quality iep's fall 2013 session 1

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

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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

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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

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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

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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