IEP DEVELOPMENT OVERVIEW

WHAT WE WILL COVER

Overview of PLEP Statement

Goal/objective writing

IEP Direct/Cleartrack access

Printing Reports from IEP Direct/Cleartrack

PLEP

Present level of Performance and Individual Needs (4 areas)

All providers can comment in all areas Progress towards goals indicated here Strengths and needs are indicated for each

section Parental concerns must be indicated for each

section Regression to be documented here No recommendations for services or levels of

services to be indicated

FOUR COMPONENTS TO PLEPS

Academic Achievement, Function Learning Performance and Characteristics

Social Development

Physical

Management

EXAMPLE: PLEP Welcome to IEP Direct

Academic Achievement, Functional Performance and Learning Characteristics Levels of knowledge and development in subject and skill area including activities of daily living, level of intellectual

functioning, adaptive behavior, expected rate of progress in acquiring skills and information and learning style

Basic Cognitive/Daily Living Skills:

Madison is easily distracted. On average she attends to tasks for 10 minutes in a one on one activity lead by an adult. When she is in full control of an activity her attention to task is longer (30 min). Madison continues to have difficulty following the routines of her day. Specifically, her ability to sequence and perform the steps in her morning routine is challenging. Madison requires frequent verbal and physical cues to remain on task. She continues to refuse to wear certain clothing items and resists having her hair brushed. She has demonstrated gains in her ability to tolerate and perform these tasks when a picture schedule is used.

Speech/Language:

Any Volunteers?

Student Strengths, Preferences, Interests

Cognitive skills and pre-academic skills are average

Gains made in daily living activities since implementation of strategies

Responds well to hands on activities

Enjoys books

Academic, developmental and functional needs of the student, including consideration of student needs that are of concern to the parent

Madison needs to:

Improve attention to task

Develop ability to follow simple routines

Participate in grooming and hygiene tasks

Improve intelligibility

Madison’s family is concerned with her ability to follow the morning routine and how this is impacting the family and her transition to school in the AM

ANNUAL GOALS/OBJECTIVES OR BENCHMARKS

Only 3 to 8 goals (not discipline specific) Benchmarks or objectives can be used 3-4 objectives/benchmarks per goal Only do custom goals – do not use goals from

the goal bank (these are only intended to be used as a place to start – not as a complete goal/objective)

All providers are responsible for monitoring progress towards all goals

Goal should be mastered in one year

ANNUAL GOAL

Annual goal- do what, to what extent, under what conditions

Evaluative Criteria – How well and over what period

Evaluative Procedures- methods used to collect data

Evaluative schedule-How often methods will be used to collect or review data

OBJECTIVES OR BENCHMARKS

Objective – task analysis, identify sub skills that support achievement of annual goal, may be specific to a related service

Benchmark – incremental steps of the same skill identified on the annual goal; may include decreasing levels of support, time line for progress

EXAMPLE: GOAL AND BENCHMARKSGoal: Joe will express wants and needs to teacher-stated

question using 2 to 3 word responses, with one verbal prompt, across home and school settings.

Criteria: 2/3 trials/day

Procedure: charting

Schedule: every two weeks

Benchmarks:

By November Joe will express wants and needs using 1-2 word responses with two verbal prompts

By March Joe will express wants and needs using 1-2 word responses with one verbal prompt

By June goal will be mastered

EXAMPLE: GOAL AND OBJECTIVESGoal: Given less than two verbal prompts, Ava will stay

on task and complete a variety of fine motor tasks (cutting, writing, drawing, puzzles, etc.) in 3 out of 5 trials.

Criteria: daily over 2 weeksProcedure: structured observation, checklistSchedule: every other monthObjectives: During craft time Ava will stay on task for at least 7

minutes with fewer than 3 verbal prompts.Using an age appropriate grasp on a pencil Ava will draw

basic shapes (square, triangle) and form letters in her name given a visual model.

Given a 12-15 piece puzzle Ava will place pieces in proper place.

QUESTIONS Can children be seen on Saturdays? Yes if it is a make-up session Make up sessions can be performed back to back with a regularly

scheduled session (60 minute visit – 1 scheduled 1 make-up) Regression – This should be documented on daily notes, quarterly

updates (comments section on goals), PLEPS for annual review. We will also do a separate regression statement (form on BB website)

If children have already had an annual review meeting a regression statement (on BB form) and an amendment request (also on BB form) need to be completed and submitted (no later than April 27th).

Do not evaluate a child (using assessment tools) or report test scores on any documentation. You will need to have parent permission to re-evaluate a child.

Try to complete make-up sessions within the month. If you need to go over this one month period call a supervisor to discuss.

We will work with districts to input goals into IEP direct/Cleartrack if they are not there (moving forward these should be there more often as evaluating agencies will be beginning to do this more).

Erie County will be mandating that all preschool providers attend one training related to IEP development each year. This year they are targeting goal writing. See web site for training dates.

Coordination of preschool services – There is a handout that outlines responsibilities

IEP AND CLEARTRACK DIRECT

Web address: www.iepdirect.com, http://cleartrack.wnyric.org/

Log in information Select the document you want to edit Input PLEPS: current level, strengths, areas of

need, parent concerns (all 5 areas) Input annual goals and objectives/benchmarks Spell check Print reports (Quarterly reports/annual review)

PROCEDURES You will receive and email regarding meeting

date. Please let us know as soon as possible if you are able to attend the meeting.

Documentation needs to be completed at least two weeks prior to meeting date. (input into IEP direct or Cleartrack as well as regression statement if appropriate)

If Patsy is attending the meeting please let her know your information has been inputted. Regression can be placed in your secure file.

If you attend the meeting please complete the CPSE meeting minutes form found on the BB website and send in with your billing.

DEMONSTRATION/IEP DIRECT

http://www.iepdirect.com

DEMONSTRATION/ CLEARTRACK

Cleartrack