A Quality IEP Process for PreK Programs

A Quality IEP Process for PreK Programs

Session 1

AGENDA

Session 1

Gathering Information and Developing Present

Level Statements

Writing Measurable Annual Goals

Writing Short Term Objectives /Benchmarks

Session 2

Implementing the Individual Educational

Plan/Developing an Activity Matrix

Monitoring and Reporting Progress

Reviewing and Revising the IEP

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PURPOSE OF TRAINING

To provide guidance to early childhood professionals in writing and implementing quality IEPs, in accordance with the requirements of IDEA 2004.

To integrate evidence-based practices into the IEP process, including the Division of Early Childhood/Council for Exceptional Children Recommended Practices. http://www.dec-sped.org/

To support the inclusion of children with disabilities to learn, play, and grow along side their typically developing peers.

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PURPOSE OF THE IEP

The IEP is a legal document used in educational planning to:

Identify the priorities for the child, by the IEP team.

Translate priorities into actions that enhance the child’s development, learning, and participation at home, school, and

in the community.

Identify a child’s unique needs and how the school will address them, in collaboration with the family.

Identify how specially designed instruction and related services will be provided to support the child in accessing the

general education curriculum.

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KITS Technical Assistance Packet - 2006

Handout 1 – Your district’s IEP form

LINKED SYSTEM5

Gathering Information

IEP Goal Development

Implementation

Progress Monitoring

MEMBERSHIP OF THE IEP TEAM

Required members: One or both of the child’s parents/legal guardians General education teacher of the child Special education teacher/provider of the child An administrator/district representative who has the authority

to make commitments on behalf of the school district Any member of the school staff, other than the child’s teacher,

who is qualified to provide or supervise the provision of specially designed instruction

An individual who can interpret the instructional implication of evaluation results

Optional members: Other individuals whose expertise may be desired by the family

or school, with parent consent

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PARENT PERSPECTIVES ON THE IEP7

Accessible IEPs for All

Developing the IEP

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THE IEP: A 6-STEP PROCESS9

Gathering Information and Developing Present Level Statements (PLAAFPs)

Writing Measurable Annual Goals (MAGs)

Writing Short Term Objectives (STOs)/Benchmarks

Implementation of the IEP/Development of Activity Matrix



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5.

6.

1. GATHERING INFORMATION AND DEVELOPING PRESENT LEVEL STATEMENTS

“What is the child doing now?”

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BEFORE WE GET STARTED

Commitment to working together as a team Knowledge of child development (CDC Checklists ) Understanding of IDEA 2004, the Florida Statutes, and

State Board of Education Rules Florida Early Learning Standards www.flbt5.com Curricula adopted by the program and aligned with

standards A well-planned, organized, developmentally

appropriate classroom environmentIdaho State Dept. of Education

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http://www.cdc.gov/ncbddd/actearly/milestones/

http://www.fldoe.org/ese/pdf/1b-stats.pdf

http://www.flbt5.com/

DEVELOPING KNOWLEDGE OF THE CHILD12


Interests and Preferences

(i.e., favorite materials and toys, activities, peers)

Development and Learning

including accommodations (e.g., pace, modality

preferences, successful strategies) or modifications

Integrated Skills

How the child integrates his or her skills in all domains during

play and daily activities and routines

GATHERING INFORMATION

Where do we develop this knowledge? The team should gather information about the child from:

Significant people in the child’s life Developmental and medical history Informal, portfolio, authentic assessment

data and observations conducted in natural settings

Appropriate standardized and curriculum-based measures and checklists

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Handout 3 – Resources for Developing IEPs

RESOURCE FOR GATHERING AND SHARING INFORMATION14

Florida’s Transition Project Forms (www.tats.ucf.edu)

“Getting to Know Me” – parents share information about their family, their child’s preferences, self-help skills, communication skills, what works when child is upset, etc.

“Teacher to Teacher” – information exchanged between sending and receiving teachers

DISCUSSING KEY ELEMENTS

After gathering the information, the team should

engage in discussions focusing on:

•Identifying family priorities•Describing the routines and activities of the child’s environments •Identifying and prioritizing unique educational needs•Determining the natural routines that support embedded learning opportunities•Describing supports or accommodations to ensure access to all aspects of the curriculum•Considering how annual goals scaffold the child’s progress to reach long range goals

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SPECIAL FACTORS TO CONSIDER FOR PROVIDING FREE APPROPRIATE PUBLIC

EDUCATION (FAPE)•Does the child’s behavior interfere with his or her learning or the learning of others?

