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WHY?•Teaching
•Behavior Management
•Lesson Plans
•Monitoring Student Progress
•Professional Development
•Parent Communication
•Policies and Procedures
•AND IEPs????
Its The LAW!!!• IDEA (Individuals with Disabilities
Education Act). Reauthorized in 1997 and 2004. Primary Effective date is July 1, 2005. This is a federal law that provides special education and related services to children with disabilities. Ensures a free appropriate public education (FAPE) and guarantees rights to children with disabilities and their parents.
Is this how you feel when it comes to
IEPs?
Overwhelmed!!!
Hopefully by the end of the day, you will have it all
under control!!
The Transition Process
Desired Post School Outcome Statement
Transition Assessment (ongoing)
Measurable Post Secondary Goals
Course of Study
Measurable Annual Goals and Objectives
Present Levels of Academic Achievement and Functional Performance
Provision of Transition Services
Agency Linkages
Successful Post-School Outcome
IEP Development Process
Present Level of performance
Goals Objectives
DataAssessmentsBenchmarks
Instruction
Let’s Break It Down!!!• What is the student able to
do?– This information is included
in the PLAAFPS.• What does the student need
to be able to do?– This information is included
in the PLAAFPS.• How is the student going to
develop the skills and in what time frame?– This information is included
in the MAGs and objectives/benchmarks.
Where do you start?• Review Progress on goals in previous
IEP• Review Evaluation information and
data collected since last IEP• Gather and Review Input from other
teachers and therapists • Develop the Present
Level of Academic Achievement and Functional Performance Statement (PLAAFPS)
Present Level of Academic Achievement and
Functional Performance Statement (PLAAFPS)
The Heart of the IEP• Based On:• Student’s Strengths:• Effects of the Disability:• Priority Educational Needs:
A present level should be written for each domain.
(Curriculum and Learning, Independent Functioning, Social Emotional Behavior, Health, Communication)
Don’t be Stranded without the Right Tools to do the Job!
PLAAFPS Tools• Assessments
– Dibels– Open Court, SRA Reading Programs– KTEA II– Math Curriculum placement tests– STAR reading score– Compass Reading or Math Scores
• Data Collection– Observation checklists– Anecdotal records– Daily/class behavior records (frequency, duration,
point sheets)
• Parent Communication– Suggestions, concerns, areas of strength at home or
in the community
PLAAFPS Component #1
“Based On:”
•Student Performance•Student Work
Samples•Teacher Observations•Classroom
Assessments•Parent Input
PLAAFPS Component #2
“Student’s Strengths:”• INCLUDE:
– Description of specific SKILLS
– The frequency of the student’s use of the behavior
– BASELINE Data• NON-EXAMPLE: “Student
tries hard and is friendly.”• Just Age or Grade Level is not
Sufficient
PLAAFPS Component #3
“Effects of Disability:”• Pre-requisite skills the
student lacks• Academic Difficulties• Processing difficulties• Impulse or behavior
concerns– Include frequency and duration
• BE SPECIFIC!!!
PLAAFPS Component #4
“Priority Educational Need:”• Use the student’s strengths and
needs to determine• What skills does the student
need to be successful in school and life?
• Broader Terms than annual goals
• Remember your annual goals are going to flow from this statement!!!
Some Problems with Current Present Levels
• Descriptions– What exactly can the child do?– What does the behavior/academic
problem look like?– Where is the baseline data?
• Measurement Criteria– What is the frequency rate (% of time
or # of occurrences?)– What is the duration (time frame?)– How will mastery be documented?
PLAAFPS NON-Example• Based On: Teacher observation, student
performance, work samples, classroom assessments, parent input, and discipline records
• Student Strengths: Student is a fourth grader who transferred from X Elementary. Student is pleasant and is able to make friends easily.
• Effects of the Disability: Student is having difficulty following school and class rules.
• Priority Educational Need: Student needs to develop appropriate decision making skills to comply with rules in the educational setting.
