Module: Communication Across the Day for Complex Learners using AAC - Micro Lesson: IEP Specifics

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04/22/2025 Added

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Micro Lesson: IEP Specifics

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[00:00:00.000]So I would be remiss as an administrator if I didn't have some way to throw talking about
[00:00:14.640]compliance into some presentation all of the time. And so we have these really great goals and plans
[00:00:20.720]and all these things. So how do we make that compliant? How do we write it into an IEP? And
[00:00:25.580]what does that look like? So this next section will focus on some of those elements. So in this
[00:00:32.560]slide, there's just a snippet from a document from ATP, which is the Assistive Technology
[00:00:39.180]Partnership. If you're not familiar with the Nebraska Assistive Technology Partnership,
[00:00:44.260]please look them up, Nebraska ATP. Not only do they have just a wealth of webinars and knowledge
[00:00:51.320]and consultants to support in this type of process, they also have a really
[00:00:55.520]great lending library if you're looking for different things to try with students.
[00:00:59.580]Really helpful staff that can get things in your hands to actually test out and try and
[00:01:07.820]see what they feel like. So this is one of their AT tips. Excuse me. When you're documenting
[00:01:16.320]assistive technology in the IEP, and this includes our AAC, right? Remember in the beginning,
[00:01:21.440]we talked about the umbrella and that AAC is under that umbrella.
[00:01:25.460]There are multiple places that you might be putting that into that student's paperwork in IEP.
[00:01:30.700]So you might be including that in the present level. So what are they using? How are they
[00:01:36.620]doing with it? What's your benchmark for what they're working on right now?
[00:01:40.700]You'll probably have some annual goals and objectives about the use of whatever that
[00:01:46.020]assistive technology is. We want to make sure it's in supplementary aids and services,
[00:01:51.580]so we can make sure it's accessible in the general education curriculum.
[00:01:55.400]It's in their school activities, extracurricular activities, things like that, along with supports
[00:02:02.060]for school personnel. So we've done a lot of talking today about it's not just the 20 minutes
[00:02:08.640]twice a week with the SLP. This is everybody all the time. So what is our plan for training
[00:02:13.680]everybody? And maybe that comes from you because you're the person on this webinar getting all of
[00:02:18.000]this information. But if you are the SLP, how are we training the gen ed teacher, the special ed
[00:02:25.340]teacher, the student council sponsor, because they're in student council, whatever, whoever is
[00:02:31.500]working with that student. So beyond just on SRS anyways, I know that's not the same across the
[00:02:38.720]whole state, but in the section where we're talking about assistive technology, obviously
[00:02:43.760]that is a place to include this information. But then there are a bunch of other places where we
[00:02:48.140]can consider it too. And if we are doing this well, that student's communication system is
[00:02:55.280]throughout their entire day and is included in all of their IEP, all of their goals and
[00:03:02.460]everything they're doing. There are some links, excuse me, on this page. So this one that is
[00:03:12.080]called goals, this links to a guidance document from the Department of Education about how to
[00:03:18.900]write measurable IEP goals. So this is straight from NDE, walks
[00:03:25.220]you through how to write a quality goal that will meet their compliance standards. So that is
[00:03:31.920]linked in there for you. There is also a document on accommodations and modifications. So
[00:03:40.620]specifically, how might we be selecting, evaluating, and documenting accommodations? So, you know, if
[00:03:49.340]that student has a communication system, we also need to make sure that it is listed as one
[00:03:55.160]of the accommodations or supports they can have during their state testing or during their ACT
[00:04:00.040]or whenever that is. And so think through some of those things as well. But those just link
[00:04:04.880]out to documents that are out there from our Department of Education.
[00:04:09.900]So goals, special considerations, communication, and then transition. So let's not forget
[00:04:19.060]transition. So if they are using that communication system, what does the use of that system
[00:04:25.100]look like in their transition goals, in their post-secondary goals,
[00:04:29.540]and maybe their transition activities or services,
[00:04:35.080]things like that? How will they be using that in their work-based learning
[00:04:40.180]environment or in their independent living skills class? So how, if your student is 14 or older,
[00:04:46.080]how might that look within their transition plan as well? So all kinds, just put it in every
[00:04:52.080]section of the IEP, everywhere.
[00:04:55.040]So here's a framework to write those IEP goals. This is