Factor 1: Behavior

•What impact does the child's limited English proficiency have on his or her development and learning?

Factor 2: Limited English

Proficiency (dual language learners)

•Is it appropriate for the child to receive instruction in Braille and to use Braille in the classroom?

Factor 3: Blindness and

Visual Impairment

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www.nichy.org

SPECIAL FACTORS TO CONSIDER FOR PROVIDING FAPE

•Does the child have a need for language/communication services to support him or her in interactions with peers and adults or in accessing all aspects of the curriculum?

Factor 4: Communication Needs

•Would an assistive technology device or service improve the child’s access to the general curriculum and enable him or her to participate more fully at school, home, or in the community?

Factor 5: Assistive

Technology

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www.nichy.org

JOSÉ

Gathering InformationHandouts 3 and 4– (Case Study 1 and Getting to Know Me/BDI-2 )

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JACKS ACTIVITY HANDOUT 5

Divide into groups of 3-5 people.

Each group should have a set of jacks and a Jacks Activity Handout.

Identify a leader to read the instructions to the group and complete the activity.

When completed, the groups will share their charts, PLAAFP, and MAG.

How important were the baseline data in creating your PLAAFP and MAG?

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PLAAFP – Present Level of Academic Achievement and Functional

Performance

A summary statement which describes the child’s current academic achievement and functional performance in the areas of need identified from the evaluation and all information gathered.

The purpose is to identify and prioritize the specific needs of a child and to establish baseline performance in the general curriculum which is used to develop individualized, meaningful, and measureable goals.

For preschool children, the PLAAFP should state how the disability affects the child’s participation in appropriate activities.

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THE PLAAFP SHOULD:

Be stated in terms that are specific,

measureable, and objective

Describe current performance,

not past

Describe the child’s performance in

“appropriate activities”

Prioritize and identify needs

that will be written as goals

Provide baseline data for each

need

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Handout 6 and 7 – Standards and CDC Checklist

4 COMPONENTS OF PLAAFP

1. Based on: Current child performance, work samples, observations, assessments, parent input, anecdotal records, etc.

2. Child’s Strengths as they Relate to Possible Interventions: Including a description of specific skills, how frequently the child uses the behavior, baseline data, etc.

3. Effects of the Disability on Child’s Progress in Appropriate Activities: Specific prerequisite skills the child is lacking, learning or processing difficulties, communication needs (assistive technology) or impulse or behavior concerns that impede learning, including frequency and duration (consider skills and behaviors of typically developing peers).

4. Priority Educational Need: Using the child’s strengths and identifying what skills are needed to be successful in school and life. Written in broad terms that should lead to the annual goals.

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FLORIDA’S FIVE IEP DOMAINS

Curriculum and Learning

Social/Emotional Behavior

Independent Functioning

Health Care

Communication

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FL DOE, 2000

ALIGNMENT OF IEP DOMAINS, STANDARDS,

AND BDI-224

BDI-2 Early Learning Standards IEP DomainsAdaptive, Motor

Physical development (gross and fine motor, self-help) Independent Functioning

Communication Language and Communication (Listening and Understanding, Communicating and Speaking, Early Reading, Early Writing)

Communication

Cognitive Approaches to Learning (Eagerness and Curiosity, Persistence, Creativity and Inventiveness, Planning and Reflection)Cognitive Development and General Knowledge (Mathematical, Scientific and Social Studies, Arts)

Curriculum and Learning

Personal Social Social Emotional (Prosocial Behaviors, Self-Regulation, Self-Concept)

Social Emotional

Information from interview questions

Physical Development (Health) Health

SAMPLE BASELINE DATA STATEMENTS

During large group activities (i.e. circle, story time, music) Cindy is able to sit and listen to the teacher for approximately 3 minutes, as reported by direct classroom observation. Typically developing 4-year-old children sit and listen to the teacher and participate in group activities lasting 10-20 minutes (FL EL Standards).

Throughout the day, Stacie uses physical gestures and one-word statements to make her wants and needs known (mine, want, drink) as reported in language samples and classroom observations. A child Stacie’s age should be using 3-5 word sentences (FL EL Standards).

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LINKING THE PLAAFP TO EARLY LEARNING STANDARDS

To link the PLAAFP to standards: Compare the PLAAFP with the developmental

content areas listing individual standards, benchmarks, and indicators

Look for future skills that might be required

Ask: “How is the disability keeping this child from mastering that indicator or standard?” and “What is needed to enable this child to master the goal?”

