1. oberschlakej@mail.leon.k12fl.us (850) 487-2630

2. Agenda Present Levels of Academic Achievement and Functional Performance Statement (PLAAFPS) Measurable Annual Goals (MAGs) and Objectives MAGs Activity Lunch Transition Transition IEPs 9:00 – 10:30 10:30 – 11:30 11:30 – 12:00 12:00 – 1:00 1:00 – 3:00

3. WHY? Teaching Behavior Management Lesson Plans Monitoring Student Progress Professional Development Parent Communication Policies and Procedures AND IEPs????

4. Its The LAW!!! IDEA (Individuals with Disabilities Education Act). Reauthorized in 1997 and 2004. Primary Effective date is July 1, 2005. This is a federal law that provides special education and related services to children with disabilities. Ensures a free appropriate public education (FAPE) and guarantees rights to children with disabilities and their parents.

5. Is this how you feel when it comes to IEPs? Overwhelmed!!!

6. Hopefully by the end of the day, you will have it all under control!!

7. The Transition Process Desired Post School Outcome Statement Transition Assessment (ongoing) Measurable Post Secondary Goals Course of Study Measurable Annual Goals and Objectives Present Levels of Academic Achievement and Functional Performance Provision of Transition Services Agency Linkages Successful Post-School Outcome

8. IEP Development Process

9. Let’s Break It Down!!! What is the student able to do? –This information is included in the PLAAFPS. What does the student need to be able to do? –This information is included in the PLAAFPS. How is the student going to develop the skills and in what time frame? –This information is included in the MAGs and objectives/benchmarks.

10. Where do you start? Review Progress on goals in previous IEP Review Evaluation information and data collected since last IEP Gather and Review Input from other teachers and therapists Develop the Present Levels of Academic Achievement and Functional Performance Statement (PLAAFPS)

11. Present Levels of Academic Achievement and Functional Performance Statement (PLAAFPS) The Heart of the IEP Based On: Student’s Strengths: Effects of the Disability: Priority Educational Needs: A present level should be written for each domain. (Curriculum and Learning, Independent Functioning, Social Emotional Behavior, Health, Communication)

12. Don’t be Stranded without the Right Tools to do the Job!

13. PLAAFPS Tools Assessments –Dibels –Open Court, SRA Reading Programs –KTEA II –Math Curriculum placement tests –STAR reading score –Compass Reading or Math Scores Data Collection –Observation checklists –Anecdotal records –Daily/class behavior records (frequency, duration, point sheets) Parent Communication –Suggestions, concerns, areas of strength at home or in the community

14. PLAAFPS Component #1 “Based On:” Student Performance Student Work Samples Teacher Observations Classroom Assessments Parent Input

15. PLAAFPS Component #2 “Student’s Strengths:” INCLUDE: –Description of specific SKILLS –The frequency of the student’s use of the behavior –BASELINE Data NON-EXAMPLE: “Student tries hard and is friendly.” Just Age or Grade Level is not Sufficient

16. PLAAFPS Component #3 “Effects of Disability:” Pre-requisite skills the student lacks Academic Difficulties Processing difficulties Impulse or behavior concerns –Include frequency and duration BE SPECIFIC!!!

17. PLAAFPS Component #4 “Priority Educational Need:” Use the student’s strengths and needs to determine What skills does the student need to be successful in school and life? Broader Terms than annual goals Remember your annual goals are going to flow from this statement!!!

18. Some Problems with Current Present Levels Descriptions –What exactly can the child do? –What does the behavior/academic problem look like? –Where is the baseline data? Measurement Criteria –What is the frequency rate (% of time or # of occurrences?) –What is the duration (time frame?) –How will mastery be documented?

19. PLAAFPS NON-Example Based On: Teacher observation, student performance, work samples, classroom assessments, parent input, and discipline records Student Strengths: Student is a fourth grader who transferred from X Elementary. Student is pleasant and is able to make friends easily. Effects of the Disability: Student is having difficulty following school and class rules. Priority Educational Need: Student needs to develop appropriate decision making skills to comply with rules in the educational setting.

