Post on 04-Jan-2016
transcript
FIE to IEP for FAC
Eden Guthrie
Support Specialist
RRISD
Adapted from Jim Gonzales IEP training ppt
Down &
Dirty IEPs
FUNCTI ONALSKI LLS
LANGUAGEARTS
SCI ENCE/SOCI ALSTUDI ES
MATH
I EPGOALS
I EP Creates Access to the Curriculum ...
...but I s Not I tself a Curriculum
Academics vs.
Life Skills
The IEP is…
P L A A F P
LEARNING LEVELS
GOALS3
PLAAFP
PLAAFPPresent Level of Academic Achievement and Functional
Performance(formally known as the PLOP)
PLAAFPs used to be something that was done as a clerical task, but they really need to be the STAR of the Show and what drives our goals and objectives
PLAAFPs are supposed to tell us where a student is at in an area of need
PLAAFPs include:• Current student abilities in areas of need• Baseline data• Measureable and/or observable statements • Possible needs for accommodations
If there is no need in an area write: Current data indicates no concern in this area at this time
P L A A F P
B ased on evaluation
P rovidecurrent
in form ation
R elated to areaof need
F rom a var ietyof sources
When youhave to
learn som eth ing
DO’s and DONT’s DO
Keep it positive
Don’t “Teacher Observation”
Round the room &
back again
PLAAFP Data Sources: Work samples Rigby/DRA/STAR Videotape Behavioral/Academic data Parent communication Standardized assessment Anecdotal records Narrative records Running record Statewide assessment Benchmark assessment Teacher-made tests
DO’s and DONT’s DO
Keep it positive Use at least 5 sources!
Don’t “Teacher Observation” use the same ones for
every area of need
Bad PLAAFP
Learning Levels
Pre-Symbolic
Early Symbolic
Symbolic
Learning
Levels
Organizer
Literacy
Math
Pre-Literacy
Emerging Literacy
Symbolic Literacy
DO’s and DONT’s DO
Keep it positive Use at least 5 sources! Use your reading
continuum and Rigby
Don’t “Teacher Observation” use the same ones for
every area of need Non-verbal-can’t
Few/No Concepts
Emerging Concepts
Symbolic Concepts
DO’s and DONT’s DO
Keep it positive Use at least 5 sources! Use your continuums
and Rigby Use vertical alignment
from Taks Alt
Don’t “Teacher Observation” use the same ones for
every area of need Non-verbal-can’t Use essence statements
Annual Goal Essential Elements
Realistic
PLAAFP Connection
Parent Involvement
Meaningful
Measurable
Challenging
Measurability
• By when?
• Who?
• Will do?
• What?
• How well?
• Under what conditions?
Annual Goal:Kyrie will improve her reading skills in the academic setting by Mastering ____ out of ____ the short term objectives below byThe next annual meeting.
Short-term Objective:Leslie will use a head pointer to identify the correct shape (circle, triangle, rectangle) when asked “Show me the circle/triangle/rectangle?” on 4/5 trials.
Benchmark Objective:By the end of the second 6 weeks, Jordan will indicate when to turn the page by hitting a switch when the reader pauses.
PLAAFP
Annual Goal
Increase skill with increments of same skill
Benchmark Method Annual Goal: Reading Comprehension
PLAAFP
Context Clues
Fluency
Text Evidence
Background
Knowledge
Each component contributes to increased proficiency in the area addressed in the annual goal.
Short-Term Objective Method
DO’s and DONT’s DO
Keep it positive Use at least 5 sources! Use your continuums
and Rigby Use vertical alignment
from Taks Alt Start NOW!
Don’t “Teacher Observation” use the same ones for
every area of need Non-verbal-can’t Use essence statements Wait till next year
Your Turn