IEP- The Roadmap to Inspired Learning

KIPP Texas Special Edu.

PLAAFPs and Goals

Effective Practices

Agenda

• What areas are included in Present Levels of Academic Achievement and Functional Performance?
• What are the benefits of writing quality PLAAFPs?
• How does a quality PLAAFP lead to Inspired Learning?

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Turn-and-talk guiding questions

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FIE

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• Student eligibility
• Cognitive functioning
• Academic levels
• Behavioral/functional levels

PROGRESS MONITORING

ASSESSMENTS

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• Data from Progress Reports
• Progress on previous goals
• School records/RTI progress

• Performance on district or statewide assessments
• Classroom grades, work samples
• Running Records
• Benchmark tests

Where does the data come from?

You receive a new student a week after school starts from another district. Which PLAAFP is most helpful? Why?

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Criteria For Success - Critical Components

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Instructional Focus and Baseline data

“The IEP is not intended to define all of the instruction, nor does it function as the student’s curriculum. Instead, it points the way for you to set priorities for what the student will master and how she or he will access the broader content…- from Aligning IEPs to TEKS for Students with Moderate to Severe Disabilities

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Grounding ourselves in common understanding ….. Kahoot

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By the next annual ARD, when given a 3rd grade Fountas and Pinnell reading passage, Mary will read aloud at a rate of 115 correct words per minutes in ⅗ provided opportunities.

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By the next annual ARD, when provided with a checklist and student-identified reinforcer, Jose will initiate a non-preferred academic task within two minutes in ⅘ provided opportunities.

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Writing measurable goals and objectives

Let’s Practice!

Lead4ward.com

Least Restrictive Environment

First of all, thank you so much for your support all year long with my student, Ben. I can’t fully express how much gratitude I have for you all that observed, gave me advice, advocated for our teachers and students, supported him one- on-one with patience and kindness and ultimately rallied a village to help raise a child. This is one of the biggest reasons why I love and appreciate KIPP- because even when it is really tough and challenging, we do our best to support one another and I definitely needed it this year with him.

Second, I would like to share a great parent teacher conference meeting that I had with Ben’s parents today because I got to brag about his progress in behavior and communication- how he is able to express his wants and needs, how he can share with others so easily when they ask him to see one of his toys, and how he responds with so much more positivity and less aggression than just 2 months ago. His parents also has seen this progress as well at home and it just made me so proud and honestly relieved because in November, it was very hard to see the light at the end of the tunnel.

I was also able to share with his parents that since I have grown to love him so much and want to see him continue this growth that I am going to be moving up to 1^st grade with the entire class next year. His parents were so happy with this news and I was so relieved!

Anyways, I really do appreciate you all so much. Thank you for everything you do every day, not just for Ben and me, but for all teachers and students who need you the most.

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Testimonial- “Ben”

Inclusion First and Least Restrictive Environment

Let’s ground ourselves in some common understanding:

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IDEA says two things about LRE that are important to understand when working with the IEP team:

• Your child should be with kids in general education to the “maximum extent that is appropriate.”
• Special classes, separate schools or removal from the general education class should only happen when your child’s learning or attention issue—his “disability” under IDEA—is so severe that supplementary aids and services can’t provide him with an appropriate education.

Forcing Yourself to Ask “Why?”...

While making decisions about least restrictive environment you have to ask…

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WHY???

Forcing Yourself to Ask “Why?”...

Yes, WHY!

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Why can this NOT happen in the general education environment?

You Be The Judge...Least Restrictive Environment

You be the judge…Should the ARD committee consider a different LRE.

• Student receives instructional accommodations but the teacher or service provider struggles with providing them.
• Our school “doesn’t offer” that support in the general education classroom.
• Student is multiple grade levels below his/her peers.
• Student has an intellectual disability.
• We have resource or self-contained classes in our building.
• The student struggles with behavior and disrupts the general education classroom.
• The special education teacher can only come in during a particular time.

So are you saying inclusion is the only option?

Of course not! LRE is determined on an individual student basis.

Questions to always have top of mind when determining LRE.

• Is the need “so severe” that it can not be provided in the general education environment?
• Can you defend the decision on WHY a support/service/accommodation can not be provided in the general education environment?

Becoming a master IEP writer...

Drafting an IEP is challenging and using IEP software can be even more challenging. Let’s work to make sure this process is as painless as possible!

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Presenting...THE IEP CHECKLIST!!!

Let’s Go On A Scavenger Hunt To...

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Using your checklist, and the fake eSPED student account that was created, indicate on your checklist what screen each component of the IEP is located. Each line on your checklist should have a screen number indicated.

Let’s do the first one together...Where do you create a draft IEP?

Wrapping Up and Exit Ticket

3...2...1…

What are three takeaways from this professional learning?

What are two action steps you’re doing to take after leaving this learning?

What is one question you have?