IISP and Goal Training

1. IISP and Goal Training Effective IISP and Goal Strategies, Development and Measurement Contributors:Todd Vercoe, DDA Residential Specialist Region 1 N; Neal Hallmark, DDA Residential Specialist Region 2; Jan Sprow, DDA Program Manager, Residential Training; Kristin Ohler, Residential QA Coordinator; Carol Kirk, DDA Assistant Superintendent, Occupational Therapist, Sandi Miller, Residential QA Coordinator, Shaw Seaman, Residential QA Unit Manager

2. Preparation & Background • CMS Requirements recently clarified • Person-Centered Plan • Habilitation • Module A: The Person-Centered Perspective • Should have the following things with you: • Person-centered information • Copy of ISP • Copy of Current IISP (if available) • Consent to release information (if applicable) • Policy 5.08 (new – replaces / clarifies info from 4.02) • Optional template provided – contains required elements • New requirement of one-page Risk Summary in hard copy • pg. 1 of template meets this requirement / used in Peer Coaching curriculum

3. DAY 1 Overview • Module B: Using Person-Centered Information to Develop the IISP • Evaluate which info from ISP & PCP need to be included in IISP • Identify Risks & Interventions which need to be included in IISP • Describe the Difference Between Instruction & Support • Module C: Writing Meaningful & Measurable Habilitation Goals • Define meaningful & measurable elements of a goal; identify & write habilitative components • Identify potential adaptations/ accommodations that can be used • Write 1 meaningful goal & break it into appropriate steps

4. MODULE B • Using Person-Centered Information & • The purpose of the IISP

7. “Some risks, some suffering, is integral to our common humanity. It is impossible to defend against it without destroying the fabric of human life. But without vigilant and vigorous protection, people with disabilities are far too often neglected and abused. This is the dilemma we face: how do we collectively protect people without patronizing them or destroying their opportunities?” • - John O’Brien / Responding to Vulnerability

9. Completing page 3 – risks • Highlight risks identified in ISP • Highlight additional risks from your person-centered information and/or note any that you notice are missing • Write the risks on worksheet in corresponding categories • Write the likelihood & consequence for each identified risk • Working with a partner, review the risks and write the interventions

12. Instruction:an Active process of teaching a particular skill or subject in an attempt to move towards greater independence and/ or maintain current skills and abilitiessupport:implementation of services provided to meet assessed needs

13. MODULE C • Turning the Person’s Goals into Objective, Measurable Goals

14. Where ? By When ?How Much ?For Who ?How long ?How Many ?

15. Important Tovs. Important For • When setting goals, it is important to know and distinguish between what is important to the individual vs. what is important for the individual.

16. What is important to you?

17. What is important for you?

19. $ Money • % Percent • + Gain • - Lose • # Number • < Less Than • > More Than

20. Habilitation • Services delivered by residential services providers intended to assist persons with developmental disabilities to acquire, retain and/orimprove upon the self-help, socialization and/oradaptive skills necessary to reside successfully in home and community-based settings.

21. DAY 1 rEview • Module B: Using Person-Centered Information to Develop the IISP • Evaluate which info from ISP & PCP need to be included in IISP • Identify Risks & Interventions which need to be included in IISP • Describe the Difference Between Instruction & Support • Module C: Writing Meaningful & Measurable Habilitation Goals • Define meaningful & measurable elements of a goal; identify & write habilitative components • Identify potential adaptations/ accommodations that can be used • Write 1 meaningful goal & break it into appropriate steps

22. DAY 2 Overview • Module D: How to Teach a Skill • List appropriate time, place & people to teach 1 identified skill • Describe the difference between skill deficit / motivational issue • Evaluate when adaptations are appropriate • Explain the teaching method you will use for skill instruction • Prepare complete, concise instructions for DSPs to use when teaching the skill • Module E: Data Collection • Define 3 types of data collection • Demonstrate how you would apply a data collection method • Design effective Data collection documentation • Module F: Data Analysis • State when data indicates that you should revise a goal • Describe 4 different changes that could be made to the goal

23. MODULE D • How to • Teach a Skill

24. Being Specific • Decide where you will teach the skill; in the person’s home , the community, or across multiple environments.

25. Being Specific • Decide whereyou will teach the skill; in the person’s home , the community, or across multiple environments. • Decide when and how often the skill will be taught. It may be a specific time, day, and/or date.

26. Being Specific • Decide whereyou will teach the skill; in the person’s home , the community, or across multiple environments. • Decide when and how often the skill will be taught. It may be a specific time, day, and/or date. • When assigning whowill teach the skill, you can assign a particular personor a shift.

29. Adaptations Share with your partner:One adaptation you have used in the pastOne adaptation you excited to try

30. Writing it Down WORKING IN YOUR GROUPWRITE STEP-BY-STEP INSTRUCTIONS FOR THE TASK USING selected INSTRUCTION TYPEBe ready to present

31. MODULE E • Data • Collection

36. Types of documentation • 1. You can document the real object or outcome resulting from the person’s behavior – this is called a • permanent product.

37. Types of documentation • 1. You can document the real object or outcome resulting from the person’s behavior – this is called a • permanent product. • 2. Breaking an activity into small steps and measuring performance level of each step is a • task analysis.

38. Types of documentation • 1. You can document the real object or outcome resulting from the person’s behavior – this is called a • permanent product. • 2. Breaking an activity into small steps and measuring performance level of each step is a • task analysis. • 3. You can have a set time for observing a person and documenting the number of times the behavior occurs. This is called • time sampling.

40. Review completed goal

41. MODULE F • Data Measurement & Analysis

43. When to revise a goal • When they are achieved;

44. When to revise a goal • When they are achieved; • Any time requested by the client or their legal representative;

45. When to revise a goal • When they are achieved; • Any time requested by the client or their legal representative; • At least semi - annually; and

46. When to revise a goal • When they are achieved; • Any time requested by the client or their legal representative; • At least semi - annually; and • If data indicates that the instruction is not effective after a reasonable period, but no longer than 6 months.

48. What would you change?

49. What would be different?

50. IISP Jeopardy Goals Risk Instruction Person- Centered Revision $100 $100 $100 $100 $100 $200 $200 $200 $200 $200 $300 $300 $300 $300 $300 $400 $400 $400 $400 $400 $500 $500 $500 $500 $500 Final Jeopardy