Curriculum & Assessment for Students with ASD/DDSPED 510-007, CRN: 14842

Sheldon Loman, PhD. Fall 2014Contact: sheldon.loman@pdx.edu

2

“Clearing a path for people with special needs clears the path for

everyone!”

KWL for instructing students with multiple or developmental disabilitiesWhat do you ….

KNOW

What do you…

WANT to know

What you…

LEARNED

Our Agenda• Course Syllabus & Assignments• Activity: COACH- from

assessment to objectives• Single-case research and

Evidence-based practices for individuals with significant disabilities

Steps in Ecological Assessment Process

• Step 1: Plan with Student & Family • Person-centered Planning

• Step 2: Summarize what is known about the student• Record Review, IEP Review

• Step 3: Encourage Self-Determination/ Assess Student Preferences• Preference Assessment

• Step 4: Assess student’s instructional program• Daily Schedule Analysis• Task Analyses• Other Assessments

• Step 5: Develop ecological assessment report• To inform IEP: PLAAFP, Goals & Objectives, Interventions

Horner (2011)

SAM

choolwide

pplications

odel

SAM

choolwide

pplications

odel

SAMSAM

choolwide

pplications

odel

Sailor, 2008

Social/Behavior Support System: School-wide PBS

Academic Support System: Response to Intervention

External Community Supports

Context for: Person Centered Planning, Functional Assessment & Wraparound

I hear “One

Voice”

Practice Guide for Self Determination

Loman et al., 2010

Causal Agency/ Independence Proxy Agency

Opportunities

PracticesGoal Setting

Set

Self-Monitoring

Self –instruction

Self-evaluation

Self-reinforcement

Self-feedback

Choice/Dec. Making

Prob. Solving

Self-Adv

Social Capital

Soc Inclusion

Enriched Environment

Dignity of Risk

Person-Centered Planning

Teacher-Directed Strategies

Self-Directed Strategies

Family Supports

Organize Env. Systems

Ability Awareness• Alternatively called “disability

awareness”• Lessons, activities, discussions that

teach students & staff about individual abilities

• Facilitates a dialogue about overall respect & dignity

• http://www.youtube.com/watch?v=akbHef74zMM&feature=related

Evidenced-based Practices

Change

Course Syllabus & Assignments

Remember COACH?

• Planning tool designed to help teams determine the components of individually appropriate educational programs for students with intensive special educational needs.

• Offers initial suggestions for implementing & evaluating students’ educational programs in typical classroom settings & activities

2 Parts of COACH (pg. 4)

• Part A: Determining a Student’s Educational Program1. Family Interview2. Additional Learning Outcomes3. General Supports

• Part B: Translating the Family-Identified Priorities into Goals & Objectives4. Writing Annual Goals5. Writing Short-term Objectives6. Program-at-a-Glance

What is the PLAAFP?• Part of the IEP • Objective, measurable

description of the student and their needs• Moves from a general to specific• Meets stranger test• Observable behavior without judgment –

uses verbs rather than adjectives• Directly links to IEP goals and

objectives

IEP GoalsIEP Objectives

Unit GoalsStep Objectives

Lesson Objectives

State Standards

Start with the student’s present level of performance

(PLAAFP)

How is a PLAAFP Determined?

PLAAFP

Parent & Student

Input

Teacher and Service

Provider Input

Formal Assessment

Data

Informal Assessment

Data

IEP GoalsIEP Objectives

Unit GoalsStep Objectives

Lesson Objectives

State Standards

PLAAFP

Parent & Student

Input

Teacher and Service Provider

Input

Formal Assessment

Data

Informal Assessment

Data

Deficit-finding Perspective

• “Rebecca Ferguson has an IQ of 21 and a mental age of 1 year, 8 mos. Her scores on the Vineland Adaptive Behavior Scales were below basal levels. She has Down’s syndrome and severe mental retardation. R cannot use the toilet or eat independently and will require lifelong assistance for personal care. She is nonverbal except for some random vocalizations. R sometimes engages in aggressive behavior including spitting, and slapping.”

Capacity-building perspective • “Rebecca is a 16-year old girl with brown eyes and

black hair who has been medically classified with Down’s syndrome. Her scores below basal levels on the Vineland and the Weschler Intelligence Scale support her ongoing eligibility for special education services. R is highly social and greets others using eye contact, smiles, a wave, and an occasional hug. She makes her needs known by moving to an area or obtaining materials (e.g, her bathing suit to go swimming). She can sign “eat” to request food. She has strong preferences is assertive….

