From FIE to PLAAFPs to IEP’s

1. From FIE to PLAAFPs to IEP’s Presented by Jay Morris ARD Facilitator

2. The FIE • FIE = Full Individual Evaluation • Can be: • Psychological • Psychoeducational • Combined • Diagnosis comes from the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV & V)

3. Categories of Disabilities under IDEA • Autism • Deaf-Blindness • Deafness • Emotional Disturbance • Hearing Impairment • Intellectual Disability (Mental Retardation) • Multiple Disabilities • Orthopedic Impairment • Other Health Impairment • Specific Learning Disability • Speech or Language Impairment • Traumatic Brain Injury • Visual Impairment (including Blindness)

4. Types of Assessment Tools Wechsler Intelligence Scale for Children (3rd ed.) (WISC-III) Stanford-Binet Intelligence Scale (4th ed.) Woodcock-Johnson III Tests of Cognitive Abilities (WJ III) Kaufman Test of Educational Achievement/Normative Update (K-TEA/NU) Wechsler Individual Achievement Test, Second Edition (WIAT-II)

5. More… Vineland Adaptive Behavior Scales (2nd ed.) (Vineland-II) Gray Oral Reading Test-Fourth Edition (GORT-4) Cognitive academic language proficiency (CALP) Basic interpersonal communicative skills (BICS) Cognitive Abilities Tests (CogAT) Multidimensional Aptitude Battery (MAB) Brigance Comprehensive Inventory of Basic Skills

6. What These Tests Do… • Gives schools information on the student levels for: • Cognitive • Academic • Functional • Behavioral/Emotional

7. Scores on Reports

8. The FIE

9. Parts of the FIE… • Page 1 contains: • Student information • Tests Given • Comparison Chart • Following Pages Contain: • Reason for Evaluation • Review Response to Intervention (RtI)

10. Parts of the FIE cont.… • Review of Previous Evaluations (if applicable) • Evaluations Procedures • Language Communication Status (Speech Eligibility) • Assistive Technology • Oral Speech Mechanism Evaluation • Articulation/Phonological Process • Language Functioning • Voice • Fluency

11. Parts of the FIE cont.… Physical Status Sociological Status Emotional Status Academic Performance Intellectual Performance Adaptive Behavior Performance Assistive Technology Consideration of Special Education Criteria Conclusions & Recommendations Signatures

12. Activity First, grab Sample A report in front of you. Second, Read through the report. Third, discuss with your group about the student. Fourth, write down and share your findings.

13. “G” Scales

14. Gc: Crystallized IntelligenceBreadth and depth of acquired knowledge Verbal, language-based knowledgeAcquired knowledge language development, lexical knowledge (vocabulary), listening ability, general information Influenced by culture, background experiences, and educational opportunity Affects vocabulary, answering factual questions, comprehension of oral and written language Associated with LD in Reading Comprehension, Math Calculations, Math Reasoning, Written Expression, Oral Expression, and Listening Comprehension

15. Accommodations to Address Difficulties with Gc Relate new learning to prior knowledge Pre-teach vocabulary or background knowledge Provide specific vocabulary instruction Paraphrase using simplified vocabulary that is clear and concise Incorporate student interests and prior knowledge into activities Check for student understanding of instruction and/or directions

16. Gf: Fluid Reasoning • Think and Reason “mental operations” • Problem solving in “novel” situations • Forming/recognizing concepts, identifying relationships, drawing inferences, mental flexibility • Associated with LD in Reading Comprehension, Math Reasoning, and Written Expression

17. Accommodations to Address Difficulties with Gf Provide repetition and repeated review of concepts Teach problem solving strategies and provide a list of procedures to follow when working on problem solving tasks Provide step by step instructions Insure mastery of prerequisite skills prior to introducing more abstract concepts Utilize graphic organizers Peer assistance

18. Gsm: Short-Term Memory • Ability to hold information & use it immediately (within a few seconds) • Retain 7 chucks of information • Memory span, working memory • Impacts attention, following directions, memorizing facts, listening and comprehending instruction, note taking • Associated with LD in Basic Reading, Reading Comprehension, Math Calculations, Math Reasoning, Written Expression, Oral Expression, and Listening Comprehension

19. Accommodations to Address Difficulties with Gsm Provide repetition and repeated review Short, concise directions Insure understanding of directions- have student repeat Minimize distractions and insure you have the student’s attention prior to giving directions/ providing instruction Teach memory strategies Provide visual supports (i.e., written directions, copy of notes, etc.)

20. Gv: Visual Processing • Ability to generate, store, retrieve, and transform visual patterns/stimuli • Ability to mentally reverse ad rotate objects • Includes spatial relations, visualization, visual memory, and orthographic processing • Not considered to have a significant impact on academics • Can impact math- using patterns and designs, spatial orientation, noting visual detail • Associated with LD in Basic Reading, Reading Fluency, Math Calculations, and Math Reasoning

21. Accommodations to Address Difficulties with Gv Provide manipulatives Use graph paper to assist with visual organization Provide note taking assistance Reduce extraneous visual stimuli on handouts/ assignments

22. Glr: Long-Term Retrieval • Ability to store information and retrieve it • Process of storing and retrieving information • Includes meaningful memory, associative memory, ideational and figural fluency • Associated with LD in Basic Reading, Reading Fluency, Math Calculations, Written Expression, and Oral Expression

23. Accommodations to Address Difficulties with Glr Provide repetition and repeated review and limit the amount of new information presented at a time Provide immediate feedback; avoid extended time between instruction and assessment of retention Allow time for a “mini-review” prior to test taking Utilize reference materials (i.e., calculator, multiplication chart, spell check, etc.) Teach strategies to improve memory (i.e., mnemonic devices, rehearsal, visual supports)

