Quality IEP Development
Presented by:
Jan Edwards
Learning Consultant
Linn-Benton-Lincoln Education Service District
Objectives
PLAAFP requirements defined by State and Federal Law
Descriptions should include a narrative and supporting data; assessment results alone do not meet the requirement.
Descriptions should include skill-specific statements and reference multiple sources of information.
Descriptions must address student strengths, needs, and how the disability affects involvement and progress in general education curriculum for academic achievement and functional performance, including parent input and concerns.
Common Errors
Required components are not included:
*Parent input for both AA and FP, including concerns, are omitted.
*Academic and functional strengths and/or needs of the student are omitted
*Unclear “impact statement” or one that does not describe how the disability affects involvement and progress in general education curriculum
*Statements that indicate a clear misunderstanding between academic achievement and functional performance such as a statement saying, “no functional needs at this time” followed by a paragraph in the academic · achievement section that identifies concerns with social interactions with peers.
Breaking Down the PLAAFP
Student Strengths Interests, and Preferences—An often underestimated area of the IEP. This area should have depth and meaning that can help inform practice and the establishment of rapport
� EXAMPLE 1
Student’s overall strengths, interests, and preferences: 34 CFR 300.324 (a)(1)(i) |
�Strengths: Jane’s teacher reported that she has a very creative imagination, good verbal skills and is articulate. When she sets her mind to something, and she feels like she has the confidence to get it correct, she will begin immediately and stay on task until it is done. Jane stated on in-class lesson that she thinks her best strength is “talking to other kids and working with them on projects.” She said her favorite subject was, “ART!” Interests: When Jane was asked to complete a lesson in class asking her what she likes to do at school, she said she loves math even though it is sometimes hard to do. She also really enjoys science and art class. Her teacher noted at the IEP meeting that she is a “natural helper” and in art class she often offers to help other students. Jane also told her teacher in conversation that when she is at home she likes to play with her pets and stated, “I want to be a vet when I grow up so I can help sick animals.” �Preferences: Jane was given an in-class survey to determine how she learns best. The survey indicated that she is very tactile and likes to be creative (art/clay). She responds positively to encouragement and these added praises give her the motivation she needs to complete assignments. She prefers using manipulatives / hands-on activities when learning. Jane’s teacher also noted that Jane likes to work in small groups rather than alone, |
Student Strengths, Interests and preferences
Example 2
Strengths: Johnny is able to understand some grade level math concepts. He can speak in complete sentences and take care of his own basic needs. He is friendly towards adults and peers.�Interests: Johnny likes Star Wars, Transformers, and computer games. He enjoys building and putting things together. Recently, Johnny has started to make imaginary projects out of paper. He’s very interested in outer space and would like to be an engineer/astronaut.�Preferences: Johnny prefers to work 1:1 with an adult near and "helping" him. He prefers typing and creating to written work.
Breaking Down the PLAAFP
Parent Input
A. Never omit Parent Input
B. Make Parent Input meaningful.
C. Do not roll Parent input over from the previous IEP.
Example 1
Input from parent(s) in the areas of academic achievement and functional performance, including concerns for enhancing the education of their child:34 CFR 300.324 (a)(1)(ii) |
During the Eligibility and IEP meetings Jane’s Mom stated that she is very concerned about Jane getting so far behind and how that impacts her feelings about herself. When her self-esteem drops she loses confidence in herself and questions what she is capable of doing. Her mom reports that this holds her back - not only academically but socially and emotionally as well. Jane’s Dad said at the IEP meeting that he was concerned with Jane possibly being labeled or ostracized at school by other students - or even her teachers. She has expressed inequality and feelings of sadness related to, kids making fun of her and she feels like her teachers thinks she is stupid sometimes. |
Parent Input and Concerns
Additional Examples
Academic Performance
�• How the student’s disability affects involvement and progress in the general education curriculum 34 CFR 300.320(a)(1); 300.324(a)(iii)
Functional Performance
�• Strengths of the student
�• Needs of the student
�• How the student’s disability affects involvement and progress in the general education curriculum 34 CFR 300.320(a)(1)
More Common Errors
Data provided is not current or recent; outdated information identified as “present levels” of performance and functioning
Descriptions are not specific as skills and are written in terms of general subject areas, such as reading, written language, mathematics, etc.
Present level statements that conflict with information in other documents, such as academic, cognitive, adaptive scales, evaluation results, etc.
Present levels that are essentially duplicated from one year to the next
Information is not provided objectively and/or with supporting data
Goals
Note that, while aligned, goals are not a re-listing of standards. Every student is to be taught to standards. The IEP team must determine the priorities for this student's education in order to allow them to access the general curriculum given the unique nature of each student's needs.
Important Points-Goals and Objectives
Goals and Objectives-Common Errors
Goals and Objectives Common Errors Continued
Example goals
Academic-
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Example Goals
Functional
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Special Education Supports (Service Summary)
Specially Designed Instruction Part 200 of the Commissioners Regulations Section 200.1 – Definitions Section 200.1(vv)
Adapting, as appropriate to the needs of an eligible student, the content, methodology, or delivery of instruction to address the unique needs that result from the student’s disability; and to ensure access of the student to the general curriculum, so that he or she can meet the education standards that apply to all students.
Placement
Meeting Notes
Sample Meeting Notes Statements
Through-Line
Resources
Resources Continued