Introduction / description of the student: Sherry is a 16 year old, 10th grader at Franklin High

School. She has earned 12 / 24 credits required for graduation.

Strengths of the Student (This is a great question to ask parents and students and put their responses in this section.)

Sherry’s parents and teachers report that Sherry socializes well with other students. Sherry is enthusiastic in math and says she likes working with the math manipulatives.

What does a PLAAFP include?

Student preferences: For students 16 and older (address transition needs and goals for high school and adult life).

Sherry has expressed a desire to live in her own apartment, attend college, and work with animals. She wants to read better so she can perform well in college and work with animals. The team is focused on building a plan that supports Sherry’s goals by helping her explore careers working with animals, and steadily progress toward earning credits for a high school diploma.

What does a PLAAFP include?

Concerns of the parent: Parents’ goals for the student Parents’ desired supports for the student

Sherry’s parents are concerned that she has not learned to organize materials and often misplaces and / or does not turn in assignments. They also want to see her reading continue to improve. They would like the school team to directly address these skills as Sherry will need to improve in these areas in order to graduate high school and pursue a career.

What does a PLAAFP include?

How the disability affects the student’s progress in the general curriculum.

Include the student’s current eligibility category for special education

Weaknesses should be written in a cohesive, integrated paragraph. They must consider the whole child including academic, cognitive, social, adaptive, and communication strengths as they relate to progress in the general education curriculum and grade.

Support needs that impede involvement in the general education:

List any supports and modifications required to meet her goals in the general education curriculum.

What does a PLAAFP include?

What does a PLAAFP Include?Performance in each goal areaLabel the goal areas of the IEP

• Reading• Writing• Social behavior• Communication… etc.

Include in EACH section:• Results of recent assessments• Whether the student will take alternative assessment

(OAKS or extended assessment)• Educational needs (sometimes referred to as

“weaknesses”, we prefer educational needs)Note: THERE SHOULD BE A DIRECT LINK BETWEEN ASSESSMENT RESULTS AND THE GOAL

Performance in the area of reading (Present Level of Performance or PLOP)

We need to know where they are to know their goals Results of recent assessments:

Formal: Sherry was given The Woodcock-Johnson Psycho-

educational Battery-III on 9 / 8 / 2009. She received a Standard Score (SS) of 83 which places her in the low average range.

Informal: When Sherry was asked to read a passage at the

eighth grade level, she read 150 words correctly per minute with 96% accuracy, and answered 5/5 literal questions correctly, and 2/5 inferential questions correctly on May 15, 2012.

What does a PLAAFP include?

Present Level of PerformanceInclude the Critical Features (which will link to

the IEP goal)• Condition• Student• Behavior• Performance• Date

Writing IEP Goals & Objectives

based on PLAAFP

Common Core State Standards

(CCSS)State education chiefs and governors in 48

states came together to develop the Common Core, a set of clear college- and career-ready standards for kindergarten through 12th grade in English language arts/literacy and mathematics.

http://www.corestandards.org/

App on iTunes for Common Core Standardshttps://itunes.apple.com/us/app/common-core-standards/id439424555?mt=8

Self-determinationIndependence, Interdependence, Opportunities to Act

-e.g., Goal setting, choice-making, self-management

Assistive TechnologyOperational CompetenceMulti-modal expression

e.g., How to use devices, low & hi tech options

Personal RelevanceRelated to individual needs

e.g., social skills, daily living, vocational

Pivotal SkillsImportant to learning across content areas e.g., selecting from a field of 4, using asking

/answering “Wh” questions, sequencing events, using graphic organizers

Grade Level Common Core State

Standards

Qualities of a Well-Designed Standards-Based IEP (modified from Wakeman et al., 2010)

Goals ------------------Objectivesgo from

General ------- to ------ SpecificIEP Goals

IEP Objectives

Unit Goals

Step Objectives

Lesson Objectives

36

Goals (or behavioral goals/objectives)

• Academic IEP Goals• Oral reading• Math operations• Writing and spelling

• Functional IEP Goals• Expressive Language

• Requesting items• Functional Routines

• Eating lunch• Washing hands

Goals should be skills that are acquired over time.

