HEAD START®

Translating the IEP into Everyday Practice

Training Guides for the Head Start Learning Community

Table of Contents | Preface | Introduction | Module 1 | Module 2 | Module 3
| Continuing Professional Development | Resources | Appendix A | Appendix B

MODULE 2: what do i do now? understanding and implementing the iep

Outcomes | Key Concepts | Background Information | Activity 1 | Activity 2 | Activity 3 | Next Steps
download these pdf attachments: Handout 6 | Handout 7 | Handout 8 | Handout 9 | Handout 10 | Handout 11 | Handout 12

Outcomes

After completing this module, participants will be able to:

• Formulate strategies for translating Individualized Education Program (IEP) goals and objectives into classroom activities that reflect developmentally appropriate practice.
  
  
• Develop a systematic approach for monitoring the ongoing progress of children with IEPs.

Key Concepts

• The IEP does not represent the entire educational program for a child with a disability. The goals and objectives of the IEP focus on the problems and needs that are a direct result of the child's disability.
  
  
• Ongoing observation and documentation of child progress, and refinement of practice, are key elements in any quality educational program; they are also legally required components in the IEP process, and essential to the successful implementation of any IEP.
  
  
• Throughout the IEP process the team must remain sensitive to issues of language and culture in order to effectively assess and address the needs of children and families.

Background Information

There are a number of variables that influence a Head Start teacher's level of involvement in the development of an IEP/IFSP. Sometimes a child arrives at Head Start with an IEP/IFSP already written. Sometimes teachers are involved from the very beginning. They alert the family and appropriate staff to any suspected problems, participate in identifying a child's current strengths and needs, and shape appropriate goals and objectives.

Once an IEP has been developed, the real work of providing needed services to a child with disabilities begins. The IEP process has implications for many aspects of classroom life. Teachers will need to consider scheduling, the physical classroom environment, and how the activities they plan will help children with special needs meet their unique goals and objectives. Teachers will need the advice and support of specialists to help them make progress toward the goals and objectives. At the same time they must understand that an IEP is only part of an overall program for a child with a disability. Its purpose is to address the special needs of a child that may interfere with his educational progress.

Many practitioners already understand that "best practice" means working on goals and objectives for IEPs within a developmentally appropriate classroom in a way that does not single out the child with disabilities. In order for teachers to meet this challenge, they must develop methods for incorporating new activities or modifying existing ones in a way that will support the progress of all children as well as help children with disabilities meet their goals.

Ongoing assessment of each child's progress is good teaching practice, and is an integral part of the IEP implementation process. In fact, teachers are required to monitor and record this progress. Head Start teachers who have children with disabilities in their classrooms must develop a process for documenting the progress of these children. States will vary in terms of what they require for documentation of progress for children with IEPs. Within each state, local education agencies (LEAs) may have devised different methods for meeting those requirements. It is important for teachers to understand what policies affect them directly. This will allow them to contribute in a meaningful way to any periodic reporting that is required.

For an overview of the activities in this module, see At A Glance

Activity 2-1: What Does This Mean for Me and My Classroom?

Purpose: During this activity, participants will examine the story of an imaginary Head Start classroom that contains children with IEPs. They will practice integrating the objectives from the IEPs into activities that are appropriate for all the children.

Preparation

Arrange for: Overhead projector and screen

Bring: Marker for writing on overhead

Make: Overhead of Handout 7-Sample Planning Matrix
Overhead of Handout 9-Activity Planning Sheet

Duplicate: Handout 6-Ms. Peggy's Classroom: one for each participant
Handout 7-Sample Planning Matrix: one for each participant
Handout 8-Planning Matrix: one for each pair of participants
Handout 9-Activity Planning Sheet: one for each participant
Appendix C-Gerard's IEP: one for each participant
Appendix D-Erica's IEP: one for each participant

Leading the Activity

1. Introduce the activity and review the workshop agenda with participants.
   
   
2. Distribute Handout 6-Ms. Peggy's Classroom to each participant. Explain that the story describes a Head Start class and a few of the children in it. Two of the children have IEPs. If participants have already completed Module 1, point out that the classroom includes Gerard, the boy who was the focus of that module.
   
   
3. Tell participants that after they read the scenario they will think about what kinds of activities will allow the children with disabilities to work on their goals and objectives within the ongoing classroom routine. Tell them to take notes about children's apparent needs or to underline parts of the story that may help with the discussion to follow.
   
   
4. Allow participants about 10 minutes to read the handout. You may choose to read the handout aloud as participants read along.
   
   
5. Ask participants to share their comments about the scenario. You might ask:
   
   
   • What events in Peggy's classroom can you identify with?
     
     
   • In what ways do the children in her classroom remind you of children you have taught?
     