20. PLAAFPS Example Based On: Teacher observation, student performance, work samples, classroom assessments, parent input, and SLP observations Student Strengths: Student has the ability needed to apply conflict resolution strategies to resolve conflicts with peers with adult prompting. Effects of the Disability: Student is having difficulty consistently using the conflict resolution skills independently with his peers and, therefore, engages in aggressive acts on an average of 3 times per day. Priority Educational Need: Student needs to independently use conflict resolution skills thereby eliminating the use of aggressive acts (hitting, biting, throwing, and pushing.)

21. Please Take With You –Pen or Pencil –PLAAFPS Worksheet –Tommy’s Profile

22. MOVE WITH THE MUSIC! When the music stops… Hand Up, Pair Up (someone from another table)

23. Student’s Strengths With your partner, using Tommy’s profile, write the “Based On” and “Student’s Strengths” portion of the PLAAFPS.

24. MOVE WITH THE MUSIC! When the music stops… Hand Up, Pair Up

25. Effects of the Disability Share your “Based On” and “Student’s Strengths” with your partner Using Tommy’s profile, write the “Effects of the Disability” portion of the PLAAFPS.

26. MOVE WITH THE MUSIC! When the music stops… Hand Up, Pair Up

27. Priority Educational Need Share your “Effects of the Disability” with your partner Using Tommy’s profile, write the “Priority Educational Need” portion of the PLAAFPS.

28. MOVE WITH THE MUSIC! When the music stops… Hand Up, Pair Up

29. Share Share your “Priority Educational Need” with your partner

31. Who Would Like to Share their PLAAFPS?

32. Annual Goals Address Priority Educational Need Measurable Functional Realistic

33. 3 Components of a MEASURABLE ANNUAL GOAL Condition Observable Behavior Criteria – Proficiency level – Procedure – Schedule

34. Condition Circumstance that affect the performance of the skill –Context/Location of performance: In the lunchroom, at the grocery store –Materials provided: A story starter, a prompt –Time: During a twenty minute period, timed for 5 minutes –Format Role play scenario, working in small group

35. Observable Behavior What will the observer SEE when the student has mastered the goal? What will the student do? Anyone reading the goal will have the same picture of what the goal LOOKS LIKE.

36. KEY to writing Measurable Annual Goals… USE ACTION VERBS Match Select Name Label **See “Examples of Action Words” handout in your folder

37. Avoid Words that you cannot Quantify… Increase Decrease Improve Learn Demonstrate awareness Demonstrate the ability to

38. Criteria Age/Grade –Must reference the source (assessment) and describe the skill it measures EXAMPLE –Christina will answer reading comprehension questions at a 4 th grade level as measured by the Boone’s Farm Reading Comprehension Test. NON-EXAMPLE –Christina will read at a 3.2 grade level.

39. Criteria Rate –Compares number of correct responses to total number of possible responses –Use when the skill must be completed multiple times Example –Curtis will complete all assignments in 4 of 5 classes for one grading period. Non-example –Curtis will complete most of his assignments

40. Criteria Time –Pace or time limits within which the behavior must be performed –Used when time parameters and speed are important Example –Jennifer will write correct answers to the 1-12 multiplication facts in 10 minutes twice during a two week period. Non-example –Jennifer will write answers to the 1-12 multiplication facts quickly.

41. Criteria Percentage –Describes a part of a quantified set or “whole ” –Use to compare number of items or occurrences relative to the whole amount EXAMPLE –James will say his needs in 80% of the 10 opportunities during randomly scheduled 15 minute observations in classroom situations during a week. NON-EXAMPLE: –James will express his needs with 80% accuracy.

42. Criteria Descriptive Statement –States expected quality of results in clear, objective language –Use to provide explicit information about the nature of the expected performance EXAMPLE –Carl will initiate his own leisure activities at school and in the community at least two times each week by inviting a friend to participate with him in an activity or by asking the friend to attend an event. NON-EXAMPLE –Carl will be involved in school and community leisure activities.

43. Criterion Practice Worksheet

44. SUMMARY Who - will achieve? What - skill or behavior? How – in what manner, what level, or what degree? Where – in what setting – under what conditions? Given something, what will the student do, how often, and under what circumstances.

45. EXAMPLES Student will write three paragraphs on a given narrative and on a given expository topic with beginning and ending paragraphs, and at least three supporting details using proper spelling, transition words, capitalization and punctuation on two of four quarterly trials. Given 6 trials, Student will read 120 wpm with 80% accuracy on 3 passages written on a 4 th grade level.

