Autism Support Center Network : Autism Support Center Network
ASD Network System : ASD Network System Designed to assist
school personnel
families and
students
in developing quality programs for students with ASD that meet the same high quality standards established for all students.
ASD Network System : ASD Network System Meeting Dates for the 2009-2010
October 7 2009 Autism/IEP
December 2, 2009 Transition
March 3, 2010 Family panel
May 12, 2010 Social/Emotional supports
Register by going to www.ritap.org/asd/inner/template/asdnetwork.htm
Click on Autism Network and scroll down the page
Registration for each session will open the day after the previous session
Register for December 2 starting October 8
Slide 4 : As you leave today, Amy and Autism cadre members will be handing out PD credits as you give them your evaluation (purple sheet) for today. RIDE Professional Development Credits will be offered at the end of the presentation
Autism and IEPA Case Study ASD Network MeetingOctober 7, 2009 : Autism and IEPA Case Study ASD Network MeetingOctober 7, 2009 Barrie Grossi
Lynne Ryan
RIDE/RITAP
Session Outcome : Session Outcome Using A Case Study Approach
Participants will:
Increase their ability to write evidenced based IEPs for students with ASD
AGENDA : AGENDA Welcome and Orientation
Case Study: Caitlin
Questions/Clarifications Related to IEP Process and Product
Evaluation
Present Level of Academic Achievement and Functional Performance : Present Level of Academic Achievement and Functional Performance Functional Performance- Describe strengths and needs based on skills or activities used in the context of routine activities of everyday living. (ex. communication, organization, self advocacy, self regulation, and social emotional behavior)
Academic Achievement- Describe strengths and needs based on DATA in reading, writing, math and other subjects as appropriate.
Case Study: Caitlin : Case Study: Caitlin Read the Case Study
With a partner discuss present levels of functional performance and academic achievement
Using highlighter
Functional Performance Strengths=
Functional Performance Needs=
Academic Achievement Strengths=
Academic Achievement Needs=
Report Out
Walker-McConnell Scale of Social Competence and School AdjustmentElementary Version : Walker-McConnell Scale of Social Competence and School AdjustmentElementary Version Subscale 1 Teacher Preferred Social Behavior; behavior that is highly valued by teachers: ex. shows sympathy for others, accepts constructive criticism from peers without becoming angry, is sensitive to the needs of others, cooperates with peers on a group
Subscale 2 Peer Preferred Social behavior; social behavior that is highly valued by peers: ex. talks with peers for extended amounts of time, interacts with a number of different peers, makes friends easily, compromises when the situation calls for it
Subscale 3 School Adjustment Behavior: social-behavioral competencies that are highly valued by teachers in classroom instructional contexts; ex. displays independent study habits, uses free time appropriately, listens carefully to teacher instructions
Walker-McConnell Scale of Social Competence and School AdjustmentAdolescent Version : Walker-McConnell Scale of Social Competence and School AdjustmentAdolescent Version Subscale 1 Self Control: displays self control in difficult situations, ex. copes effectively when upset or depressed, can accept not getting his/her own way
Subscale 2 Peer Relations: ex. cooperates with peers, spends free time interacting with peers, shares laughter with peers, invites peers to interact or share activities
Subscale 3 School Adjustment: has good work habits, is personally well organized, listens while others are speaking
Subscale 4 Empathy: is considerate of the feelings of others, compliments others regarding personal attributes, is sensitive to the needs of others
What are Caitlin’s Present Levels of Functional Performance and Academic Achievement? : What are Caitlin’s Present Levels of Functional Performance and Academic Achievement?
Measurable Annual Goals : Include:
1. Area of need – e.g., reading, writing , math, communication, behavior
2. Baseline (what I can do now).
3. Goal.
- What I can do by the end of this IEP.
- How will my progress be measured?
- When will progress be reported?
4. Short-term objectives/benchmarks.
- Measurable steps along the way to help me reach my goal. Measurable Annual Goals
What is the Baseline? : What is the Baseline? Baseline: What the student can do now
Brief, specific, quantitative measurable statement.
This is not a comprehensive description in the area of need. The present level already includes the baseline.
Rule of thumb……if you have written a sentence it is too much……..
Caitlin : Caitlin
Measurable Academic or Functional Goal(s) : Measurable Academic or Functional Goal(s) Formula:
Annual Academic Goal = learner + WIDA ELPs+ELS/GLEs/GSEs/AAGSE + individual’s target performance + measurability
Annual Functional Goal =
learner + individual’s target performance + measurability
What Are Caitlin’s Measurable Annual Goals? : What Are Caitlin’s Measurable Annual Goals?
Progress Measured and Progress Reported : Progress Measured and Progress Reported Progress Measured
Type of data collected
How often collected Progress Reported
How often reported
Caitlin : Caitlin
Short-term Objectives : January 20, 2009 Short-term Objectives Related to the goal
At least 2 objectives for each goal
Written in objective, measurable terms
Aligned when appropriate to PLPs
Caitlin’s Short-term Objectives : Caitlin’s Short-term Objectives Measurable Short Term Objectives or Benchmarks
These are the measurable steps along the way to help student to achieve this goal.
Caitlin's Goal 2 : Caitlin's Goal 2 Measurable Annual Academic or Functional Goal(s) Measurable Short Term Objectives or Benchmarks
These are the measurable steps along the way to help student to achieve this goal.
Special Education : Special Education Describe the specially designed instruction i.e. instruction adapted in content, methodology or delivery (not a person or place)
Research based
Allows access to general curriculum and participation in extracurricular and other nonacademic activities
Provider listed in this section can only be:
Special Educator, Teacher of the Blind Visually Impaired, Teacher of the Deaf Hard of Hearing, APE Teacher
Speech Language Pathologist (until child turns 9)
Caitlin’s Special Education : Caitlin’s Special Education Special Education
Related Services : Related Services Related Service-Use the listed categories
Describe Related Service
Providers- Identify the role of appropriately certified licensed or otherwise qualified personnel who will provide the service
Caitlin’s Related Services : Caitlin’s Related Services Related Service(s)
Caitlin’s Supplementary Aids and Services : Caitlin’s Supplementary Aids and Services
IEP Self Checklist : IEP Self Checklist Use the IEP checklist to self evaluate your IEPs
http://www.ritap.org/iep/publications/publication.html
Slide 29 : Walker-McConnell Scale of Social Competence and School Adjustment
Hill M. Walker, Scott R. McConnell
Elementary Version
The scale is now distributed by Duerr Evaluation Associates of Chico, CA.
530 893-3734
55 Hanover Lane,
Chico, CA 95973.
Slide 30 : Walker-McConnell Scale of Social Competence and School Adjustment
Hill M. Walker, Scott R. McConnell
Adolescent Version
Readily Available