24. Ga: Auditory Processing • Ability to perceive, analyze, and synthesize a variety of sounds • Phonological awareness and processing • Impacts reading and writing, especially during early stages of learning • Associated with LD in Basic Reading, Written Expression, and Listening Comprehension

25. Accommodations to Address Difficulties with Ga Provide phonological awareness activities (i.e., rhyming, alliteration, imitation, etc.) Emphasize sound/symbol associations when teaching reading decoding and spelling Provide visual supports/outlines for listening activities/note taking Reduce auditory distractions Grade for content and mechanics rather than decoding and spelling

26. Gs: Processing Speed • Ability to process information quickly and efficiently • Mental quickness • Perceptual speed, number facility, speed of reasoning, rate of test taking • Affects timely completion of assignments, processing information quickly, taking timed tests • Associated with LD in Basic Reading, Reading Fluency, Math Calculations, and Written Expression

27. Accommodations to Address Difficulties with Gs Consider reducing the quantity of work or provide additional time to complete Emphasize quality over quantity Limit copying activities or provide structure Utilize activities that increase rate and fluency (i.e., flash cards, educational software, etc.)

28. FIE to PLAAFPs Present Levels of Academic Achievement and Functional Performance

29. Teacher Input Forms forPresent Levels of Academic Achievement and Functional Performance (PLAAFP)

30. What is a Teacher Input Form? Lists the SPED Student Information (will be filled out by Case Manager) Able to list missing assignments List Academic Strengths List Academic Weaknesses Identify Behaviors Identify Social Interactions Compliance of Staff Directives Use of Grade Level Materials

31. Teacher Input Form

32. Teacher Input Form • Case Manager will input the pertinent information. • Current Grade: Please put in their current grade from your grade book. • Please put in any missing assignments for the SPED Case Manager.

33. Teacher Input Form- Academic competencies • Strengths & Weaknesses • Good Examples: • Student is able to use his reading strategies • Can read and comprehend grade level material • Able to use integers • Able to solve simple/complex algebraic problems • Understands the composition of the earths layers • Understands the significance of the Revolutionary War

34. Teacher Input Form- Academic competencies • Strengths & Weaknesses • More Good Examples (you can just list TEKS): • Word Identification 8.6B – Structural Analysis – Affixes • Summary 8.10G • A.1D Solving Equations by Adding and Subtracting • Science Example TEK • 8.3(B) use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature; • Social Studies/History Example: • TEKS: 1a-c, 2a-b, 3a-c • SPED Case Manager will be able pull up the TEKS to copy and paste, it just takes longer to prepare the PLAAFP for the ARD.

35. Teacher Input Form- Academic competencies • Strengths & Weaknesses • What should NOT be listed: • Has trouble focusing on material • Does not complete homework • Can participate in group activities in class • Can stay awake during instruction • These are types of behaviors and will be addressed at the bottom of the Teacher Input Form.

36. Teacher Input Form

37. Teacher Input Form – Continued… • Behaviors, Social Interactions, Compliance with Staff Directives • Read each statement and place an (S) for Strength and an (N) for Needs Improvement. • Other Information you would like to Add/Comments/Concerns • This box, you can list anything else you feel is important that needs to be discussed at the ARD meeting.

38. PLAAFPs from FIE Activity Read through a different report. Analyze the “G” scales and find areas of Strengths and Weaknesses. In reading the report, find where the examiner describes particular strengths and weaknesses. Create a T chart to write down strengths and weaknesses you found.

39. IEP Goals and Objectives • Steps to Creating a Standards-based IEP • Step 1: Consider the grade-level content standards for the grade in which the student is enrolled or would be enrolled based on age. Ask: • What is the intent of the content standard? • What is the content standard saying that the student must know and be able to do?

40. IEP Goals and Objectives Step 2: Examine classroom and student data to determine where the student is functioning in relation to the grade-level. Has the student been taught content aligned with grade-level standard? Has the student been provided appropriate instructional scaffolding to attain grade-level expectations? Were the lessons and teaching materials used to teach the student aligned with state grade-level standards? Was the instruction evidence-based?

41. IEP Goals and Objectives Step 3: Develop the present level of academic achievement and functional performance. Describe the individual strengths and needs of the student in relation to accessing and mastering the general curriculum. What do we know about the student’s response to academic instruction (e.g., progress monitoring data)? What programs, accommodations (i.e., classroom and testing) and/orinterventions have been used with the student? What have we learned from previous IEPs and student data that can inform decision making? Are there assessment data (i.e., state, district and/or classroom) that can provide useful information for making decisions about the students’ strengths and needs (e.g., patterns in the data)?

42. IEP Goals and Objectives Step4: Develop measurable annual goals aligned with grade-level academic contentstandards. What are the student’s needs as identified in the present level of performance? Does the goal have a specific timeframe? What can the student reasonably be expected to accomplish in one school year? Are the conditions for meeting the goal addressed? How will the outcome of the goal be measured?

43. IEP Goals and Objectives Step 5: Assess and report the student’s progress throughout the year. How does the student demonstrate what he/she knows on classroom, district, and state assessments? Are a variety of assessments used to measure progress? How will progress be reported to parents?

44. Sample IEP Goals & Objectives

45. Goals & Objectives Activity Looking at a different report, look at the lowest “G” scores. As a group, look at the strengths and weaknesses you developed. Choose 1 weakness to develop a goal and objectives for the IEP. Write a goal and at least 2 objectives. Present what you developed.

46. References Alvin ISD forms from Computer Automations System, SEAS web program. www.seasweb.net/txalvin Holbrook, M. (2007) In Forum. Standards-Based Individualized Education Program Examples. http://projectforum.org/docs/Standards-BasedIEPExamples.pdf