1 IEP Case Study: PLEPs, PLOPs, PLAFPs, and IEPs Week 7 and 8 (Combined)

2 Agenda Announcements Assignment: Context Part II – Case Study

3 Announcements You should be teaching your work sample – if you aren’t, this is a red flag to set up a meeting IMMEDIATELY!  Self monitor  Self initiate

4 Discussion: Unit Plans and Lesson Plans Unit Plans- review based on the scoring criteria. Lesson Plans-  Lesson Objective Written using the “condition-behavior-criteria” format Is directly linked to a sequence step  Activities are labeled with a model, prompt, or check step  Lesson activities are directly related to the lesson objective

Data on Learning Gains (rubric) Includes: Pre /Post Test Data and Individual Formative Data Charts To meet criteria, assessment tools must:  match description of student performance on unit /step objective (conditions and behavior),  include administration procedures and directions to students,  include criteria for scoring acceptable/ incorrect responses,  have identical or comparable pre and post measures (difficulty, number of items, format). To meet criteria, presented data must:  represent at least a 2- week period of time,  include at least 6 formative data points,  represent accurate data,  use standard conventions for charting (labeled axes, CAP, aim line, step changes, alterations),  be easily interpreted by independent reader.

Interpretation of Learning Gains (rubric) Includes: WILGS and Summaries To meet criteria, evaluation of student learning must:  be assessed at least weekly (as indicated on the Weekly Interpretation of Learning Gains form),  reflect a correct analysis of trends,  follow decision rules for advancement and alteration.  A paragraph summarizes the information reported on the WILG.

7 PLAFP – Present Level of Academic and Functional Performance The new PLOPs/PLEPs –

8 What is the PLAFP? Part of the IEP Objective, measurable description of the student and their needs  Moves from a general – to - specific  Meets stranger test  Observable behavior without judgment – no adjectives-only verbs Directly links to IEP goals and objectives

9 How is a PLAFP determined? Includes recent assessment information  Formal Standardized Norm-referenced tests (e.g. WJ-III, WISC) State assessments (e.g. OAKS)  Informal Pre test data Screening Curriculum-based measruement

10 What does a PLAFP include? Begins with a general description of the student (e.g. snapshot)  Includes all of the following: Strengths of the student (must be the first thing written) Student preferences, needs and interests (age 14) Concerns of the Parent  goals for student  desired supports for student  Concerns How disability affects the student’s progress in the general curriculum  Current Eligibility  % of time removed from general ed  Support needs that impede involvement in the general ed curriculum

11 What does a PLAFP include? * Moves to a more specific description of the student in each academic and/or functional area:  Includes information on the following: Label each section with the goal area e.g.:  Reading – for this class, you will only do reading  Writing  Social behavior  Communication… etc. Included in EACH section:  Results of recent assessments  Whether the student will take alternative assessment (OAKS or extended assessment)  Educational needs (sometimes referred to as “weaknesses”, we prefer educational needs) THERE SHOULD BE A DIRECT LINK BETWEEN ASSESSMENT RESULTS AND THE GOAL

12 Present Level of Performance (PLOP) Collect Baseline data to determine what the student’s PLOP is We need to know: 1) where they are now, (assess student) 2) And what instruction they have been receiving (assess instruction) to figure out their Goal and where they should be

13 Critical Features: IEP Goal & 2 Short Term Objectives Condition Student Behavior Performance Date

14 Context Part II (Rubric Check) IEP Case Study IEP Case Study To meet criteria, the present level of educational performance (PLEP) must be: ❑ clearly written (Description, Strengths, Parent Concerns, How the disability affects progress in general curriculum, data in the area of Literacy that links to the Goal & Objectives) ❑ related to and incorporates data from the work sample literacy objectives, and ❑ supported by relevant, measurable data. The annual goal and (2) objectives must contain: ❑ clear conditions, ❑ verifiable behavior, ❑ measurable criteria, ❑ goal date, and ❑ clear link to PLEP and assessment results.

Writing your Final Reflection; Uses of Data (Final Reflection – Quick Write Activity) To meet criteria, the final reflection must:  discuss unexpected events and outcomes,  use analysis of the instructional data to thoughtfully discuss successes and challenges over course of work sample teaching,  include recommendations for future generalization when simple acquisition has been attained,  identify additional environments (e.g., other classes, home, community, etc.) and new applications for using newly acquired skills/knowledge,  identify implications and recommendations for instruction after the work sample,  include reflection of self as an educator, and  describe professional growth and key learning during the overall experience. Share Out: Evolution of Your Practicum Experience

16 Work Sample Binder Check  Context – Part I Introduction Part II Case Study (PLAFP/ IEP Goals & Objectives)  Goals & Objectives (for the Unit Plan) Unit Plan Objective(s) and Rationale  Unit Plan (Final)  Lesson Plans (Daily Instructional Plans) Lesson – Materials – Reflections May include a tab for a few examples of student  Data on Learning Gains 1 Daily Formative Assessment Graph for each student in the work sample group  Weekly Interpretation of Learning Gains One WILG and summary paragraph for each student in the work sample group  Uses of Data (Final Reflection)  Work sample rubric

Presentation of work sample binder To meet criteria, the work sample binder must:  be organized with title page and dividers for each of the specified sections,  include a table of contents,  have correct spelling, punctuation and grammar throughout,  be typed or written neatly,  be legible when handwritten notes/charts are included,  have adequate margins on all four sides of page.

Evolution of Your Practicum Experience 1.Weeks 6 – 9 (W.S. Indep. Practice) –Plan and lead work sample group unit –Continue to participate in all aspects of the Special Education Teacher’s position as possible when you are in the building 2.Weeks 10 – 11 (Generalization & Review) –Make a plan with your Cooperating teacher for your last day of instruction, easing out of the role of teacher, saying your goodbyes etc.. –Turn in and present your work sample project –Request reference Letter(s) of recommendation for future employment