Critical Features of Annual Goals1. Make a link to the Common Core State Standard (be able to name the CCSS)

2. Students will write / rewrite one annual IEP goal for a student :

• Date• Condition• Student/Learner• Behavior• Criteria• Evaluation procedure

Condition- Examples

• Given….• A 4-function calculator• 5th grade material• 15 minutes of free-time• Written task

Criteria

How well a student does could be measured by:

Frequency – 9 out of 10Duration- for 20 minutesDistance- 20 feetAccuracy- 90% accuracy

Period of time a skill or behavior must occur could be measured in terms such as:

Number of days- over 3 consecutive days

Number of weeks- over a four week period

Occasions- during math and English Classes, on 6 consecutive occassions

Examples of measure and time• 85% accuracy over 5

consecutive trials

• 50 words/minute, with 3 or fewer errors, for 2 consecutive trials

• 3 out of 5 trials per week

Evaluation Procedures

Identify the method that will be used to measure progress & determine if the student has met the benchmark.

An evaluation procedure must provide an objective method in which the student’s behavior will be measured or observed.

Evaluation Procedure Examples:

• Structured observations of targeted behavior in class

• Student self-monitoring checklist• Written tests• Audio-visual recordings• Behavior charting• Work samples

Example: IEP Goal

By June 2015, Given narrative or informational texts written at the fourth grade instructional level, Jane will accurately write the answers to at least 8 out of 10 literal and inferential comprehension questions about the text for 3 consecutive weeks as measured by classroom weekly reading probes.

Link to Common Core State Standards (CCSS)College & Career Readiness (CCR) Standard

for Reading:Key Ideas and Details 1. Read closely to determine what the text

says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Link to Common Core State Standards (CCSS)Grade Level Standard 4.RL.Key Ideas and Details 4.RL.1 Refer to details and examples in a text

when explaining what the text says explicitly and when drawing inferences from the text.

4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

Link to Common Core State Standards (CCSS)Grade Level Standard 4.RI.Key Ideas and Details 4.RI.1 Refer to details and examples in a text

when explaining what the text says explicitly and when drawing inferences from the text.

4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Writing Goals: Linking to the common core

• See Functional Work Sample Wiki• http://functionalworksample.pbworks.com/

w/page/49912525/Writing%20IEP%20Goals%20%20Objectives

Website/App Students are Using for Linking Goals to CCSS

https://goalbookapp.com/

COACH Activity • Form 4 groups• Look at Blank Forms• Look at Case Study• Complete the Blank Goals and Program at a Glance for Case

study• Use tools that you have access to (e.g., common core,

goalbookapp; COACH book/disk)

What is Single-Subject Research?• Review from the Horner et al., 2005 article

Systematic analysis using individual subjects as their own experimental control.

Main message:◦ Single subject research is an approach to

rigorous experimentation that involves small numbers of subjects, repeated observations of subjects over time, and employs research designs that allow each subject to provide his/her own experimental control. Within-subject analysis Fine-grained analysis across time and conditions

Single Subject Research

Defining Features of Single Subject Research

An experimental research method focused on defining causal (e.g., functional) relations between independent and dependent variables.

Focus is on individuals as unit of analysis◦ can treat groups as participants with focus on the

group as a single unit Repeated measures of participants’ behavior

(DV) over time Within-subject comparison to analyze effect

◦ Observed change in individual’s behavior from “Baseline” to “Intervention”

Focus on an individual rather than group means (averages)◦ Interest is in the behavior of a single individual

or on within-subject variability A “group” may be treated as an “individual”

◦ Group descriptive statistics may not "describe" any actual individual

◦ Generalizations from a group to an individual are problematic in many instances Predicting the behavior of a specific individual is

different from predicting that of a “typical” individual

Reasons for using single subject methodology

Many populations of interest are low incidence populations◦ Practically, large numbers of subjects may not

be available◦ Assumptions of normal distribution and

homogeneity of variance may not be valid Can be used in clinical practice contexts

◦ Single subject research studies may develop out of and be conducted on a specific problem or need of an individual(s) in a practical context Scientist-practitioner model

Reasons for Using Single Subject Methodology (continued)

Using Single Subject Research to Establish “Evidence-based Practices” A “practice” may be considered “evidence-

based” when:◦ The practice is operationally defined, and

implemented with fidelity.◦ The outcomes associated with the practice are

operationally defined.◦ The context in which the practice in use is

operationally defined◦ Results from the single subject studies used to

assess the practice demonstrate experimental control.

◦ The effects are replicated across 5 single subject studies conducted in at least 3 locations, and with at least 20 different participants.