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Goosens, 2008

SAMPLE PLAAFP INDEPENDENT FUNCTIONING

Based on: structured observation, work sample analysis, and parent inputChild Strengths: Katie is a 4 year old who imitates other children, actively participates, is independent (in preparing and cleaning up), shares materials, and enjoys art.Effects of the Disability: Katie has difficulty holding writing utensils between her thumb and forefingers and is unable to copy lines, circles, and simple figures. In art, Katie paints with her brush by only using down strokes. Katie’s fine motor control prevents her from being able to make representational artwork like that of other children her same age. 4-year-olds begin to draw a person, with a circle for a head and two vertical lines for legs, minimally.Priority educational need: Katie needs to use a 3 point grasp to hold writing utensils to create numbers, letters, pictures, and shapes.

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SAMPLE PLAAFP COMMUNICATION - PARAGRAPH FORM

Based on a language sample, informal observation, and parent input, 3-year-old Emily uses single words, signs, and a few two and three-word combinations to communicate her wants and needs at home and at school. She initiates social interactions with her peers and labels objects in her environment. During a 20 minute play period with peers, Emily used 18 single word utterances (5 utterances also included a sign) and 1 two-word combination (“my shoe”). When 2-word combinations were modeled for Emily, she imitated only the last word of the phrase. Typically, children Emily’s age use 3 to 5 word sentences to communicate. Emily’s parents would like her to increase the length of her sentences so that more adults and children in Emily's life better understand her wants, needs, and thoughts.

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WHAT DO YOU THINK OF THIS PLAAFP?

Chris is able to build simple block structures. He can cut on a line when assisted with hand placement on scissors and copy vertical and horizontal lines. He switches the writing utensil between his right and left hands frequently during all activities.

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JOSÉ

Writing Present Level StatementsHandouts 3 and 4– (Case Study 1 and Getting to Know Me/BDI-2 )

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1.

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4.

5.

6.

2. WRITING MEASUREABLE ANNUAL GOALS

“What should the child be doing

a year from now?”

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SOME PROBLEMS WITH IEP GOALS:33

Grisham-Brown, J., & Hemmeter, M.L. (1998).

Goals are failed test items Goals are restatements of curriculum objectives or

indicators from standards Goals divide the child’s needs by discipline rather

than written holistically for the child. Goals don’t facilitate the use of an embedded

learning approach during routines, daily activities, and play

Goals don’t reflect skills necessary to function in the daily environment

IEPs don’t follow recommended practices and IDEA 2004 regulations

MEASUREABLE ANNUAL GOALS

Measureable Annual Goals (MAGs) are statements that describe what a child with a disability can reasonably be expected to accomplish within a 12-month period in the child’s education program.

Goals must be related to meeting the child’s needs that result from the child’s disability, thus enabling the child to be involved in and progress in appropriate activities.

Well written goals are functional, measureable, can be generalized and embedded in naturally occurring routines and daily activities, including transitions and play.


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METHOD TO PRIORITIZE IEP GOALS

The team should identify and discuss all of the possible goals.

•Are the skills identified as a priority for all team members?•Are the skills developmentally and individually appropriate?•Are the skills necessary for the child’s participation in most daily activities or the general curriculum?

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METHOD TO PRIORITIZE IEP GOALS (CONT.)36

• Are the skills related to or aligned with the general curriculum and state early learning standards?

• Will intentional and individualized instruction be provided throughout the day (across activities, materials, and staff) for the child to acquire and use the skill?

• Do the skills provide a scaffold for the child’s progress to reach long term goals?

COMPONENTS OF MEASUREABLE GOALS

Timeframe Usually in weeks, months, or by a certain completion date

Child’s name Goal is written for the child

Conditions Specifies the accommodations, description of the assessment method, and/or the manner in which progress will be measured

Behavior Clearly identifies the performance that is being monitored – observable and measureable – written in positive terms

Criterion Identifies how much, how often, and to what standards the behavior must occur to demonstrate the goal has been reached

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SAMPLE GOAL

By June, 2011, when provided with writing utensils (e.g., crayons, markers, pencils) during activities such as art and small groups, Katie will hold the writing utensils using a 3 point grasp to create representational artwork (shapes, letters, figures) in 4 out of 5 opportunities per week.Timeframe:

Child’s name:

Conditions:

Behavior:

Criterion:

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GOALS AND OBJECTIVES RATING INSTRUMENT (R-

GORI)

Tool for writing quality IEP goals composed of 4 areas:

• MEASURABILITY• FUNCTIONALITY• GENERALITY• INSTRUCTIONAL CONTEXT

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Pretti-Frontczak, K. and Bricker, D. 2000

Handout 8 - R-GORI Checklist

GOALS AND OBJECTIVES RATING INSTRUMENT (R-GORI)

MEASURABILITY

• Does the target behavior have a beginning and an end and can it be seen and/or heard (i.e., is it observable, is it an action)?