[00:05:00.140]straight from that first document from the Department of Education. So we always need to make sure that we
[00:05:05.080]include some specific things, not only so we are
[00:05:10.000]in compliance, because compliance is important, file monitoring is important,
[00:05:14.220]but also so we are doing unto others as we would have
[00:05:19.940]done to ourselves. So if that student transfers, I as the receiving SLP
[00:05:24.980]know just what you were working on, just where they were at, just where we need to be going next.
[00:05:29.700]I'm sure most of you can relate to having received an
[00:05:34.980]IEP and looking at the goals and been like, what in the world does this even mean? Like, what
[00:05:39.960]were they working on? I have no idea where to start with this. And so we always want to write something
[00:05:44.560]super, super clear that can pass the stranger test. So if I've never met that student before,
[00:05:50.020]I would be able to know what's going on with them and
[00:05:54.920]where they're at. So we need to include a time frame, what the skill is. So what will
[00:06:01.540]they learn? What will they improve? The setting or context in which they'll do that. How are
[00:06:07.120]we measuring it? Is it measured by the teacher? Is it a certain data collection method? Is
[00:06:11.880]it a tally sheet? Is it your communication across the day planning form? What is that?
[00:06:17.780]Accuracy. Maybe that is a percentage. Maybe that is a
[00:06:24.860]level of independence. Different ways to set the measurable criteria
[00:06:29.820]on that. And what kind of supports do they need? So what kind of prompting? What kind of
[00:06:34.980]cues? You guys, having just finished some of that DAG 3 work, have a baseline
[00:06:39.860]for what current level of prompting that looks like.
[00:06:44.240]So one of the things that I, when I do
[00:06:50.060]any kind of training on writing IEP goals, always talk about people.
[00:06:54.800]I think it into, you always have to have an accuracy,
[00:06:58.420]like with 70% accuracy or 80% accuracy.
[00:07:01.400]And not everything lends itself to accuracy-based goals.
[00:07:07.220]I think about this specifically with like an independent living skill.
[00:07:12.200]So if your student has a goal to make a simple recipe
[00:07:16.760]in the microwave with 90% accuracy, like, okay, that's fine.
[00:07:21.180]But if the one step they mess up on,
[00:07:23.280]is setting the microwave for two minutes, and they set it for 20 minutes, nobody, it's not going to
[00:07:28.830]matter if you got the first nine steps right, if you didn't get the last step right. So thinking
[00:07:33.930]of different ways to write IEP goals in terms of with less than so many prompts, with such and such
[00:07:41.510]level of independence, with whatever level of queuing, moving from, like, you know, a process
[00:07:49.450]with three steps to a process with seven steps. So it doesn't always have to be an accuracy-based
[00:07:55.970]kind of measurement. So there are some examples at the bottom there, and I won't read those to
[00:08:02.190]you, but what the examples I do want to look at leading into our next activity for creating these,
[00:08:10.050]Megan and I picked actual skills from the DAG protocol, so what you guys were just looking at,
[00:08:17.130]and then a level of
[00:08:19.370]communication.
[00:08:19.430]So, we took a communicator for each of those and wrote what a sample goal might look like. So, in these next two slides, we have, like, the example goal, and then what the learner is working on, who they are, and what competency area we're talking about, and then in that goal, the exact thing from the DAG protocol is what's underlined.
[00:08:44.350]So, for this first one, this is an emergent learner working on a sample goal, and then we have, like, the example goal, and then what the learner is working on, who they are, and what competency area we're talking about, and then in that goal, the exact thing from the DAG protocol is what's underlined.
[00:08:49.350]So, we have the time frame, so in 36 instructional weeks, the specific skill, which is straight from your DAG protocol. Jessica will show preference for symbols that represent motivating items or activities by selecting them more often than others, word for word, DAG protocol, from a baseline of zero purposeful selections. So, right now, Jessica cannot, very emergent, not making any purposeful selections, reaching at the screen, doing something like that.
[00:09:19.270]So, baseline of zero to ten independent selections, as measured by daily data collection across
[00:09:28.570]five school days.
[00:09:30.270]So, in plain terms, within the next school year, Jessica is going to move from purposefully
[00:09:37.170]not interacting with her device, you know, it's just a thing in the room, we don't understand
[00:09:41.350]that it's communication, to ten times during that day, so across your eight-hour school
[00:09:45.850]day or whatever, independently and purposefully making a selection.
[00:09:49.190]So going from none at all to at least ten times, and this is daily data collection by
