Quality IEPs Fall 2013
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Quality IEPs
Fall 2013
Overview
There will be 4 Main Focus sessions
– Student Profile & PLAAFP– Quality Annual Goals & Progress Measurement– Service Delivery & LRE statement– Prior Written Notice – DEC 5
Snippets of Customer Service will be imbedded
Customer Service Activity
How do we get to the table?– Take a minute to list the steps in arranging an IEP
meeting
Setting up the IEP meeting/Invitation– Know WHO needs to be at the table
o The case manager is responsible for inviting EACH provider & confirming availability
– Have a conversation with the Parento Provide the family with a few dates and times
– Create and SEND the Invitationo A HARD copy MUST be sento A 10 day notice is needed when a parent cannot be
reached
Session 1
Developing the Profile & PLAAFP
The Profile in the IEP
The Profile has two components– Student’s strengths– Assessment data relevant to the student’s
performance
Student StrengthsDescribes and documents the student’s strengths
and should address the following areas:(Listed below are examples of areas you can discuss regarding student strengths)– General work behaviors– Social Skills across settings– Special interests– Strategies student benefits from
ActivityWith a partner– List data sources for each of the strength areas
oGeneral work behaviorsoSocial Skills across settingsoSpecial interestsoStrategies student benefits from
We will share in 1 minute
Examples of Strength Data Sources
– Parent report– Anecdotal notes– Documented accommodations used– Formal and informal assessments
ActivityWith a partner:
– Critique each IEP Strength description by:o Giving a point for each area addressedoGiving a point for each data source listed
We will share out in 6 minutes
Student Strengths Components
– General work behaviors– Social Skills across settings– Special interests– Strategies student benefits from
How did we do?
– Someone share a quality Strength description– Someone share one that needs improvement– What do we need to do to improve?
Example of Quality Profile - StrengthsTeacher report : __has a good sense of humor, is sociable and
enjoys the company of his peers and responds positively to individualized adult interactions. __is inquisitive when he is interested in a subject. __works best when given verbal praise and a reward system. Verbal comprehension and Practical skills are areas of strengths according to formal evaluations completed in the spring with verbal comprehension in the low average range; __ has a relative strength at home and school in practical activities including self care behaviors. __ has a very supportive family.
Assessment Information Documents the student’s functioning using a
variety of data sources for the following areas:
– Student’s disability and how it impacts learning– General education performance level– Progress on the previous IEP goals
Activity
With your partner– list the type of data sources you typically use
in the assessment area
We will share out in 1 minute
16
Sample Data Sources
– Formal evaluations– Test scores pertinent to the disability area– Classroom, Local, District assessments– Progress Reports– Functional Behavior Assessment data
ActivityWith a partner:– Critique each IEP Assessment description by:
o Giving a point for each component addressedoGiving a point for each data source listedoGiving a point if information is in family friendly
terms
We will share out in 6 minutes
Assessment Information Components
– Student’s disability and how it impacts learning– General education performance level– Progress on the previous IEP goals
How did we do?
– Someone share a quality Strength description– Someone share one that needs improvement– What do we need to do to improve?
Example of Quality Profile - AssessmentA formal reevaluation in the spring resulted in continued eligibility as
Intellectually Disabled Mild due to borderline cognitive ability and extremely low adaptive skills in the area of conceptual ability; processing speed is the weakest area of development; achievement scores show below average achievement. Curriculum assessment show both reading and math skills 2 years below grade level. Speech/Language evaluation: __ has moderate-severe delays in articulation skills. __has made progress on his math and reading IEP goals, but continues to perform well below his peers. __’s limited cognitive ability limits the rate of skill acquisition and maintenance; this affects __’s ability to perform grade-level tasks; it also causes the __ to get overwhelmed and shut down during work assignments. Behavior data shows non-compliant episodes during non-academic classes also. These episodes resolve in about 10 minutes when given an opportunity to regroup and rejoin the activity.
Customer Service Note
We always report information in terms that families can understand
We always ask the parent if they have any questions
Summary
The Profile in the IEP Should “Paint a Picture” of the Whole Child by
using data sources to define strengths, performance, disability and resulting needs, in
parent friendly terms.
The PLAAFPPresent Level of Academic & Functional Performance
A detailed description of the student’s current functioning in a given area
using a variety of baseline data
Activity
With a partner– list sources you use to develop a PLAAFP
We will share out is 1 minute
25
Baseline Data Sources
– Anecdotal records– Work Samples– Formal evaluation – Test scores that are pertinent to the child’s diagnosis– Classroom & Local/district assessments – Progress report data– Functional Behavior Assessment data
Activity
With a partner – discuss what Functional Performance is
We will share out in 1 minute
27
Functional Performance
– A skill or activity that may not be considered academic or related to a child’s academic achievemento Social Skills fall in this area
– Functional performance can impact educational achievement.o Ex. Organizational skills, Behavior, self-care, etc.
– ID/MU students must have a functional information
28
Major Components of the PLAAFP
– Data-based student specific information related to current academic achievement and functional performance.
– Strengths of the student.
– Needs resulting from the disability.
– Effects of the disability on involvement and progress in the general education curriculum.
ActivityWith a partner– Critique at least one PLAAFP in each IEP by:
o Giving a point for each component addressedoGiving a point for each data source listedoGiving a point if information is in family friendly
terms
We will share out in 6 minutes
30
Major Components of the PLAAFP
– Data-based academic achievement and functional performance.– Strengths– Needs resulting from the disability.– Effects of the disability on involvement and progress in the
general education curriculum.
How did we do?
– Someone share a quality PLAAFP description– Someone share one that needs improvement– What do we need to do to improve?
Quality PLAAFPCurriculum-based measures show that __ has a relative
strength in decoding grade level words and determining the meaning of unknown words. Fluency measures show __ is reading 80 words per minute w/100% accuracy – this is 2 years below his grade peers. __’s distractibility and limited attention span related to his Other Health Impairment impede __’s ability to remain focused on the details of a reading passage and limits progress in reading fluently at grade level.
Follow up Activity
Over the next two weeks– Evaluate @ least 2 other IEPs for quality Profiles
and PLAAFPs– Share your results with your Facilitator– Share your plan to improve the next IEP– Facilitators will keep this data in a Notebook
Next Session
– Bring back the IEPs you worked on today– We will be reviewing Annual Goals
&– Progress Measurement
THANK YOU
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