Roadmap to Success! Follow the route to defensible IEPs Todays - - PowerPoint PPT Presentation
Success Next Exit Roadmap to Success! Follow the route to defensible IEPs Todays Objective: Aligning PLAAFP to IEP goals using data-driven decision making: Topics: What comprises a legally compliant PLAAFP? Legal implications
Next Exit
Aligning PLAAFP to IEP goals using data-driven decision making:
Topics: ❑ What comprises a legally compliant PLAAFP? ❑ Legal implications correlated to PLAAFP ❑ Examples vs. Non-examples Parts of an IEP goal: ❑ What data (Pre-K-12th grade) is used to determine the PLAAFP? ❑ Goals/objectives aligned to PLAAFP
Present Level of Academic Achievement & Functional Performance: ❑ Driving force of the IEP ❑ Direct correlation to IEP goals, objectives, benchmarks ❑ Data-Driven-include baseline measures ❑ Describes deficit areas, strengths, and how the disability affects student’s ability to perform in the general education
❑ The driving force of the IEP goals and data collection ❑ Identifies student need(s) while establishing baseline data ❑ What is the student able to do? ❑ What is the student need? ❑ Describes all areas of academic and functional performance (routine activities) ❑ Grade level standards and comparison to same age peers ❑ Data must be current and relevant
successful for this student’s learning?
student’s skills from same age peers
vision/hearing, medical needs, social- emotional, educational performance compared to peers, communication & motor abilities, and developmental status
information
○ Social skills, pragmatics, executive functioning, on/off task, organization
like? ○ When does the behavior occur? ○ What type of behavior does he/she exhibit? ○ Antecedent or function of behavior
– If you dropped it off at the next district would they know how to service the student?
– A student can’t have a disability in science/social studies
– “made progress in, did well in, struggled with”
Why?
What’s the Law?
Legal Implications
Illinois, 2009 52 IDELR 177: The PLAAFP was inadequate because it did not include objective, measurable
statements about a 13-year-old. Statements such as being shy in social situations, and difficulty expressing ideas in front of peers in the school setting were noted.
Illinois, 2002 36 IDELR 283: The district’s reliance on report card grades in its statement of present performance levels with respect to the progress of a high school student in the general curriculum was found to be
said the district should have used assessment techniques such as criterion-referenced tests, standard achievement tests and diagnostic tests.
Does your PLAAFP include?...
ability to participate in the general education
supports, assistive technology warranted
– How does the disability affect his/her ability to participate in appropriate activities?
Quick PLAAFP Checklist
student need(s)
http://goanimate.com/player/embed/0l rg8VjkG5t4?utm_source=social&utm_m edium=tumblr&utm_campaign=usercon tent
Collaborate with team members to appropriately represent student’s needs
Be Prepared
You decide….. Tommy is a 3rd grade student who was re-evaluated on 3/23/13. Tommy’s results of the Woodcock-Johnson Full Scale IQ represented a 78 and a performance IQ of 84. Tommy’s MAP scores fell within the 25th percentile with a RIT score of 217 for Reading and 225 for Math. Tommy’s guided reading level is currently a level H. Most recent academic testing on 5/15/14 showed the following information: WPM-100, Reading comprehension, spelling, and math are all at the 2nd grade level.
Reflect on the criteria for PLAAFP:
Note: Refer to checklist
You decide… Jim is a 9th grade student at Prairie United High School. He is a very shy and quiet student and does not participate in class. His current Lexile score is a 750. His current grades are all C’s and one B in social
slightly below the average range. Jim is comprehending at a 7th grade level.
Susie has an emotional disability that makes it difficult for her to use calming strategies when she is frustrated. She uses aggression 70% of the time which impacts her ability to participate in the general education classroom. Megan’s perceptions and feelings are inconsistent with actual situations or interactions with peers. She frequently over reacts.
Example: Jane has a phonological processing disorder that make it difficult for her to blend and segment cvc words to decode unknown words when presented a grade level text. Non-example: Jane has a learning disability in reading which takes her longer to process new information.
➔ Strengths and needs should not contradict each other ◆ Math computation is a strength but the deficit is the student can’t solve single digit addition/subtraction facts ◆ Strength is reading but the student struggles with reading comprehension ➔ Document parent concerns ◆ Note any communication ◆ Seek information at the IEP meeting ◆ Section on the IEP should never be blank ➔ Always state the characteristics of the disability that impact classroom instruction ➔ State student’s needs versus disability
Goals should include:
(visible/countable behavior)
education curriculum-grade level content ○ Bloom’s and Webb’s levels of generated
Bateman, D. B., Herr, C., 2006
Goals aligned to Objectives/Benchmarks Examples:
Part of the PLAAFP information: When provided 3 verbal cues, Emily follows a simple, one-step direction such as, “Touch the block,” or “Sit down,” fewer than 1
Goal: Given a three-step direction, Emily will follow all three steps, in the correct
Objectives:
the end of the first trimester.
prompts by the end of the second trimester.
end of the third trimester. **Turn & Talk: Create part of the PLAAFP, the goal, and objective to align the same student need(s)
How can progress be measured using this goal and objectives:
Numerical Analysis
Frequency: simple count of the number of items correct/incorrect Percent: number correct or incorrect or incomplete/total number of items x 100=percent Rate: total number of correct or incorrect or incomplete/total number of minutes=RPM Correct Incorrect Incomplete Frequency 6 3 Percent 67% 33% Rate 3 per minute 1.5 per minute 0 per minute
your goal: Is it legally defensible?
behavioral progress
SRI, Guided Reading Level ○ Turn and Talk: What other progress monitoring tools does your district implement?
align to IEP goals
– Error Analysis for Permanent Product Data (academic) – Numerical Analysis (academic/behavioral) – Task Analysis (academic/behavioral) – Momentary Time Sample – Event Data Recording (behavioral) DESTINATION….COMPLETE!!!
Utilizing the New Illinois Learning Standards (45:02) - December 8, 2014 –Gives a good refresher and overview on writing IEPs with a special emphasis on writing goals aligned to NILS.
you can find the standards here: from the home page click on common core standards link on the left side. Check out for printable lists of the standards aligned to academic and functional needs areas, see our Printable Standards Charts Page. The standards charts are linked to New Illinois learning Standards and the Functional needs are linked to the Social and Emotional Learning Standards (SEL). *Special Note- you have to register for above site but it is free to all Illinois educators.
Bateman, D.B., Herr, C., (2006).Writing Measurable IEP Goals and Objectives, Verona, WI. Attainment Publication. Bateman, D.B., Linden, M.A. (2012) Better IEPS How to Develop Legally Correct and Educationally Useful Programs., Verona, WI. Attainment Publication. Norlin, J.W., Slater, A.E., Lake, S.E., (2010). IEPs That Succeed: Developing Legally Compliant Programs Horsham, PA. LRP Publications. LRP Publications