Success Next Exit Roadmap to Success! Follow the route to defensible IEPs
Today’s Objective: 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
What is a 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
PLAAFP: ❑ 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
PLAAFP continued • Data from various assessments • Brief, specific, accurate, objective, and measurable • What strategies, accommodations, or assistive tech have been successful? • Objective information: bridge between evaluation and goals • What strategies, accommodations and/or assistive technology have already been successful for this student’s learning? • Identify grade- level academic standards for student’s grade, and compare student’s skills from same age peers
Legal Requirements: ● Statements regarding health, vision/hearing, medical needs, social- emotional, educational performance compared to peers, communication & motor abilities, and developmental status ● Specific, measurable, objective information ● Include functional performance deficits ○ Social skills, pragmatics, executive functioning, on/off task, organization ● What does the behavior look or sound like? ○ When does the behavior occur? ○ What type of behavior does he/she exhibit? ○ Antecedent or function of behavior
Legal continued • Prioritize and identify needs that will be written as goals • Identify strengths as they relate to interventions • Provide baseline data for each target deficit/need • Establish data method for each goal/need • Do the “unfamiliar test” – If you dropped it off at the next district would they know how to service the student? • Avoid information about content areas or specials – A student can’t have a disability in science/social studies • Avoid qualitative data – “made progress in, did well in, struggled with” • Avoid personal information as it does not correlate to instruction
Legal Implications What’s the Law? Why? Illinois, 2009 52 IDELR 177: The PLAAFP was inadequate because it did not include objective, measurable data. It only contained general 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 inadequate. The hearing officer said the district should have used assessment techniques such as criterion-referenced tests, standard achievement tests and diagnostic tests.
Does your PLAAFP include?... Quick PLAAFP Checklist • Statement of the student’s strength ● Have you had a maintenance check? • Statement of the student’s need(s) • Specific, observable, measurable • Statement of need(s) affects his/her ability to participate in the general education • Accommodations, interventions, supports, assistive technology warranted • Preschool only: – How does the disability affect his/her ability to participate in appropriate activities?
http://goanimate.com/player/embed/0l rg8VjkG5t4?utm_source=social&utm_m edium=tumblr&utm_campaign=usercon tent Be Prepared Collaborate with team members to appropriately student need(s) represent student’s needs
Examples vs. Non-Examples 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.
Examples vs. Non-Examples Reflect on the criteria for PLAAFP: Note: Refer to checklist • Does it state the student need(s)? • State comparison to same age peers • State functional performance? • Strategies used? Interventions? Accommodations? • Parent/guardian concern?
Examples vs. Non-Examples 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 studies. His most current Woodcock Johnson IQ was an 83 which is slightly below the average range. Jim is comprehending at a 7th grade level.
Examples vs. Non-Examples 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 vs. Non-Examples 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.
PLAAFP Don’t forget to…. (slow down!) ➔ 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: ● When ● Who ● Will ‘do’ ● Under what condition ● At what level of proficiency ● Measured by ● Aligned to NILS/CCSS or EE
Objectives & Benchmarks ● Progress markers ● Measurable ● Ladder or pie approach ● Intermediate steps ● Benchmarks: Major milestones ● Data-Driven ● Observable vs. Not Observable? (visible/countable behavior) ● Non-measurable=Ambiguous verbs ● An IEP must provide access to the general education curriculum-grade level content ○ Bloom’s and Webb’s levels of generated objectives Bateman, D. B., Herr, C., 2006
Examples 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 out of 5 times. Goal: Given a three-step direction, Emily will follow all three steps, in the correct order, 9 out of 10 times with 1 prompt. Objectives: 1. Given a one-step direction, Emily will follow the direction 9 out of 10 times with 3 or less prompts by the end of the first trimester. 2. Given a two-step direction, Emily will follow the first of the two steps 9 out of 10 times with 2 or less prompts by the end of the second trimester. 3. Given a three-step direction, Emily will follow both directions 9 out of 10 times with 1 prompt by the end of the third trimester. **Turn & Talk: Create part of the PLAAFP, the goal, and objective to align the same student need(s)
Example 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 0 Percent 67% 33% 0 Rate 3 per minute 1.5 per minute 0 per minute
Progress Monitoring ● Think Legal! Must have the data to backup your goal: Is it legally defensible? ● Assess student’s academic and/or behavioral progress ● Quantify a student’s rate of improvement or responsiveness to instruction ● Scientifically-based practice ● Examples: CBM/CBA: AIMSweb, MAP data, SRI, Guided Reading Level ○ Turn and Talk: What other progress monitoring tools does your district implement? ● Progress monitoring tool should always align to IEP goals
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