FIE to IEP for FAC

Eden Guthrie

Support Specialist

RRISD

Adapted from Jim Gonzales IEP training ppt

Down &

Dirty IEPs

FUNCTI ONALSKI LLS

LANGUAGEARTS

SCI ENCE/SOCI ALSTUDI ES

MATH

I EPGOALS

I EP Creates Access to the Curriculum ...

...but I s Not I tself a Curriculum

Academics vs.

Life Skills

The IEP is…

P L A A F P

LEARNING LEVELS

GOALS3

PLAAFP

PLAAFPPresent 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

P L A A F P

B ased on evaluation

P rovidecurrent

in form ation

R elated to areaof need

F rom a var ietyof sources

When youhave to

learn som eth ing

DO’s and DONT’s DO

Keep it positive

Don’t “Teacher Observation”

Round the room &

back again

PLAAFP Data Sources: Work samples Rigby/DRA/STAR Videotape Behavioral/Academic data Parent communication Standardized assessment Anecdotal records Narrative records Running record Statewide assessment Benchmark assessment Teacher-made tests

DO’s and DONT’s DO

Keep it positive Use at least 5 sources!

Don’t “Teacher Observation” use the same ones for

every area of need

Bad PLAAFP

Learning Levels

Pre-Symbolic

Early Symbolic

Symbolic

Learning

Levels

Organizer

Literacy

Math

Pre-Literacy

Emerging Literacy

Symbolic Literacy

DO’s and DONT’s 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

Few/No Concepts

Emerging Concepts

Symbolic Concepts

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

Don’t “Teacher Observation” use the same ones for

every area of need Non-verbal-can’t Use essence statements

Annual Goal Essential Elements

Realistic

PLAAFP Connection

Parent Involvement

Meaningful

Measurable

Challenging

Measurability

• By when?

• Who?

• Will do?

• What?

• How well?

• Under what conditions?

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

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.

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.

PLAAFP

Annual Goal

Increase skill with increments of same skill

Benchmark Method Annual Goal: Reading Comprehension

PLAAFP

Context Clues

Fluency

Text Evidence

Background

Knowledge

Each component contributes to increased proficiency in the area addressed in the annual goal.

Short-Term Objective Method

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!

Don’t “Teacher Observation” use the same ones for

every area of need Non-verbal-can’t Use essence statements Wait till next year

Your Turn