Presentation on theme: "Spring 2012 IEP Writing Process Review Today we will cover~ Connecting the PLAAF, FINDINGS and GOALS Data/tools to use to determine the Findings and Measure."— Presentation transcript:
Spring 2012 IEP Writing Process Review Today we will cover~ Connecting the PLAAF, FINDINGS and GOALS Data/tools to use to determine the Findings and Measure Progress
2 What are the student’s unique educational needs that must be considered in developing the individualized program? ~ACADEMIC FINDINGS~ Unique Educational Needs = Skill Weaknesses Where to find this data? MAP Descartes Skills Continuum Analysis ( all grades) Especially for MATH LLI pretests ( K5- 6 th gr) Running Records…other examples? Writing Rubrics (Flannigan, MAP, PASS; HSAP)
Using MAP/ NWEA/ CBM A. More training to come in March for HS B. Drill down the data to skill sets: ( NWEA handouts) Breakdown by Goal ( Reading, Math, Writing) Student Goal Setting Sheet RIT Score Ranges…select the lowest/weakest Review Goal Strands w Reg Ed Teachers to prioritize Write Findings based on weakest strand
~ FUNCTIONAL FINDINGS~ Behavior Ratings Scales Target Behaviors/ BIP Data FBA’s Study Skills/ Habits of an Independent Learner Focus, Attending, Time Management, etc Transition Needs to Link with Post Secondary Goal.
HINT…… A well written, detailed Finding, will set up your goal statement. Remember:”Finding” = Skill Specific Weakness Prioritize…..if a student is passing their academic classes and their reading/math skill weaknesses are NOT impeding their progress in the General Curriculum, the COMMITTEE can decide NOT to have an Academic Finding!!!
Findings = Targeted Weak Skills to Address in 1 School Year The team ( you, parent, reg ed teachers) decide which skill weaknesses to target in the Findings. The number of Findings need to be reasonable……achievable within 1 school year LRE is determined by the number of Weak Skills targeted. EX: RATE kids will have more skill weaknesses ID’d than Diploma kids. Same for Moderate Resource vs Study Skills.
The 4 critical components of a well-written goal: 1.Timeframe is usually specified in the number of weeks or a certain date for completion. A year is the maximum allowed length for the timeframe. In 36 instructional weeks… By the end of 2012-13 school year… 2.Conditions specify the circumstances that prompt the child’s performance of an observable behavior. Conditions are dependent on the behavior being measured and involve the application of skills or knowledge. When presented with 2nd grade level text… Given a mixed 4th grade level math calculation probe…. Given a story prompt and 30 minutes to write… Conditions may also integrate a related service: Given appropriate equipment…….. Given assistive technology……..
3.Behavior clearly identifies the performance that is being monitored, usually reflects an action or can be directly observed, and is measurable. Sarah will read… Chris will write…… Claude will write the correct solutions… Mary will score… Tom will participate in the group…. 4.Criterion identifies how much, how often, or to what standards the behavior must occur in order to demonstrate that the goal has been reached. The goal criterion specifies the amount of growth the child or youth is expected to make by the end of the annual goal period. 96 words per minute with 5 or fewer errors. 85% or more correct for all problems presented. Earning 3 or better when graded according to the HSAP writing rubric.
What goals will enable the student to achieve meaningful educational benefit? The Skill Weakness described in the FINDINGS provides the foundation for the Goal Statement. EX: 10 th grader: PLAAFP: Justin's spring 2011 Math RIT score on MAP was 252, which is above the mean score of 239.8 for 10th grade level. Justin has a spring2011 RIT score on the Measures of Academic Progress (MAP) of 235 which is above the 10th grade average of 225 in the area of reading. Justin scored well in all areas. His lowest score was in Vocabulary.
QUESTION…….. Does Justin (10 th gr) NEED an ACADEMIC FINDING listed on his IEP??
What Will Justin’s Functional Finding Be?? Transition…… “Justin is interested in becoming a electrical engineer but doesn’t know where he wants to attend college or how much its going to cost.” How do we write his Annual Transition Goal for 11 th gr ?
Annual Transition Goal By then end of the 2012-2013 school year, (timeframe) Justin will research (condition/behavior) 2-3 colleges that specialize in electrical engineering, explore (condition/behavior) financial aide options, and register (condition/behavior) for appropriate pre-requisite classes he will need for graduation / engineering as evidenced by completing 3 out of 4 selected items (criterion) on his College Transition Checklist. (handout)
Reminder~ Write the Present Levels of Academic Achievement and Functional Performance Statement…… Starting with the student’s STRENGTHS
Strengths can be academic and/ or functional or both! Related Arts, Exploratory, Electives, Extra- Curricular Activities, Clubs, etc ALL count as areas of strengths. Ex: Mary is in the marching band and excels at playing the tuba. Bobby is in ROTC and demonstrates leadership qualities among his fellow cadets.
16 PLAAFP Checklist Is the statement written in understandable language & clear to everyone on the team? Is the PLAAFP precise enough to lead to measurable annual goals? Does the statement describe how the student’s disability affects educational performance? Does the statement explain how the student’s disability affects his or her participation in general education? Does the PLAAFP statement describe only the unique needs that will be addressed in the IEP? Do all needs identified in PLAAFP statements lead to an annual goal, special education service, or both?
17 Measurable Annual Goals The purpose of a measurable annual goals is to estimate what a student may accomplish in a year’s time and then to evaluate the success of a student’s special education program. Goals should include academic and functional areas if needed Goals should be directed at meeting a student’s needs related to the disability so he/she may be involved in and progress in the general curriculum
18 1.What can the student currently do? ~ PLAAFP 2. What challenging, yet attainable, goal can we expect the student to meet by the end of this IEP period? ~ FINDINGS/SKILL WEAKNESS 3.How will we know that the student has reached this goal? ~ Progress Monitor Quarterly Writing A Measurable Annual Goal 3 Prompting Questions to Ask: