PLOP, Goals & Objectives Notes
• PLOP– Free of grammatical and
spelling errors– Statement describing how the
student is performing the annual goal currently
– Includes baseline data
• Should not be identical to the present level of performance from the previous year. It tends to establish that the student has not made any progress.
PLOP, Goals & Objectives Notes
• GOALS– Free of grammatical and
spelling errors– Designed to meet the
student’s needs that result from the disability.
– Meet the student’s need to enable them to be involved and progress in the general education curriculum.
– Has a statement of the skill that will be measured.
– Measurement tools are selected
• Should not be identical to the goals from the previous year.
• Should not be identical to other students in the same classroom.
• Ask, “What are you tying to get the student to achieve?”
PLOP, Goals & Objectives Notes
• GOALS cont’d– Measurable.– Reflected in the services page. – Reporting dates are accurate– Focuses on skills being taught
to the student.
• Ask, “ How do you measure this?”
• Dates should mirror regular progress reporting dates on SPS school calendar.
• Many IEP places the entire responsibility of gaining the new skill on the student.
PLOP, Goals & Objectives Notes
• OBJECTIVES– Free of grammatical and
spelling errors– Only required for students
participating in VAAP.– Each objective should be
related to helping the student acquire their annual goal.
• If including objectives, then , “Yes” should be checked for question 11 on Considerations page.
Goals / PLOP Page
7
Services• Services must be determined by considering the
amount of specialized instruction that the student is provided by the special education teacher during an instructional block.– A student in a general education classroom may only receive
20 minutes (out of 60 or 100) of specialized instruction from the special education teacher. (i.e. Frequency/Duration = 20 minutes per session/5 times weekly)
– Any time a student is served in the special education setting, the full instructional block of time must be reflected. (Duration for each service provided will equal the number of minutes for that block)
Services• Required for each disability
category• Duration dates must be accurate.• Service type, frequency, location ,
and setting are completed and correct
• 5th and 8th grade students should reflect current school and next recommended school location.
• Check the web form in IEP plus to ensure that the % of time in Special Education is not over 100%.
– May begin the day after the IEP ends
– May begin the day after IEP is signed (special situation)
– Should end in June– next recommended year
should begin the first day of the following school year and ends the 364th day of the following year
Notes
9
Checking Percentages
TIP: The percentage of time in special education is the total time a student receives special education services per week based on a 1650 minutes instructional week. The percentage of time in special education and general education is a breakdown of special education by location of service.
TIP: For consultative services, 17 minutes should equal 1%.
SERVICE PAGE ANALOGIES
• Service ColumnDescribes the specialized instruction the student
will receive to address their specific disability. NOT the CLASS they’re assigned to.
• TypeCategorizes the service the student will receive
• Frequency How long is the staff going to provide this specialized
instruction?*All services should equal the full block for self contained students. *If Gen. Ed. Class, the student may only Receive 20 min., for example, of the service.
• Location Building name where the service is going to occurRemember 5th & 8th grade student should reflect current
school and next recommended school location
• SettingDescribes the type of Classroom. Special Ed. or General
Ed?
• DurationProvides the dates the service will be implemented.
Current year must begin after the date of signed consent and end at the end of school year. Next recommended year begins at the opening of school and ends the 364th day after the begin date.
How would you read this page?
Instructional Accommodations/ Modifications & District Wide
Assessments• Ensure that accommodations are
appropriate and relate to student’s needs and goals only.
• Accommodations reflect current and next school year.
• Accommodations’ frequency, location, setting, and duration are complete and accurate.
• All appropriate District Wide tests are identified.
• If using retest accommodation, then must include parameters of the retest.
Notes
Accommodation/ Modification and District Wide Assessments
Participation in the State Accountability/
Assessment System• Should reflect instructional accommodations
• All answers are complete• If Yes to any of questions, check
the assessment(s) considered .• Attach the assessment page(s),
which will document the assessments and decisions made about participation, accommodations, and/or modifications.
• VGLA, VAAP, VSEP Criterion page is maintained outside of IEP Plus.– 3 test samples in a multiple choice
format and 3 test samples not in multiple choice format is required to accompany the criterion form and IEP for VGLA.
• Criterion forms are required to accompany IEP.
Notes
Participation in the State Accountability/ Assessment System
Virginia Standards of Learning Assessments
• SOL tests offered for the student’s grade level are identified and checked for participation.
• Appropriate accommodations are selected.
• Accommodations should relate to instructional accommodations .
• If “No” is selected for an SOL test then statement of
nonparticipation is required.
Notes
Virginia Standard of Learning Assessment
LRE Page
• Correct placement, location, and duration is completed.
• Location should reflect current and next recommended school.
• Duration dates should match the implementation dates.
• Check the web form for the correct grade levels for the current and next recommended school year.
• Incorrect dates impacts whether the program recognizes the student as being placed anywhere. Consequently , taking them off of the existing student list, caseloads lists, and ultimately skewing the data.
Notes
LRE Page
• Placement Justification:– Summarize discussion and
decisions around the placement.
– Must include explanation of why the student will not be participating with students without disabilities.
• Justification must recite more than the customary “this is the least restrictive environment appropriate to meet the goals and objectives.” This statement does not present the needed factual justification.
• Do Not identify a specific school at which services will be provided. That is administrative perogative.
• Kathleen S. Mehfoud & Reed Smith LLP (2006)
Note
LRE Page
ESY Page
Consent for Services
Parent Initials that they’ve read the above paragraph
Parent checks whether they give consent or not
Parent signature line
Parent always initial that they’ve been informed of the transfer of rights at 18.
When student is of age, parent signs this box.
Supplementary Forms
• VAAP Participation Criterion Form
• VSEP Participation Criterion Form
• VGLA Participation Criterion Form– 6 test samples ( 3 multiple choice, 3 non multiple choice test samples)
Supplementary Forms
• Teacher Suggestion Letters
• Parent Suggestion Letters
• Student Questionnaire
Supplementary Forms
• Invitation
• Written Notice of Proposed and Refused Action
