During written activities and a model, will hold a writing utensil using a tripod grasp at least 80% of the time during a 10-min activity daily for four consecutive days by 12 weeks.

Example: During work time and with peer models, will cut out three different forms including curvy and/or wavy lines staying within 1/2 in. of the lines at least 8 out of 10 trials 3 out of 4 days in 36 weeks.

Indicator Item 11

Example: During math, when given a visual example and a verbal prompt to start, will complete 10, 2 digit addition and subtraction problems with regrou** with 80% accuracy for 3 consecutive days by 18 weeks.

Example: During reading group, will read and demonstrate understanding of 12 new words each week in 36 weeks.

Indicator Item 12

Example: When denied a request and offered an alternative, will accept the alternative with reduced physical aggression (from baseline) with no more than 50% aggressive acts (from baseline) per day across 2 weeks by the end of the school year.

Example: Will follow a relaxation routine with two verbal cues/visual cues and be able to continue in the current activity or setting without escalating behaviors ­(whining, yelling out) on five consecutive occasions when he is starting to be upset/anxious within 12 weeks.

Indicator Item 13

Example: During a structured work activity when student needs help, will verbally ask adult/peer with a visual cue, “Help me please” 4 of 5  ×  a day during a 2-week period by the end of the school year.

Example: Given a teacher directed lesson, the student will raise his hand, wait to be called on, and give his response to a teacher question with visual cues for four of five consecutive sessions.