     

   Tip for the Trainer:

   All families have a right to confidentiality. That is, information about Head Start children and families can only be shared within Head Start on a "need to know" basis. As participants share their descriptions of children they have taught make sure they fully understand issues around confidentiality.

   
   
6. Tell participants that they will analyze the IEPs of 2 children in Peggy's classroom. Distribute Appendix C-Gerard's IEP, and Appendix D-Erica's IEP.
   
   
7. Review the IEPs, and answer any questions participants may have about them, or about the scenario in general.
   
   

Tip for the Trainer:

Participants may assume that Carol has an IEP or needs one. One of the issues teachers often struggle with is dealing with children with challenging behaviors. Many times children present needs that require some individualized planning even though they are not receiving special education services. Don't allow the discussion to be sidetracked into discussions of possible diagnosis. While participants may want to discuss issues of referral, emphasize that the purpose of this activity is to help participants think of ways to structure the classroom activities and routines so that all children can participate fully, whether they have been diagnosed as having disabilities or not.



8. Ask for examples of how Peggy could meet the goals and objectives for Gerard and Erica within the classroom context.
   
   
9. Display the overhead of Handout 7-Sample Planning Matrix, and distribute Handout 8-Planning Matrix to participants.
   
   
10. Tell participants that together you will use the matrix to look at overall objectives for the class, and then discuss how to incorporate Gerard's and Erica's unique needs into the plan.
    
    
11. Explain the Planning Matrix:
    
    The overhead/handout has some of the information completed for Peggy's classroom. Across the top of the matrix the names of the children in the classroom are listed. Along the side of the matrix the 5 domains of development are listed: Cognitive, Physical/Perceptual, Self-Care, Speech & Language, and Social & Emotional. Remind participants that most IEPs have objectives for 1 or more of these 5 domains.
    
    Under each domain, space is provided to list specific objectives. They should be objectives from Gerard's or Erica's IEP, along with some that teachers, parents, or consultants may have created for other children in the classroom. In the space under each child's name, a check is placed if the objective relates to their IEP or if it is an objective teachers and/or parents have for any child.
    
    
12. Review the example:
    
    In the Physical/Perceptual domain Peggy has listed "climbing/ slide" because it was included in Gerard's IEP as a short-term objective ("Gerard will climb up and go down the slide"). Through her observations of the classroom she also noticed that this is an area that Miles could also work on. Peggy has checked the space under their names on the matrix. She has also indicated that Carol and Dolores need to work on fine motor skills, by placing a check under their names. Peggy has written an objective in the cognitive domain that meets an objective for Gerard and also addresses a need for another child in her class, Dolores.
    
    
13. Ask participants to tell you what other short-term objectives they would list in each of the developmental domains and which children they apply to. List a minimum of 2 objectives for each domain. Write these in on the overhead as you discuss them. Use the examples below to help lead the discussion.
    
    Examples:
    
    
    • In the Self-Care domain, they may list "dressing without assistance." This objective appears on Gerard's IEP, and may be an area of need for Miles as well.
      
      
    • For the Social & Emotional domain, they may list "getting help in resolving conflicts" for Erica and Carol.
      
      

    Tip for the Trainer:

    It is appropriate for teachers to base some of these decisions on their experience with young children. For example, they may suggest that all the children would benefit from some activities to increase a particular fine motor skill. Allow them to do this for some objectives but not all of them. Encourage them to draw from the scenario to identify activities to meet the needs of specific children. Highlight the instances where other children in the class present needs similar to those mentioned in Gerard's and Erica's IEPs.

    
    
14. Display the overhead of Handout 9-Activity Planning Sheet. Select one of the suggested objectives and write it in the space provided.
    
    
15. Ask participants: What activity could Peggy plan that would allow the children to practice/develop this skill? Which children should Peggy target? Use the participants' responses to complete the rest of the planning sheet.
    
    
16. Ask participants to select a partner to work with for the remainder of the workshop.
    
    
17. Distribute Handout 9-Activity Planning Sheet. Ask pairs of participants to select 2 of the objectives listed or develop 2 others that would be appropriate for this group of children, then complete an activity plan for each of the objectives. Remind them to be sure that at least one objective they select is for either Erica or Gerard. Allow participants about 15 minutes to complete their plans.
    
    
18. Reconvene the large group and ask for volunteers to share their ideas. Encourage participants to share how the activities meet objectives, how they work for a developmentally appropriate classroom, and how other children might benefit.

Summing Up

Wrap up the discussion by emphasizing the importance of integrating IEP objectives into developmentally appropriate classroom activities in a way that does not stigmatize children with disabilities, and also offers benefits to other children. This is an important process in assuring the successful inclusion of children with disabilities. Though it may require additional work in the beginning, the matrix can help teachers more efficiently plan activities to meet many needs at once. If participants are interested in sharing the activities they generated, offer to photocopy and distribute them to the other participants.