Dependent variable (DV) – the behavior (measure) that you are analyzing◦ You want to produce change (variability) in the

dependent variable◦ Studies may have multiple DVs

Independent variable (IV) – the variable (event, intervention, condition) that is of experimental interest and that the researcher manipulates in an experimental research design◦ May be discrete or continuous◦ May be a single element or multi-component

compound◦ Studies may have multiple IVs

Dependent and independent variables

Dependent Variable (Outcome):

Independent Variable (Intervention):

Research question: “Is there a functional relationship between …… and …… ?”

For your research article define the DV, IV, & research question

Level Trend

VariabilityImmediacy of Effect

Overlap

Phase A Phase B

Phase A Phase B

Research Question???

Level Trend

VariabilityImmediacy of Effect

Overlap

Phase A Phase B

Phase A Phase B

Research Question???

In SSD, a Functional Relationship/Experimental Control has occurred when…

There are 3 demonstrations of an effect at 3 points in time.◦ Effect could be: change in trend or level◦ Also want to see immediacy of effect

Good study design has at least 5 data points in each phase to establish a consistent pattern in the data (Horner et al., 2005).

Establishing a Baseline

Baseline - phase in a design that serves as the reference point or comparator for analysis of change in behavior (effect of IV)◦ Used in withdrawal/reversal and multiple baseline

designs; may be included in alternating treatments design (but not needed)

◦ Should provide a representative picture of behavior under pre-intervention (typical, status quo) conditions Baseline is the “control condition” in within subject

analysis May involve some alternative intervention/treatment

Guidelines for Establishing a Baseline

Collect repeated measures of a DV under “baseline” conditions◦ Goal is to establish the stability of behavior

Look at level, trend, and variability of data

◦ At minimum, Horner et al. (2005) propose 5 data points in baseline phase (at least for initial phase)

◦ Variability in DV requires more data points

Trends in baseline data? Trends (increasing or decreasing slope)

can be accepted, if the trend is in the opposite direction of the anticipated effect of the IV◦ Visual analysis does consider changes in

trend across/between phases

Trend in the “expected” change direction is problematic◦ Collect more data points◦ Consider whether intervention is warranted◦ If substantial change in slope is expected,

you may go forward with intervention Statistical analysis may be used to supplement

visual analysis

Assessing Baselines Define research question and dependent

variable.◦ Does BL document a predictable pattern of

behavior?

◦ Does BL document a pattern that will allow comparison with expected effect when Intervention (IV) is implemented?

Guidelines for Implementing IVs Establish effects of IV on one baseline

(data path) before implementing IV in another baseline (data path) in a multiple baseline

Should report measures of IV implementation fidelity

A multiple baseline design involves three or more AB interventions (series) with phase changes staggered across at least three points in time.

Key Features◦ Series are independent of each other

People, places, materials, behaviors/skills◦ The same IV is applied in each series◦ Staggered implementation of IV

Defining Features of Multiple Baseline Designs

Vivian

0

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Tammy0

20

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100

Dr. Cathy20

40

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100

0 10 20 30 40 50 60 70

Per

cent

age

of C

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espo

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Treatment Lollipop for R+

Lollipop for R+

Lollipop for R+

6

◦ Assess Baselines for each series Do the Baselines document a predictable pattern? Do Baselines allow opportunity to document IV effect? Are Baselines similar?

◦ Horizontal Analysis of Effect (per series) Level, trend, variability, overlap, immediacy of effect

◦ Vertical Analysis DV change in one series is associated with NO change in

other series? Similar effect (consistent effect) across series?

◦ Functional Relationship? At least three demonstrations of effect at three points in

time

Interpreting MBL Designs

Sequential phases of data collection involving the implementation and withdrawal of an independent variable(s)◦ traditionally, the first phase is Baseline, followed by

implementation of the IV (Intervention)

Defining features of withdrawal and reversal designs

0

1

2

3

4

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1 5 10 15 20 25 30 35Sessions

Tota

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per

min

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FCTBaseline Baseline FCT4B

Behavior measured as DV is “reversible”◦ Learning will not occur

Limited carryover effects between phases Ethical concerns

◦ Can do a reversal DV is not a dangerous behavior, or you can protect participant Staff cooperation

Can compare multiple conditions◦ Comparison of too many conditions makes design

cumbersome

When are reversal and withdrawal designs appropriate?

Within subject analysis Independent variable needs to have at least four

levels (e.g. criteria) Document baseline performance with one level of

the IV Change the level of the IV and monitor change in

DV◦ Immediacy of change important◦ Absence of trend and variability important

Repeat level (criterion) change in IV two more times.