• Can you measure the child’s performance over time either qualitatively or quantitatively (i.e., determine mastery level)?

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MEASURABILITY EXAMPLES

MEASUREABLE NOT MEASUREABLESpontaneously or upon request, Jacobi names at least 20 letters of the alphabet.

Jacobi knows the letters of the alphabet.

Travarius responds with a verbal or motor action to group directions provided by an adult.

Travarius participates during group activities.

Kelli greets peers by vocalizing, verbalizing, hugging, patting, touching, or smiling.

Kelli gets along with peers.

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FUNCTIONALITY

• Does the child need the target behavior to participate in all/most daily activities?

• Does the child need the target behavior to complete all/most daily activities?

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FUNCTIONALITY EXAMPLES

FUNCTIONAL NOT FUNCTIONALJacobi will walk 15 steps independently.

Jacobi will walk on a balance beam for five steps alternating feet.

Travarius will remain with the activity for the duration of the activity.

Travarius will sit at circle for 15 minutes.

Kelli will use words, phrases, and sentences to communicate with others.

Kelli will produce the p/b/t sounds in isolation.

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WHICH OF THESE ARE FUNCTIONAL GOALS?

1. Four year old Talisha will verbally respond to another child who asks her a question.

2. Five year old Robin will string 5, 1” beads on a string, by herself.

3. Five year old Justin will follow 2-step directions provided by a familiar adult.

4. Three year-old Rafi will stack 6, 1.5” blocks, by himself.

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Dinnebeil & McInerney - April, 2010

“SO WHAT?” TEST To determine if a goal is meaningful, the team asks,

“What will the ability to accomplish the goal do for this child?”

If the team is unable to provide a good answer to the “So what?” test, then the goal is not functional and another goal should be selected.

Example: In 12 months, Abbie will respond to the initiations of others (i.e., stay on topic, ask pertinent questions, make related statements) for 2/3 opportunities during daily activities such as circle time and small groups, as measured on 5 consecutive structured observations.

So what?

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GENERALITY

• Does the skill represent a general concept or class of responses?

• Can the skill be generalized or demonstrated across a variety of settings, activities materials, and/or people?

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Pretti-Frontczak, K. and Bricker, D.2000

GENERALITY EXAMPLES

GENERAL NON EXAMPLES

Jacobi will negotiate with peers to resolve conflicts.

Jacobi will get along with peers during free play.

Travarius will demonstrate understanding of 10 different qualitative concepts.

Travarius will understand kindergarten science concepts.

Kelli will use sentences to express anticipated outcomes.

Kelli will meet 60-month communication milestones.

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• Can the skill be taught across daily activities?

• Can the target behavior be taught/addressed by various team members (e.g., teachers, therapists, parents)?

INSTRUCTIONAL CONTEXT

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EXAMPLES OF INSTRUCTIONAL CONTEXT

INSTRUCTIONAL CONTEXT BEHAVIORS

NON- INSTRUCTIONAL CONTEXT BEHAVIORS

Jacobi will demonstrate 1-to-1 correspondence during activities and games.

Jacobi will count cheerios on her plate at snack.

Travarius will perform a familiar daily job in the classroom.

Travarius will follow steps to feed the fish in the classroom.

Kelli will use a three point grasp to write her name.

Kelli will use a three point grasp to put clothespins in a bottle.

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STRANGER TEST

Goals should be written so that anyone who is working with the child, including the parents, can understand the goal and use the information to develop appropriate intervention plans and monitor and report the child’s progress.

Example: In 12 months, Abbie will respond to the initiations of others (i.e., stay on topic, ask pertinent questions, make related statements) for 2/3 opportunities during daily activities such as circle and small groups, as measured on 5 consecutive structured observations.

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WHAT DO YOU THINK OF THIS GOAL?

