SPECIAL EDUCATION UPDATES FOR AUTISM CLASSROOM TEACHERS2009 - 2010

REVIEW OF PREVIOUS LEARNING

Let’s take a walk Answer the questions

Why? How? When? What? Who?

OUR FRIEND THE PLAAFP

WhatWhat is the purpose? Formerly known as the Present Levels of

Performance Lays out the student‘s current “functioning” level Addresses the concerns

WhenWhen do we develop the PLAAFP? Before the ARD meeting Preferably two weeks before the ARD meeting

WhoWho completes the PLAAFP?

LET’S LOOK AT SOME REAL PLAAFPS

Are they complete? Is the information useful? What, if anything, could help clarify the

information? Are documentation sources listed?

TEMPLATE FOR WRITING IEP OBJECTIVES

Under What Conditions?

The Student will

(Behavior)

Level of Mastery

With What Prompts/Cue

s?

LET’S PLAY MEASUREABLE/NOT MEASUREABLE

Use your response cards to indicate Thumbs up – objective is measureable Thumbs down – objective is not measureable

Make recommendation for how to improve the objective

MEASUREABLE/NOT MEASUREABLE

By the end of 36 instructional weeks, ____ will use appropriate voice/gesture to interact with others.

Recognize own name in print 7 out of 10 times with no more than 2 verbal prompts.

By the end of the fall semester, when presented with the number words one through twenty, ____ will read each word with no errors for 3 or 4 times weekly.

By the end of 36 instructional weeks, ____ will request assistance by using appropriate pictures or gestures.

Recognize symbols and words in the classroom, school, and community 7 out of 10 times.

By the end of the 3rd six weeks (2010), when predictable and patterned selections are read aloud, ____ will participate actively (react, speculate, join in, or read along) for 3 of 4 times weekly.

___ will point to simple body parts on command 7 out of 10 times with direct verbal assistance.

Put together simple inset puzzles PK: M 3K: M, 1,2,6,8,9,10,11 1st with verbal cues 5/5 tries per week

By the end of 36 instructional weeks, ____ will accept “no” for an answer with a verbal prompt 7 of 10 times.

Manipulate objects by connecting them and then pulling apart (leggos, connecting blocks, other) PK: M 3K: M1, 31st independently 5/5 tries per week.

By the end of 36 instructional weeks, ____ will not hit or pinch if he does not get what he wants with a verbal prompt 7 of 10 times.

By the end of the fall semester, during group or independent work time, ___ will exercise self-control and not whine/cry when an undesirable request is made by the teacher for 4 of 5 opportunities weekly.

By the end of the fall semester, when expressing needs (such as drink of water, go to restroom), ___ will use nouns and verbs in sentences verbally for 3 of 4 trials weekly.

Student will “come” to the staff member that is calling her on 4 of 5 opportunities.

Once a new preferred item has been recognized new requests will be taught 4 of 5 opportunities.

____ when presented with an array of 6 cards will pick up the card that she was asked to pick up 4 of 5 opportunities.

IS THERE A CONNECTION?

LET’S LOOK AT SOME INFORMAL ASSESSMENT TOOLS

Brigance

Basic Skills Checklist

Early Childhood Development Chart

ABBLS

FACTER

AN IMPORTANT TIMELINE

Within 1st 3 weeks of school, administer some structured assessment

Within 1st 2 weeks enter all students into Review 360

Make a choice Just Review 360 with complete, accurate data

entered weekly, or Review 360 and IPD

SOME VERY IMPORTANT QUESTIONS

How do we determine how to teach a new skill?

What does IEP implementation mean?

Why do we collect regression/recoupment data?

LOOK AT SIMPLE WAYS TO TAKE DATA

It’s all up to you!