1. FIE to IEP for FAC Eden Guthrie Support Specialist RRISD Adapted from Jim Gonzales IEP training ppt

2. Down & Dirty IEPs

4. Academics vs. Life Skills

6. The IEP is…

7. PLAAFP LEARNING LEVELS GOALS

8. PLAAFP

9. Present Level of Academic Achievement and Functional Performance (formally known as the PLOP ) PLAAFPs used to be something that was done as a clerical task, but they really need to be the STAR of the Show and what drives our goals and objectives PLAAFPs are supposed to tell us where a student is at in an area of need PLAAFPs include: Current student abilities in areas of need Baseline data Measureable and/or observable statements Possible needs for accommodations If there is no need in an area write: Current data indicates no concern in this area at this time

11. DO’s and DONT’s DO Keep it positive DO Keep it positive Don’t “Teacher Observation” Don’t “Teacher Observation”

12. Round the room & back again

14. DO’s and DONT’s DO Keep it positive Use at least 5 sources! DO Keep it positive Use at least 5 sources! Don’t “Teacher Observation” use the same ones for every area of need Don’t “Teacher Observation” use the same ones for every area of need

15. Bad PLAAFP

16. Learning Levels

17. Pre-Symbolic Early Symbolic Symbolic

18. L earning L evels O rganizer

19. Literacy Math

21. Pre-Literacy

22. Emerging Literacy

23. Symbolic Literacy

24. DO’s and DONT’s DO Keep it positive Use at least 5 sources! Use your reading continuum and Rigby DO Keep it positive Use at least 5 sources! Use your reading continuum and Rigby Don’t “Teacher Observation” use the same ones for every area of need Non-verbal-can’t Don’t “Teacher Observation” use the same ones for every area of need Non-verbal-can’t

26. Few/No Concepts

27. Emerging Concepts

28. Symbolic Concepts

29. DO’s and DONT’s DO Keep it positive Use at least 5 sources! Use your continuums and Rigby Use vertical alignment from Taks Alt DO Keep it positive Use at least 5 sources! Use your continuums and Rigby Use vertical alignment from Taks Alt Don’t “Teacher Observation” use the same ones for every area of need Non-verbal-can’t Use essence statements Don’t “Teacher Observation” use the same ones for every area of need Non-verbal-can’t Use essence statements

30. Annual Goal Essential Elements Realistic PLAAFP Connection Parent Involvement MeaningfulMeasurableChallenging

33. By when? Who? Will do? What? How well? Under what conditions?

34. Annual Goal: Kyrie will improve her reading skills in the academic setting by Mastering ____ out of ____ the short term objectives below by The next annual meeting.

35. Short-term Objective: Leslie will use a head pointer to identify the correct shape (circle, triangle, rectangle) when asked “Show me the circle/triangle/rectangle?” on 4/5 trials.

36. Benchmark Objective: By the end of the second 6 weeks, Jordan will indicate when to turn the page by hitting a switch when the reader pauses.

37. PLAAFP Annual Goal  Increase skill with increments of same skill Annual Goal: Reading Comprehension PLAA FP Context Clues Fluency Text Evidence Background Knowledge Each component contributes to increased proficiency in the area addressed in the annual goal.

38. DO’s and DONT’s DO Keep it positive Use at least 5 sources! Use your continuums and Rigby Use vertical alignment from Taks Alt Start NOW! DO Keep it positive Use at least 5 sources! Use your continuums and Rigby Use vertical alignment from Taks Alt Start NOW! Don’t “Teacher Observation” use the same ones for every area of need Non-verbal-can’t Use essence statements Wait till next year Don’t “Teacher Observation” use the same ones for every area of need Non-verbal-can’t Use essence statements Wait till next year

39. Your Turn