Activity 2-2: The Children in My Classroom

Purpose: During this coaching session, participants will think about the children in their classrooms, including one child who has an IEP. They will make plans for how to integrate the objectives from IEPs into activities that are appropriate for all the children in their classroom.

Preparation

This session has two major parts: 1) a discussion about characteristics of participants' classrooms; and 2) developing a plan for integrating the objectives from IEPs into activities. At the end of the session, participants will choose which Next Steps they will work on to extend their learning. To prepare for this session:

• Review all the directions and handouts for this session, and Next Steps: Ideas to Extend Practice.
  
  
• Duplicate Handout 7-Sample Planning Matrix and Handout 8-Planning Matrix, one for each participant; and Handout 9-Activity Planning Sheet: two for each participant.
  
  
• Ask participants to bring a photocopy of an IEP for one child who is in their classroom.

• Arrange for easel, chart paper, markers, and tape.

Conducting the Session

1. Welcome participants and review the agenda with them.
   
   
2. Ask each participant to take a few minutes to introduce her classroom to the others. Use the following questions/prompts to guide them:
   
   
   • How many children are in your classroom?
     
     
   • What is the age range?
     
     
   • Tell us about the different cultures and language backgrounds in your classroom.
     
     
   • Tell us a little about the child with disabilities you will focus on for today's session.
     
     
   • What challenges do you face in including this child?
     
     
   • What activities do you and the children enjoy most?
     
     
3. Direct participants to review the IEPs they brought with them, especially the different goals and objectives this child is working on now.
   
   
4. Ask participants to share some of the goals and objectives with the other participants. Record these on chart paper.
   
   
5. Distribute Handout 7-Sample Planning Matrix. Explain that this Sample Planning Matrix is for an imaginary classroom. Across the top of the matrix the names of the children in the classroom are listed. Along the side of the matrix the 5 domains of development are listed: Cognitive, Physical/Perceptual, Self-Care, Speech & Language, and Social & Emotional. Remind participants that most IEPs have objectives for 1 or more of these 5 domains. Emphasize that even though an IEP contains specific objectives for a child, they often represent areas of growth that are appropriate for all children. In this matrix, the teacher has listed some of the objectives from a child's IEP. Objectives are also listed for children who are more typically developing. The checks under children's names indicate what areas they need to work on.
   
   
6. Ask each participant to give you an example of one objective for their focus child (with disabilities) which might be an area for growth for other children in their classrooms as well.
   
   
7. Distribute Handout 8-Planning Matrix. Direct participants to list the names of a few of the children in their class in the appropriate space at the top of the matrix.
   
   
8. Ask participants to select objectives from the IEP they brought with them and write these in under the appropriate domain in the planning matrix. They should also list objectives for children in their classroom who do not have an IEP, so that there are at least 2 objectives for each domain of development.
   
   
9. Give each participant 2 copies of Handout 9-Activity Planning Sheet. Direct participants to select 2 objectives for which they will do more extensive planning. Be certain that they take at least 1 of these objectives from the IEP of the child they are focusing on for this session. Participants should complete all the sections of Handout 9-Activity Planning Sheet for each of the 2 objectives they selected. Allow about 20 minutes for this task.
   
   
10. Ask participants to discuss their plans with each other. Encourage them to highlight instances where they see connections between the needs of the child with disabilities and the children who are more typically developing in their classroom. Emphasize how this planning approach helps address the needs of the child with disabilities without singling the child out and making her feel different.

Wrap-Up and Next Steps

Wrap up the discussion by emphasizing how this process is a way of assuring the successful inclusion of children with disabilities. Though it may require additional work in the beginning, the matrix can help teachers more efficiently plan activities to meet many needs at once. If participants are interested in sharing the activities they generated, offer to photocopy and distribute them to other participants.

Give participants a copy of Next Steps: Ideas to Extend Practice. Help participants choose the Next Step(s) they would like to pursue.

Activity 2-3: Documenting Progress

Purpose: In this workshop activity, participants will discuss their current practices for documenting the progress of children in their classrooms and for adapting these practices to meet the reporting requirements for children with IEPs.

Preparation

Arrange for: Easel, chart paper, markers, and tape

Bring: Ask participants to bring any forms they use for observing and recording child progress, including what they use for children who have IEPs. This is particularly important if the tools they use for children with IEPs are different from other observing and recording tools they use for children who are more typically developing.

Duplicate: Handout 10-Sample Recording Form: one for each participant
Handout 11-Sample Anecdotal Record: one for each participant
Handout 12-Documenting Erica's Progress: one for each small group
Appendix D-Erica's IEP: one for each participant

Leading the Activity

1. Introduce the activity by explaining the purpose and reviewing the agenda with participants.
   
   
2. Begin with a general discussion about the methods teachers currently use for observing children in their classrooms and the reasons they conduct observations. (Participants may refer to the materials they brought with them to the workshop.) Use the Discussion Guide below to help lead this discussion.
   