Remember this PLAAFP?: Chris is able to build simple block structures. He can cut on a line when assisted with hand placement on scissors and copy vertical and horizontal lines. He switches the writing utensil from his right to his left hands frequently during all activities.

Goal: In 36 weeks, Chris will improve his fine motor skills within the daily classroom routine to a more appropriate age level by meeting the listed benchmarks.

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WHICH ONE OF THESE GOALS IS NOT MEASUREABLE?

In 36 weeks, Misty will cooperatively play with peers (do the same activities and talk to one another) for at least 5 minutes during child-initiated activities, across at least 3 activities or routines per day, for 5 consecutive days.

By December 1, 2010, when given a verbal direction by an adult, Robin will begin to comply with the direction within 10 seconds.

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THINGS TO REMEMBER53


Goals which use participation as a criteria or focus on a one-time event are not appropriate.

• Blake will participate in the field trip….• Kenya will participate in the holiday skit…

Annual goals must reflect observable behavior that can be objectively measured.

• Examples - look, give, count, point, name, say, jump, cut, complete, label, reach, request

• Non examples – increase, know, improve, understand, try, appreciate, explore

MORE THINGS TO REMEMBER 54


A goal may address several needs identified in the PLAAFP.

• Although each concern must be addressed in the IEP, there does not need be a 1-to-1 correspondence between concerns and goals.

Goals should be written collaboratively rather than by discipline.• Max will sit with peers while engaged in structured,

small-group tasks for 20-30 minutes, twice a day, while wearing a deep-pressure vest.

LAST THINGS TO REMEMBER55


Goals are not measureable if they do not contain objective conditions and criteria for success

• Sophie will engage in problem solving with 85% accuracy.• John will improve his fine motor skills.

Measureable annual goals should be based on appropriate activities and linked to standards

• Marissa will write her name to teacher satisfaction.• 2 year old Amari will count from 1 to 100 backwards with

80% accuracy.

MEASURING PROGRESS AND REPORTING TO PARENTS

How will the child’s progress be measured?

When will the child's progress be measured?

How well will the child need to perform to achieve the IEP goals?

How often will periodic reports on the child’s progress toward meeting the annual goals be reported to parents?

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JOSÉ

Writing GoalsHandouts 3 and 9 -Case Study 1 and 2

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INITIAL IEP MEETING58

The First IEP: Parent Perspectives

QUESTIONS ABOUT VIDEO CLIP

How did the speech pathologist, as a member of the team, gather information about the child’s development?

Did the sample objective contain the 4 components: measurability, functionality, generality, instructional context?

OBJECTIVE: When presented with an array of three pictures labeled through partner assisted scanning, Cole will independently indicate preference for an activity by activating a voice output switch at least 5 times a day for 3 consecutive days.

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1.

2.

3.

4.

5.

6.

3. WRITING SHORT TERM OBJECTIVES/BENCHMARKS

“What are the intermediate steps between

the child’s baseline, established in the

PLAAFP, and the annual goal?”

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SHORT TERM OBJECTIVES (STO) AND BENCHMARKS

IDEA 2004 eliminated the requirement to include STOs or benchmarks for each annual goal for preschool children (and any student not taking alternate state assessments).

Some LEAs may require them, so it is important to know and follow your district policy.

STOs and benchmarks are still considered best practice in monitoring and reporting progress toward the overall goal and teams may use them if they choose.

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SHORT TERM OBJECTIVES

Define the intermediate steps needed to achieve the goal

Are measureable and comprehensive Represent a sequential breakdown of major

components of a goal Are general indicators of progress, not a

detailed instructional plan Include timeframe, conditions, behavior, and

criteria May be sequential or parallel Are written so that each goal has a minimum of

two STOs

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EXAMPLE OF STOS

GOAL: In 36 weeks, Kennedy will independently walk across a variety of surfaces (e.g., carpet, grass, cement, dirt) for 15 feet at home, at child care, and in the community, 3 times a day for 2 weeks.

STO 1: Kennedy will walk for 15 feet , with assistance (holding onto an adult’s hand or railing), across one type of surface, 3 times a day for 2 weeks

STO 2: Kennedy will walk for 15 feet , with assistance (holding onto an adult’s hand or railing), across two types of surfaces, 3 times a day for 2 weeks

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BENCHMARKS

Define major milestones to accomplish a goal Are measureable Define previously established performance

levels Are major milestones or precursor steps Are written in sequential or hierarchical order Include timeframe, condition, and behavior Are written so that each goal has a minimum

of two benchmarks Do not include criterion – Can the child do the

skill or not?

