quality iep's fall 2013 session 1
DESCRIPTION
TRANSCRIPT
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Quality IEPs
Fall 2013
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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
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Customer Service Activity
How do we get to the table?– Take a minute to list the steps in arranging an IEP
meeting
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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
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Session 1
Developing the Profile & PLAAFP
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The Profile in the IEP
The Profile has two components– Student’s strengths– Assessment data relevant to the student’s
performance
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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
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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
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Examples of Strength Data Sources
– Parent report– Anecdotal notes– Documented accommodations used– Formal and informal assessments
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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
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Student Strengths Components
– General work behaviors– Social Skills across settings– Special interests– Strategies student benefits from
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How did we do?
– Someone share a quality Strength description– Someone share one that needs improvement– What do we need to do to improve?
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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.
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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
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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
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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
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Assessment Information Components
– Student’s disability and how it impacts learning– General education performance level– Progress on the previous IEP goals
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How did we do?
– Someone share a quality Strength description– Someone share one that needs improvement– What do we need to do to improve?
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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.
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Customer Service Note
We always report information in terms that families can understand
We always ask the parent if they have any questions
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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.
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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
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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
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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.
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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
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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.
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How did we do?
– Someone share a quality PLAAFP description– Someone share one that needs improvement– What do we need to do to improve?
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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.
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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
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Next Session
– Bring back the IEPs you worked on today– We will be reviewing Annual Goals
&– Progress Measurement
THANK YOU