46. Non-Examples Student will increase her cognitive skills by two objectives. Student will demonstrate understanding of basic math concepts. Student will improve his curriculum skills on 75% of opportunities during a nine weeks period. Student will develop and utilize effective interpersonal skills.

47. Goal Components Worksheet

48. Objectives Measurable, intermediate steps toward goal Break down skills in the goal into discrete components, very specific skills Include Criteria Enable parents, students, and educators to monitor progress toward annual goal during the year

49. EXAMPLE When prompted verbally, Sean will use simple phrases to make his needs known to familiar adults during 3 out of 5 observations in the classroom, lunchroom, and activity time over a 2 week period by the end of the 1 st 9 weeks. When prompted verbally, Sean will use simple phrases to make his needs known and answer routine questions from peers and familiar adults during 3 out of 5 observations in the classroom, lunchroom, and activity time over a 2 week period by the end of the 2 nd 9 weeks. When prompted verbally, Sean will use simple phrases and sentences to make his needs known and answer routine questions from peers and familiar adults on 4 out of 5 observations in the classroom, lunchroom and activity time over a 2 week period by the end of the 3 rd 9 weeks. When prompted verbally, Sean will use simple phrases or sentences to make his needs known and respond to routine questions from peers and familiar adults during 5 out of 5 observations in the classroom, lunchroom, and activity time over a 2 week period.

50. FOUR CORNERS (You will need your Annual Goals Template and a Pen/Pencil) Pre K – 2 nd Grade 3 rd Grade – 5 th Grade 6 th Grade – 8 th Grade 9 th Grade – 12 th Grade

51. Annual Goals and Objectives Get into pairs or trios After receiving your Present Level of Academic and Functional Performance Statements – Write the 3 parts of the Measurable Annual Goals (remember they must flow with the Priority Educational Need) – Write at least 2 Objectives

52. FOUR CORNERS Pre K – 2 nd Grade 3 rd Grade – 5 th Grade 6 th Grade – 8 th Grade 9 th Grade – 12 th Grade

53. Stand Up, Hand Up, Pair Up Exchange your MAGs Check – Does the MAG have all the components? – Is it clear and measurable? – Are the Objectives clear and Measurable?

54. Let’s Put it All Together Present Level of Academic Achievement and Functional Performance Statement Based on information provided by his parents, recorded observations and task analyses by the ESE teacher, and reports from the paraprofessional, Albert is a 12-year-old student who is nonverbal, although he makes sounds, points to items in response to prompting by the teacher or paraprofessional, and lifts the hand of the teacher to initiate the use of some materials. His receptive language is sufficient to allow him to respond to familiar instructions and participate in established routines in the classroom. He can independently complete well-known procedures in the classroom that have up to three steps. He does not use these routines or procedures at home or in other school environments. Albert prefers to be left alone and does not independently initiate interactions with peers or adults. Albert’s strengths are that he enjoys technology and music, has become less tactilely defensive, exhibits receptive language ability, works well on individual tasks, and responds to instruction that includes repetition and explicit steps. As a result of Albert’s disability he is unable to express his desires verbally. He also has difficulty interacting with group activities and unfamiliar individuals. He often chooses not to respond. Albert requires specific step- by-step instruction, frequent physical assistance to respond, and multiple repetitions to acquire any new behavior or skill. His priority educational need is to use a four-choice communication device (5 out of 5 opportunities) to express his needs and responses to peers and adults other than the teacher or paraprofessional.

55. Given a four-choice communication device in the classroom setting, Albert will independently point to his wants and needs for 5 out of 5 teacher observations within the same week. –Given four teacher-created scenarios, Albert will use hand- over-hand physical assistance to use the four-choice communication device to point to his wants and needs without resistance in 2 of the 4 weekly observations by the end of the 1 st 9 weeks. –Given four teacher-created scenarios, Albert will use the four-choice communication device to point to his wants and needs independently in 2 of the 4 weekly observations and with hand-over-hand prompting without resistance for the remainder of the observations by the end of the 2 nd 9 weeks. –Given a four-choice communication device, Albert will independently point to his wants and needs in the classroom setting for 3 of the 5 weekly observations by the end of the 3 rd 9 weeks.

56. You Have Successfully written PLAAFPS and MAGs!

57. Pre-K – 5 th Grade –Please fill out the Evaluation Right pocket of your folder – In the back (GOLD) Please turn in: –FDLRS Participant Form