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EXAMPLE OF BENCHMARKS

GOAL: In 36 weeks, Kennedy will independently walk across a variety of surfaces (e.g., carpet, grass, cement, dirt) for 15 feet at home, at child care, and in the community, 3 times a day for 2 weeks.

1.1 Kennedy will walk for up to 15 feet holding onto parent’s or teacher’s hand, once a day for 2 weeks

1.2 Kennedy will move around the house and the classroom by holding onto the furniture, 3 times a day for 2 weeks.

1.3 Kennedy will pull herself up at home and at child care, twice a day for 2 weeks.

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ADDITIONAL COMPONENTS OF THE IEP

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THE IEP MUST ALSO CONTAIN:

A statement of: Special education and related services

Supplementary aids and services

Program modifications or supports for school personnel

Accommodations

Service delivery - date, duration, location, frequency

Extent of nonparticipation with typically developing peers

Educational placement

How the child’s progress toward meeting the annual goals will be measured and when reported

Consideration of extended school year (ESY) services

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www.nichy.org

SPECIAL EDUCATION AND RELATED SERVICES Special education is defined as specially designed

instruction to meet the unique needs of a child with a disability.

Related services are services that are needed to assist children with disabilities to benefit from special education. Examples include transportation, speech-language pathology, audiology services, interpreting services, psychological services, therapeutic recreation, parent training, orientation and mobility services, etc.

Programs and services must be based on peer-reviewed research, to the extent practical.

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SUPPLEMENTARY AIDES AND SERVICES

Outlines the exact nature of specialized services or devices required to enable the child to progress toward annual goals while participating in the general curriculum.

Examples include, but are not limited to, electronic communication devices, low-tech devices and aides, preferential seating, peer mediated learning, and computer programs to assist with specific skills.

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www.nichy.org

PROGRAM MODIFICATIONS OR SUPPORTS FOR

SCHOOL PERSONNEL Describes modifications and supports needed to help

the child advance toward annual goals, provide access to all aspects of the curriculum, and be included with typically developing peers.

Examples include, but are not limited to, staff training, physical modifications of the classroom, and individual assistance as determined by the IEP team.

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ACCOMMODATIONS

Individual accommodations are put in place to help children access the general curriculum, meet their IEP goals, or demonstrate what they know. Some examples:

Use visual schedule, visual cues, and social stories

Use assistive technology

Use a buddy program

Use individualized or small group instruction

Get child’s attention and stand close when giving instructions

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Handout 10 – Accommodations

SERVICE DELIVERY

Statement about:

When the services to be provided will begin

How often they will be provided

Where they will be provided

How long they will last

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www.nichy.org

EXTENT OF NONPARTICIPATION

Explanation of the extent, if any, to which the child will NOT participate with typically developing peers in the regular class and in activities already described.

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EDUCATIONAL PLACEMENTS75

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EDUCATIONAL PLACEMENTS

Parents are members of the team that decides the child’s placement. The decision about placement cannot be made until after the IEP team, which includes the parent, reaches consensus about the child’s needs, program, and goals.

Placement decisions must be based on a child’s unique needs and IEP, not on administrative convenience, disability/program label, available slots, or allocation of funds.

Although the law is clear on this issue, the child’s “label” sometimes drives decisions about services and placement.

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www.nichy.org

PLACEMENT IN THE LRE77

Accessible IEPs for All

REVISIT JACKS ACTIVITY

Return to your small groups from the Jacks Activity Look at the PLAAFP and MAG you wrote. Based on

what you’ve learned today, do they need to be edited?

Edit PLAAFP and MAG as needed. Discuss any special factors that may have influenced

the performance of the player (with the PLAAFP and MAG).

As a large group, share changes the groups made to their PLAAFPs and MAGs.

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Handout 11 – Essential Elements of PLAAFPs & MAGs

FOLLOW-UP ACTIVITY79

Complete this follow-up activity and bring to Session 2 or follow the instructions provided by your facilitator.

Use the case study on Jillian Morgan provided to develop a PLAAFP and MAG in the personal-social domain.

In the next session, be prepared to share how you used the materials from Session 1 in your work.

See Handout 12 for more information.

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CONTACT INFORMATION

Facilitator information here

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Documents

A Quality IEP Process for PreK Programs