IEP Training for Kansas Schools 2013 – 2014 Kansas State Department of Education Technical Assistance System Network Present Levels of Academic Achievement and Functional Performance 1

IEP Process Referral Measurable Annual Goals Short-Term Objective and Benchmarks Prioritize Needs and How Needs Will be Addressed Evaluation (and Eligibility) Present Levels of Academic Achievement & Functional Performance Services Progress Reporting Exit 2

PLAAFPs Present Levels of Academic Achievement & Functional Performance (PLAAFPs): a)are the way you identify and prioritize needs and b)establish baseline performance in order to develop an individualized and meaningful plan. c)identify degree of match between skills & environment 3

Level of Support

IMPACT OF EXCEPTIONALITY BASELINE DATA FOR IDENTIFIED NEED PLAAFPs Must Include CURRENT PERFORMANCE 5

(AND other performance skills) 1)CURRENT PERFORMANCE PLAAFPs Must 6

Examples Learning StrengthsStrengths and Weaknesses Standardized AssessmentsVocational/Career Interests Instructional PreferencesSkills related to Interests Learning RateIndependent Living Skills Social/Emotional Issues 1)CURRENT PERFORMANCE 7

PLAAFPs Must 2) IMPACT OF EXCEPTIONALITY 8

Examples 2) IMPACT OF EXCEPTIONALITY Which Standards are AppropriateBirth-6 Curriculum Measures Instructional LevelRoutines Based Assessments Reading Level District Assessments State AssessmentPerformance on Classroom Tests How Behavior affects ability to progress or access general curriculum 9

Linking to Standards 2) IMPACT OF EXCEPTIONALITY Describe the degree of match between the student’s performance and the expectations of the standards. This has to be determined for each academic domain: Reading, Math, Written Language, Science and Social Studies. For preschool, this will also include information related to development. 10

PLAAFPs Must 3) PROVIDE BASELINE DATA FOR EACH IDENTIFIED NEED 11

Examples 3) PROVIDE BASELINE DATA FOR EACH IDENTIFIED NEED Words Read CorrectlyMean Length of Utterances Correct ResponsesPercent Correct Number of Times Behavior OccursCorrect Math Problems Correctly Answered QuestionsRunning Records Error Analysis REFLECTIVE OF SKILLS ADDRESSED IN STANDARDS 12

13 Goal Setting

1.Identify the jack player. 2.Set a goal for the number of games of jacks that can be played in one minute. 3.Wait for the facilitator to tell you to begin playing – they will be the timer. 4.Bounce the ball, pick up one jack & catch the ball in the hand that you picked up the jack with. 5.Repeat bouncing the ball and picking up jacks one at a time until all jacks have been removed from the playing surface – that is one game. 6.Toss the jacks on the playing surface again and continue playing picking up one jack at a time (1sy only – never play 2sy or 3sy). 7.Have your partner keep track of how many games you complete. 8.Continue playing until the timekeeper tells you to stop (after one minute). 14

Discuss the following questions: How did you set your goals? How many meet their goals? How many under shot or exceeded their goals? Why? How does this activity apply to setting goals for students on their IEP? 15 Goal Setting

IMPACT OF EXCEPTIONALITY BASELINE DATA FOR IDENTIFIED NEED PLAAFPs Must CURRENT PERFORMANCE 16

Evaluating PLAAFPs 17

Evaluating PLAAFPs 18

Revising Your PLAAFP 19

20

21