fie to iep for fac eden guthrie support specialist rrisd adapted from jim gonzales iep training ppt

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