PLAAFPS Example• Based On: Teacher observation, student
performance, work samples, classroom assessments, parent input, and SLP observations
• Student Strengths: Student has the ability needed to apply conflict resolution strategies to resolve conflicts with peers with adult prompting.
• Effects of the Disability: Student is having difficulty consistently using the conflict resolution skills independently with his peers and, therefore, engages in aggressive acts on an average of 3 times per day.
• Priority Educational Need: Student needs to independently use conflict resolution skills thereby eliminating the use of aggressive acts (hitting, biting, throwing, and pushing.)
PLAAFPS Example (2)• Based On: reports from parents, regular and
ESE Teachers, class grades, and progress measured on last year’s IEP goals
• Student Strengths: Student is functioning on grade level in all academic areas and attends all classes. He participates in class and starts all assignments.
• Effects of the Disability: Student is having difficulty keeping track of assignments, turning in fewer than 7 out of 15 assignments in his academic classes each week (knowing what to complete, how to organize and prioritize, where to store, and remembering where he put the assignments.)
• Priority Educational Need: Student needs to correctly complete, keep track of (from class to class, school to home, and home to school,) and turn-in on-time all of his assignments.
•Please Take With You–Pen or Pencil–PLAAFPS Worksheet–Tommy’s Profile
MOVE WITH THE MUSIC!When the music stops…
Hand Up, Pair Up(someone from another table)
Student’s Strengths
•With your partner, using Tommy’s profile, write the “Based On” and “Student’s Strengths” portion of the PLAAFPS.
MOVE WITH THE MUSIC!When the music stops…
Hand Up, Pair Up
Effects of the Disability
•Share your “Based On” and “Student’s Strengths” with your partner
•Using Tommy’s profile, write the “Effects of the Disability” portion of the PLAAFPS.
MOVE WITH THE MUSIC!When the music stops…
Hand Up, Pair Up
Priority Educational Need
•Share your “Effects of the Disability” with your partner
•Using Tommy’s profile, write the “Priority Educational Need” portion of the PLAAFPS.
MOVE WITH THE MUSIC!When the music stops…
Hand Up, Pair Up
Share
•Share your “Priority Educational Need” with your partner
Who Would Like to Share their PLAAFPS?
Annual Goals
•Address Priority Educational Need
•Measurable•Functional•Realistic
There can be multiple goals for eachPresent Level Statement
3 Components of a MEASURABLE ANNUAL
GOAL•Condition•Observable Behavior•Criteria
–Proficiency level–Procedure–Schedule
Condition•Circumstance that affect
the performance of the skill–Context/Location of performance:
•In the lunchroom, at the grocery store–Materials provided:
•A story starter, a prompt–Time:
•During a twenty minute period, timed for 5 minutes
–Format•Role play scenario, working in small group
Condition Practice Worksheet
Observable Behavior•What will the observer SEE when the student
has mastered the goal? •What will the student do?
•Anyone reading the goal will have the same picture of what the goal LOOKS LIKE.
KEY to writing Measurable Annual
Goals…USE ACTION VERBS
•Match•Select•Name•Label
**See “Examples of Action Words” handout in your folder
Avoid Words that you cannot Quantify…
• Increase•Decrease• Improve•Learn•Demonstrate awareness•Demonstrate the ability to
Criteria
•Age/Grade–Must reference the source (assessment) and describe the skill it measures•EXAMPLE
–Christina will answer reading comprehension questions at a 4th grade level as measured by the Boone’s Farm Reading Comprehension Test.
•NON-EXAMPLE–Christina will read at a 3.2 grade level.
Criteria•Rate
–Compares number of correct responses to total number of possible responses
– Use when the skill must be completed multiple times
•Example–Curtis will complete all assignments in 4 of 5 classes for one grading period.
•Non-example–Curtis will complete most of his assignments
Criteria•Time
–Pace or time limits within which the behavior must be performed
– Used when time parameters and speed are important•Example
– Jennifer will write correct answers to the 1-12 multiplication facts in 10 minutes twice during a two week period.
•Non-example– Jennifer will write answers to the 1-12
multiplication facts quickly.