Defining Features of Changing Criterion Designs

Examine the graphs below◦ 1. What is the research question?◦ 2. Is there a functional relationship?◦ 3. Does the design document three

demonstrations of an “effect” at three different points in time? Where?

Example

Alternating Treatment (Multi-Element) Designs employ rapid phase reversals across 2 or more conditions to assess sensitivity of change in the dependent variable to change in condition.

ATD/ MED Defined

Student 1Hypothesis: Escape Math Work

1 2 3 4 50%

10%

20%

30%

40%

50%

60%

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80%

90%

100%

Control Condition

Escape Condition

Attention Condition

IOA

Sessions

Perc

ent I

nter

vals

with

Occ

urre

nce

of P

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em B

ehav

ior

1. Is Esc different than Control?

2. Is Esc different than Attn?

Walk through article review with the article you plan to use for completing your assignment.

Complete the article review sheet with a partner who selected the same article.

If you are unable to find where you might find the answer to the questions, ask your partner and/or myself.

In-class activity (30 minutes)

Steps in Ecological Assessment Process

• Step 1: Plan with Student & Family • Person-centered Planning

• Step 2: Summarize what is known about the student• Record Review, IEP Review

• Step 3: Encourage Self-Determination/ Assess Student Preferences• Preference Assessment

• Step 4: Assess student’s instructional program• Daily Schedule Analysis• Task Analyses• Other Assessments

• Step 5: Develop ecological assessment report• To inform IEP: PLAAFP, Goals & Objectives, Interventions

Person-Centered PlanningStrength-based shared understanding of : • Values, • Long-term goals, • Current programs, • Barriers to participation & success , • Possible variables influencing barriers

• Video: http://www.youtube.com/watch?v=PKYDSncagKQ&feature=youtu.be

Planning Alternative Tomorrows with Hope (PATH)

http://www.inclusive-solutions.com/pcplanning.asp

What planning looks like?

http://www.inclusive solutions.com/pcplanning.asp

Types of PlanningTraditional• Experts made

decisions about life• Placed in programs

to overcome areas of weakness

• Person expected to conform to program

Person-Centered• Focus person and

those who know him/her make decisions

• Programs individualized and focuses on strengths

• Program adapted as need arises

Features of Person-Centered Planning

• Intentional planning for success (pre-planning) – range of purpose for planning - stage

• Focus on and driven by the student’s strengths, interests and preferences

• Focus on capacities and opportunities - establishes a vision

• The process is flexible, dynamic and informal• Requires collaborative teamwork with commitment to

action• Requires an effective facilitatorExcerpt from Flannery, B., Slovic, R. & McLean Person-Centered Planning: How do we know we are

doing it?

Putting it all together

Home Community

School Work

QuickTime™ and aGIF decompressor

are needed to see this picture.

Person-centered Planning: Basic Beliefs

Every person has:• The right to plan a life for his or herself

which is personally meaningful and satisfying.

• Talents and strengths that can be developed

How would you set up a person-centered planning session for one of your students?

• Who would be invited? • How would people be invited? • Schedule?• When/Where?

Remember: Person-centered…..think about the student

Team Members and Roles• Adapted Physical Education (APE) Teacher

• Provides adaptations to regular PE program to promote student participation

• Audiologist: Identifies types and degrees of hearing loss and provides equipment guidelines

• Family Members & Student: Experts in student and stakeholders in their future

• General Education Teacher: GE content expert, collaborates to instruct student

Team Members and Roles• Nurse: information source for the team on student’s medical

conditions, performs & trains staff to do specialized medical procedures (e.g., tube feeding, catheterization)

• Occupational Therapist: Promotes optimal physical functioning (fine motor, sensory motor), suggests modifications/supports

• Physical Therapist: Same, but gross motor, positioning

Team Members and Roles• Orientation & Mobility (O&M): specialized training in visual

functioning in mobility• Psychologist: evaluator of student’s intellectual and adaptive abilities

and interpreter of evaluation results, may provide suggestions for reducing student behaviors

• Social Worker: facilitates access to services and establishing linkages between school and community programs

Team Members and Roles• Speech-Language Pathologist:

• Provides instruction in the area of communication, language, speech. • Provides suggestions and instruction with AAC devices. • Expertise in oral motor and feeding skills

• Special Education Teacher: • Provides specialized teaching strategies, provides and implements

adaptations

Connection to IEP• Education/School a part of person’s life• Consistency across

• Behavior support• Skills training (generalization/adaptation of skills)• Communication systems• Planning team members

