IEP Development Overview

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.

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

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.

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

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

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

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

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

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 12-15 piece puzzle Ava will place pieces in proper place. Blue – Conditions Green – anticipated level – to what extent Red - Skill

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

IEP and Cleartrack Direct Web address: www.iepdirect.com, http://cleartrack.wnyric.org/ 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

Procedures You will receive and email 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.

Demonstration/IEP Direct http://www.iepdirect.com

Demonstration/ Cleartrack