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