1. IEP Development Overview

2. What we will cover Overview of PLEP Statement Goal/objective writing
IEP Direct/Cleartrack access
Printing Reports from IEP Direct/Cleartrack
If you have questions regarding what district is requiring written copy please contact Patsy.

3. PLEP Present level of Performance and Individual Needs (4 areas)
All providers can comment in all areas
Progress towards goals indicated here
Strengths and needs are indicated for each section
Parental concerns must be indicated for each section
Regression to be documented here
No recommendations for services or levels of services to be indicated
This is the bulk of the document and will drive the services and goals
PLEPS- Current level of performance, progress towards goals, what works/motivates, strengthens/preferences and interests, needs

4. Four components to PLEPS
Academic Achievement, Function Learning Performance and Characteristics
Social Development
Physical
Management
Present level of performance and Individual Needs (PLEP)
Handouts:
PLEP checklist – This handout outlines what is to be included in each of they four areas of the PLEPS
You also have a PLEP example for each of the four areas (school-aged student)
Quality Indicators handout (PLEPS section) - read
What this section is to include-
PLEPS- Current level of performance, progress towards goals, what works/motivates (this can be done in narrative), strengthens/preferences and interests, needs (at the end of each section)
In the Academic Achievement, Function Learning Performance and Characteristics section:
Current levels of knowledge and development in all areas including (ADL, level of intellectual thinking, adaptive behavior, expected rate of progress in acquiring skills, information on learning style. Articulate how the disability impacts performance in gen ed curriculum.
Learning styles (Auditory, visual, multi-sensory), writing (handwriting), memory, listening, pre-reading, problem solving, communication mode (verbal, total, gestures, Aug com), receptive language, expressive language, Adaptive behavior(prepared, organized, participation, motivation), Daily living skills (toileting, hygiene, dressing, feeding)
IEP Direct: Study Skills, Reading, Writing, Mathematics, Speech/Language, Basic Cognitive/Daily Living Skills, Other (This is the only section of the PLEPS that has drop down to specify section)
Social Development section:
Describe the students’ strengths, needs, relationships with peers and adults, feelings about self, social adjustment to school and community and behavior which may impact learning.
Feelings about self (anxiety, fear, confidence, frustration, triggers, sensitive, aggression, anger), behavior (impulsive, self-abusive, perseverance, active, attention), interaction with peers (friends, manipulative), relationship with adults (response to authority, responds to correction or discipline, attention seeking), social adjustment (to school , after breaks/holidays, to new adults, new setting,), adjustment to environment (lighting, noise, room size, number of students)
Physical
Motor and sensory development, health, physical skills or limitations to the learning process.
Motor development (gross motor – balance, reflexes, locomotor; fine motor- grasping, hand use, eye-hand coordination, dexterity), sensory development (visual acuity, perception, olfaction, tactile, oral motor, sensory processing). Health (general health, diagnosis, orthopedic status, neurological development, effects of medication- do not list specific medications)
Management
Nature and degree to which environmental modifications, accommodations and/or human resources are required to address academic, social and physical needs.
Environmental modifications (adaptive equipment, use of time-out, movement breaks/fidget toys), Environmental accommodations (preferential seating, minimize distraction, lighting), behavioral plan, human resources (aid, interpreter, social/worker). Material resources (wheelchair, walker, special writing utensil, pencil grip), adaptations (glasses, hearing aids), testing accommodations/modifications.

5. Example: PLEP Show what PLEPS looks like on IEP Direct
Welcome to IEP Direct
Academic Achievement, Functional Performance and Learning Characteristics
Levels of knowledge and development in subject and skill area including activities of daily living, level of intellectual functioning, adaptive behavior, expected rate of progress in acquiring skills and information and learning style
Basic Cognitive/Daily Living Skills:
Madison is easily distracted. On average she attends to tasks for 10 minutes in a one on one activity lead by an adult. When she is in full control of an activity her attention to task is longer (30 min). Madison continues to have difficulty following the routines of her day. Specifically, her ability to sequence and perform the steps in her morning routine is challenging. Madison requires frequent verbal and physical cues to remain on task. She continues to refuse to wear certain clothing items and resists having her hair brushed. She has demonstrated gains in her ability to tolerate and perform these tasks when a picture schedule is used.
Speech/Language:
Any Volunteers?
Student Strengths, Preferences, Interests
Cognitive skills and pre-academic skills are average
Gains made in daily living activities since implementation of strategies
Responds well to hands on activities
Enjoys books
Academic, developmental and functional needs of the student, including consideration of student needs that are of concern to the parent
Madison needs to:
Improve attention to task
Develop ability to follow simple routines
Participate in grooming and hygiene tasks
Improve intelligibility
Madison’s family is concerned with her ability to follow the morning routine and how this is impacting the family and her transition to school in the AM
Show what PLEPS looks like on IEP Direct
We will ask you to put your initials and date entered next to each entry.
Study Skills
Reading
Writing
Mathematics
Speech/Language
Basic Cognitive/Daily Living Skills
other