Criteria•Percentage
– Describes a part of a quantified set or “whole”
– Use to compare number of items or occurrences relative to the whole amount
•EXAMPLE– James will say his needs in 80% of the 10
opportunities during randomly scheduled 15 minute observations in classroom situations during a week.
•NON-EXAMPLE: – James will express his needs with 80% accuracy.
Criteria•Descriptive Statement
–States expected quality of results in clear, objective language
– Use to provide explicit information about the nature of the expected performance
•EXAMPLE – Carl will initiate his own leisure activities at school
and in the community at least two times each week by inviting a friend to participate with him in an activity or by asking the friend to attend an event.
•NON-EXAMPLE – Carl will be involved in school and community leisure
activities.
Criterion Practice Worksheet
SUMMARY• Who - will achieve?• What - skill or behavior?• How – in what manner,
what level, or what degree?• Where – in what setting –
under what conditions?
Given something, what will the student do, how often, and under what circumstances.
EXAMPLES
• Student will write three paragraphs on a given narrative and on a given expository topic with beginning and ending paragraphs, and at least three supporting details using proper spelling, transition words, capitalization and punctuation on two of four quarterly trials.
• Given 6 trials, Student will read 120 wpm with 80% accuracy on 3 passages written on a 4th grade level.
Non-Examples
• Student will increase her cognitive skills by two objectives.
• Student will demonstrate understanding of basic math concepts.
• Student will improve his curriculum skills on 75% of opportunities during a nine weeks period.
• Student will develop and utilize effective interpersonal skills.
Goal Components Worksheet
Purpose of Objectives and Benchmarks
• To Monitor Progress– At Intermediate Times During the Year Determine:
•How well is the child progressing toward achievement of goal?
•Do changes need to be made in instruction?
•Do we need to consider a different timeline?
Objectives
• Measurable, intermediate steps toward goal
• Break down skills in the goal into discrete components, very specific sub-skills
• Written using the same format as a MAG– INCLUDES CRITERIA
•USE WHEN WORKING WITH ACCURACY (Rare Occasions)
When prompted verbally, Sean will use simple phrases or sentences to make his needs known and respond to routine questions from peers and familiar adults during 4 out of 5 observations in the classroom, lunchroom, and activity time over a 2 week period.•When prompted verbally, Sean will use simple phrases to make his needs known to familiar adults during 3 out of 5 observations in the classroom, lunchroom, and activity time over a 2 week period (by the end of the 1st 9 weeks.)• When prompted verbally, Sean will use simple phrases to make his needs known and answer routine questions from peers and familiar adults during 3 out of 5 observations in the classroom, lunchroom, and activity time over a 2 week period (by the end of the 3rd 9 weeks.)
Benchmarks (used more often)
• Describes Milestones• Measure Progress Along Specified
Targeted Dates (within 12 Month Period)–Logical Timeline
•Based on time it will take to master the skill
•You do not need to break down by 9 or 6 week periods
• The criteria is always 100%
Given a topic, Samuel will write a paragraph that includes at least 5 sentences (main idea, 3 supporting details, conclusion,) correct punctuation, and correct grammar on 8 out of 10 opportunities over a 3 week period.•Samuel will write an 8 to 10 word sentence that includes correct noun-verb agreement and punctuation by November.•Given a paragraph, Samuel will underline the main idea sentence, circle supporting details, and draw a line over the conclusion sentence by January.•Given a topic, Samuel will write a main idea sentence and 2 supporting detail sentences by March.
Grade Level Groups
•Group #1: PreK•Group #2: K - 2nd
•Group #3: 3rd – 5th
•Group #4: 6th - 8th
•Group #5: 9th – 12th
Annual Goals and Objectives
• You can work as a group, in pairs, or trios
• After receiving your Present Level of Academic and Functional Performance Statements– Write the 3 parts of the Measurable
Annual Goals (remember they must flow with the Priority Educational Need)
– Write at least 2 Objectives or Benchmarks
– Please Have a RECORDER (we will use the Doc Camera to share)
You Have Successfully written PLAAFPS and MAGs!