PC-Planning Role in Support Planning

• Personally valued outcomes that address contextual issues• Broader view of the student that takes into account larger

issues that affect student (student/family/agency views, funding, disability, community supports)

• Ensures interventions match students needs/values• Provide perspective on historical and present setting events• Increase buy-in on the plan from all stakeholders• Identify culturally relevant methods of support• Increases likelihood of the plan being effective

COACH

Choosing Outcomes & Accommodations for Children (3rd Edition): A Guide to Educational Planning for Students

with DisabilitiesGiangreco, Cloninger, Iverson (2011)

Brookes Publishing

What is COACH?

• Planning tool designed to help teams determine the components of individually appropriate educational programs for students with intensive special educational needs.

• Offers initial suggestions for implementing & evaluating students’ educational programs in typical classroom settings & activities

2 Parts of COACH (pg. 4)

• Part A: Determining a Student’s Educational Program1. Family Interview2. Additional Learning Outcomes3. General Supports

• Part B: Translating the Family-Identified Priorities into Goals & Objectives4. Writing Annual Goals5. Writing Short-term Objectives6. Program-at-a-Glance

Principles Forming the Basis of COACH

1. All students are capable of learning & deserve a meaningful curriculum.

2. Quality instruction requires ongoing access to inclusive environments.

3. Pursuing valued life outcomes informs the selection of curricular content.

4. Family involvement is a cornerstone of educational planning.

5. Collaborative teamwork is essential to quality education.6. Coordination of services ensures that necessary supports

are appropriately provided.

Step 1- The Family Interview

• Face to face with the family – 1-2 parents & the student (when appropriate)– Purposely selected school personnel

• Facilitator guides family through a process in selecting a small set of the most important learning outcomes from the family’s perspective

Introducing the Family Interview

• Reminder of orientation to COACH (should have been occurred before Family Interview)

• 6 categories of information to share with the family prior to asking them questions (page 3)

Step 1.1: Valued Life Outcomes (pg. 6)

• These set a context for the rest of COACH• Present/read to family before interview

Step 1.2: Selecting Curriculum Areas to be Explored During the Family Interview (pp. 7-13)

• Family considers all 9 curriculum areas included in COACH and then make a decision about which subset of areas (up to 4) should be explored in greater depth during the Family Interview.

• Helps parents become familiar with the curriculum areas and corresponding lists of learning outcomes included in COACH, given the understanding they are designed to extend learning outcomes included in the general education curriculum, not replace them.

Step 1.3: Rating Learning Outcomes in Selected Curriculum Areas (pp. 14-23)

• Provides lists for each of the 9 curriculum areas and corresponding learning outcomes considered in the Family Interview.

Step 1.4: Prioritizing Learning Outcomes in Selected Curriculum Areas

• Prioritizing allows the family to consider which of the learning outcomes are their top priorities within each curriculum area reviewed.

• Maximum of top 4 priorities• Consider strengths & interests of child, immediacy

of the need, frequency of use, practicality, future use, and its potential affect on valued life outcomes.

• Ranked priorities transferred to next step (pp. 24-25)

Step 1.5: Cross-Prioritization (pp. 24-25)

• Provides an opportunity for the family to select and rank overall priority learning outcomes for their child.

• Using the same criteria in step 1.4, the family ranks a maximum of their top 6 overall priorities.

Step 2: Additional Learning Outcomes

• Team members complete the Additional Learning Outcomes

• This step recognizes that selecting priorities from the Family Interview are insufficient to comprise a complete educational program.

• Subset of team members who know the student and who has knowledge of the general education curriculum.

Step 2.1: Additional Learning Outcomes from COACH (pp. 26-27)

• Ensures that important selections made during the Family Interview, but not slated for inclusion as IEP goals, s well as learning outcome areas tabled in step 1.2 (Selecting Curriculum Areas to Explore during the Family Interview)

Step 2.2: Additional Learning Outcomes from General Education (pp. 30-33)

• Ensures that students with disabilities are provided with the same opportunities as their classmates to pursue a broad-based educational program and to be exposed to a variety of educational content.

Step 3: General Supports (pp. 34-35)

• Simple method for documenting general supports that need to be provided to or for a student.

• General Supports serve to allow access to, or participation in, the education program.

• What other people need to do to assist the student.

• Personal needs, physical needs, teaching others about the student, sensory needs, access & opportunities.