6. Annual Goals/Objectives or Benchmarks
Only 3 to 8 goals (not discipline specific)
Benchmarks or objectives can be used
3-4 objectives/benchmarks per goal
Only do custom goals – do not use goals from the goal bank (these are only intended to be used as a place to start – not as a complete goal/objective)
All providers are responsible for monitoring progress towards all goals
Goal should be mastered in one year
Hand outs –
Measurable Annual Goals
Sample Annual Goals
Quality Indicators annual Goals

7. Annual Goal
Annual goal- do what, to what extent, under what conditions
Evaluative Criteria – How well and over what period
Evaluative Procedures- methods used to collect data
Evaluative schedule-How often methods will be used to collect or review data
Goals are based on needs of the students (must be indicated in needs section)
Annual goal – do what, to what extent, under what conditions
Evaluative Criteria – How well and over what period (i.e. over 2 school days, ¾ trials per week, daily basis over 2 consecutive weeks) NOT % success
Evaluative Procedures- methods used to collect data (i.e. tangible charts, checklist, student work samples (therapist observation is not tangible)
Evaluative schedule- (monthly, every 3 weeks) NOT end of IEP

8. Objectives or Benchmarks
Objective – task analysis, identify sub skills that support achievement of annual goal, may be specific to a related service
Benchmark – incremental steps of the same skill identified on the annual goal; may include decreasing levels of support, time line for progress
3-4 objectives or benchmarks per goal

9. Example: Goal and Benchmarks
Goal: Joe will express wants and needs to teacher-stated question using 2 to 3 word responses, with one verbal prompt, across home and school settings. Criteria: 2/3 trials/day Procedure: charting Schedule: every two weeks Benchmarks: By November Joe will express wants and needs using 1-2 word responses with two verbal prompts By March Joe will express wants and needs using 1-2 word responses with one verbal prompt By June goal will be mastered
Red - Skill
Blue – Conditions
Green – anticipated level-to what extent

10. Example: Goal and Objectives
Goal: Given less than two verbal prompts, Ava will stay on task and complete a variety of fine motor tasks (cutting, writing, drawing, puzzles, etc.) in 3 out of 5 trials. Criteria: daily over 2 weeks Procedure: structured observation, checklist Schedule: every other month Objectives: During craft time Ava will stay on task for at least 7 minutes with fewer than 3 verbal prompts. Using an age appropriate grasp on a pencil Ava will draw basic shapes (square, triangle) and form letters in her name given a visual model. Given a piece puzzle Ava will place pieces in proper place.
Blue – Conditions
Green – anticipated level – to what extent
Red - Skill

11. Questions
Can children be seen on Saturdays? Yes if it is a make-up session
Make up sessions can be performed back to back with a regularly scheduled session (60 minute visit – 1 scheduled 1 make-up)
Regression – This should be documented on daily notes, quarterly updates (comments section on goals), PLEPS for annual review. We will also do a separate regression statement (form on BB website)
If children have already had an annual review meeting a regression statement (on BB form) and an amendment request (also on BB form) need to be completed and submitted (no later than April 27th).
Do not evaluate a child (using assessment tools) or report test scores on any documentation. You will need to have parent permission to re-evaluate a child.
Try to complete make-up sessions within the month. If you need to go over this one month period call a supervisor to discuss.
We will work with districts to input goals into IEP direct/Cleartrack if they are not there (moving forward these should be there more often as evaluating agencies will be beginning to do this more).
Erie County will be mandating that all preschool providers attend one training related to IEP development each year. This year they are targeting goal writing. See web site for training dates.
Coordination of preschool services – There is a handout that outlines responsibilities

12. IEP and Cleartrack Direct
Web address:
Log in information
Select the document you want to edit
Input PLEPS: current level, strengths, areas of need, parent concerns (all 5 areas)
Input annual goals and objectives/benchmarks
Spell check
Print reports (Quarterly reports/annual review)
These are the areas we will be addressing

13. Procedures
You will receive and regarding meeting date. Please let us know as soon as possible if you are able to attend the meeting.
Documentation needs to be completed at least two weeks prior to meeting date. (input into IEP direct or Cleartrack as well as regression statement if appropriate)
If Patsy is attending the meeting please let her know your information has been inputted. Regression can be placed in your secure file.
If you attend the meeting please complete the CPSE meeting minutes form found on the BB website and send in with your billing.

14. Demonstration/IEP Direct

17. Demonstration/ Cleartrack