[00:09:56.170]anybody, so it might be the paraprofessional, it might be the classroom teacher, it might
[00:10:00.050]be the related service person, whoever it is, just ten times across the day.
[00:10:05.290]So if you looked at that, hopefully you could understand, okay, I can see what Jessica's
[00:10:09.830]working on here.
[00:10:13.090]In this next one, there is, our learner is context-dependent, and it's an operational
[00:10:19.110]skill.
[00:10:20.110]So again, time frame of 36 weeks.
[00:10:22.810]What we want Jessica to do is increase independence with navigation, so how she's navigating the
[00:10:28.310]device independently, by exploring the back scroll buttons or swiping for basic navigation
[00:10:34.630]throughout the day, following a model.
[00:10:37.210]So this is the kind of support that she needs right now.
[00:10:39.750]She needs a model to be able to do this, okay?
[00:10:43.690]Progressing from hand-under-hand support, so right now she needs a full hand-under-hand
[00:10:48.110]support.
[00:10:49.030]To just a gestural support.
[00:10:51.750]So in this, we're not moving from like a number, from a zero to a 10.
[00:10:57.430]We're changing the level of independence.
[00:10:59.410]So we're saying she's going to go from hand-under-hand, so very, very invasive support, you know,
[00:11:06.250]prompting there, to just a gesture support.
[00:11:09.930]So we're decreasing the level of support with that skill.
[00:11:12.950]Nine out of 10 opportunities, and we're doing this in structured therapy.
[00:11:18.950]One of the reasons that this specific goal has structured therapy is because if we are
[00:11:23.350]using hand-under-hand support, it's probably not a true selection, we're probably targeting
[00:11:28.630]that in our therapeutic environment.
[00:11:35.950]Next page, our learner is transitional and dependent.
[00:11:41.150]This is a goal for the social competency.
[00:11:45.610]So again, we have our timeframe.
[00:11:48.870]This is like a preschool classroom.
[00:11:52.650]So young kid, but transitional independent learner, participating in whole group circle
[00:11:57.670]time in the general education preschool classroom.
[00:12:01.630]So there's our setting, we're looking at push-in service delivery model, inclusive service
[00:12:06.690]delivery model, preschool classroom, by sharing personally meaningful new or unusual information
[00:12:13.010]when given a prompt by the teacher.
[00:12:15.250]So we know it's going to follow a prompt, we know it's going to be a new and novel message,
[00:12:18.790]and then in true early intervention form, we will know she can do this when she participates
[00:12:27.310]independently in question of the day, show and tell, all about me and other whole group
[00:12:32.010]activities with peers on three out of four school days during that quarter.
[00:12:37.670]So we tried to set these examples up to show elementary or middle school, preschool, and
[00:12:43.210]this next one is a transition-based one.
[00:12:46.370]So the next learner is context-based.
[00:12:48.710]That's dependent learner and it's a strategic goal, has a transition plan.
[00:12:53.710]So until she graduates in May 2025, and in order to support Jessica's post-secondary
[00:12:58.850]goal of working as a cashier at a video game store, she will use an introduction strategy
[00:13:04.890]with unfamiliar communication partners during her work-based learning experience at the
[00:13:10.190]beginning of 90% of customer interactions measured by her job coach.
[00:13:14.750]So she is taking her communication system to her work-based learning site.
[00:13:18.630]Introducing herself or saying welcome to whatever store, whatever would be appropriate
[00:13:24.170]for being the cashier at a store like that.
[00:13:27.530]90% of the time she's talking to customers and her job coach is the one that is keeping
[00:13:33.030]track of this.
[00:13:35.170]So those are some ways that we can take what you've just done in that student benchmark
[00:13:41.070]baseline assessment in the DAG and then put them right into something that meets all the
[00:13:47.350]criteria for being.
[00:13:48.550]Being a compliant and meaningful IEP goal.
[00:13:53.910]So our next activity, you guys are going to get another 10 minutes, Megan, does that work?
[00:14:02.550]To take those goals that you just decided in your last breakout time.
[00:14:07.970]So you had to pick that one goal in each area from the DAG and you're going to take the
[00:14:12.930]next 10 minutes and turn that into a meaningful and compliant goal.
[00:14:18.470]That's time bound, that has an easy identifying measurement, that has a context to it, that
[00:14:24.750]has that skill, and that you could just pop into an IEP the next time that you have it.
[00:14:31.510]Subtitles by the Amara.org community
[00:14:34.510]group
[00:14:37.510]Subtitles by the Amara.org community
[00:14:40.510]Subtitles by the Amara.org community
[00:14:43.510]Thank you.

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Module: Communication Across the Day for Complex Learners using AAC - Micro Lesson: IEP Specifics

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