   
3. Conclude the discussion by emphasizing that there are many different purposes and methods for observing children. This session will focus on what teachers must do in order to contribute in a meaningful way to the process of documenting the progress of children with special needs.
   
   

   Tip for the Trainer:

   For further information and more in-depth training on the purpose and procedures for observing children, participants should consult the Education guide in this series, Observation and Recording: Tools for Decision Making.

   
   
4. Distribute Appendix D-Erica's IEP, Handout 10-Sample Recording Form, and Handout 11-Sample Anecdotal Record.
   
   
5. Divide the participants into groups of 6 or fewer. Make sure they bring any observation forms they currently use with them. Distribute 1 copy of Handout 12-Documenting Erica's Progress to each group. Review each handout and answer any questions participants have. Point out where progress must be noted on the actual IEP form.
   
   
6. Explain to participants that during their small-group discussions they will examine the different methods they have used, and use the handouts to identify which methods will be most effective in helping them document the progress of children with disabilities. Emphasize that they are not choosing a "right" answer in this process. In some cases they may find that more than one method of observing and recording is useful.
   
   

Tip for the Trainer:

Note that the process of implementing a child's IEP and documenting progress is a shared responsibility. A team of adults is responsible for helping Erica meet her goals and objectives. Not all objectives will be met within the classroom context. Consider who will logically be with Erica in the settings where she will be engaged in activities that address her objectives. Direct participants to think of a plan for observing and recording that includes themselves as well as parents, other Head Start staff, and specialists.



7. Ask groups to select a recorder and reporter before they begin. Tell the groups to select 4 objectives from Appendix D-Erica's IEP, and answer the questions on Handout 12-Documenting Erica's Progress for each objective. Allow 30 minutes for groups to complete their discussions.
   
   
8. Reconvene the large group. Ask the reporters to share one response/objective and the decisions they made about observing and recording progress. Record the highlights of these examples on chart paper.

Discussion Guide

Why observe children in the first place?

• To understand children's interests and needs. Observing children helps us learn about who they are, what they enjoy, what they are good at, and what they find challenging. This will allow teachers to plan more effectively for activities and routines that meet the needs of all children in the class.

• To communicate with parents and keep them informed. Parents are concerned about their children's well-being and progress. When we observe children we can report accurate information to families about how their children are doing.

• To ensure that curriculum goals are being met. Observing helps us document how things are going overall in the classroom environment. For example, you can see how much interest children have in certain activities and document this interest with data (for example, 10 children visited the science corner today and spent 20 minutes engaged in activities).

• To have a base line for identifying potential problems children may have and to measure growth and development. It is important to begin the program year with a point of reference for each child in your classroom. This "base line" helps us document how each child is growing in her own unique way and identify areas that may need further attention.

• To improve practice. Teachers can use the process of observation to promote reflection about their own work. As a result of observing children, they can understand what they might need to change about their own teaching methods, the schedule, the environment, or materials in their classroom.

Summing Up

Wrap up this discussion by emphasizing the importance of documenting progress for all children, including children with IEPs. Remind participants that many of the methods they use for documenting progress for children with disabilities will also be useful for the children who are more typically developing.

Next Steps: Ideas to Extend Practice

As a supervisor, you can encourage and support staff members to practice what they have learned in this module. Some suggestions include:

1. As a follow-up to Activity 2-1, ask participants to use Handout 8 to create a planning matrix for their own classrooms. Then arrange a time for teachers to discuss their experiences in creating the matrix, and how they used the information to plan activities for their classroom. During the discussion, ask teachers to identify how they could use this tool in the future to individualize activities for children.
   
   
2. Ongoing communication between parents and teachers is important for all children, but it is critical for children with disabilities. With participants, share (and develop) creative strategies for communicating information with families about those areas in which the child is doing well, what the child is finding challenging, special accomplishments, etc. One Head Start teacher, for example, used beads to make special necklaces. On each, she attached a handmade notebook (several pieces of paper stapled together). Children liked wearing their jewelry; and the notebook provided both parents and teachers with an opportunity to exchange daily notes about the child's progress. Make sure that the language and reading level are appropriate for each parent.
   
   
3. Seeking the advice of a specialist can help teachers make a real difference in the progress of children with disabilities. Teachers should be encouraged not to simply wait for a specialist to report to them, but to be proactive, and initiate regular consultations to discuss the strengths, needs, and progress of the children with disabilities in their classroom. In conjunction with the process of documenting progress, ask teachers to compose a short list of questions for the consulting specialist on how to meet a particular IEP goal or objective.