WELCOME

1. WELCOME

2. Standards-Based IEPSPresent LevelsofPerformance Presenters: Honora Batalka Luanne Cochran

3. Agenda for the Session Standards-Based IEP Models Review survey results for assessments/progress monitoring Turning Point on PLOPS Components of Standards-based IEP Present Level of Academic Achievement Review sample PLOPS Using a rubric to guide/ evaluate PLOPS Reviewing School PLOPS

4. OUTCOME Participants will develop an understanding of Standards-Based IEPs.

5. Our Expectations… Ask Questions Share Ideas with others Treat one another as a gift Growth

6. SMCPS is Moving Towards… Standards- Based IEP Because… Increased Rigor = Increased Student Achievement

7. Standards-Based IEP Model Progress Monitoring Standards- Based Assessments Accommodations, Modifications, Supplementary Aids & Services Present Levels of Academic Performance (PLOPS) Standards-Based IEP Goals/Objectives

8. Standards –Based IEPs GeneralEducationStandards Making All Ends Meet… Specially Designed Instruction IEP SERC 2007

9. Standards- Based IEP System Clear Standards Curriculum Framework (/MSC/VSC/ (Core Learning Goals) Interventions STUDENT ACHIEVEMENT Materials and Resources Fair Assessments Instruction Pattan-2009

10. Questions About Assessments??? Let’s Look at the Survey results for IEP Chairs

11. Turning Point Activity PLOP Anticipation Guide

12. Reflect upon your knowledge of what a Standard-based IEP should look like. Rate your knowledge of standards-based IEPS. • Extensive • Some • Limited

13. How comfortable do you feel evaluating IEPS for PLOPS? • Very Comfortable • Somewhat • Not very comfortable

14. 1. When writing PLOPS, one should use educational jargon. True False

15. 2. The PLOP should address what programs, accommodations and interventions that have been successful. True False

16. True False 3. The PLOP statements are general statements that address strengths and weaknesses of the student.

17. 4. The PLOP should include statements of when, where and how the special education services will be provided. True False

18. 5. The PLOP must include a statement about how the child’s disability affects the child’s involvement and progress in the general curriculum. True False

19. 6. Statements regarding behavior must be addressed in the PLOP. True False

20. 7. It is acceptable to just include the assessment scores in the PLOP. True False

21. 8. You write the goals and objectives and then write the PLOP. True False

22. Where do you think the special education teachers in your school are in regards to their knowledge and ability to write PLOPS ?

23. A standards-based IEP, does thefollowing: • Ties the IEP to the general education curriculum. • Provides positive directions for goals and interventions. • Utilizes standards to identify specific content critical to the student’s successful progress in the general education curriculum. • Promotes a single educational system that is inclusive through common language and curriculum. • Ensures greater consistency across schools and districts.

24. General Education Curriculum (MSC/CLG) Modifications Access to grade level curriculum Standards-Based IEP Interventions Scaffolding Alternative Instructional Skill Level

25. Present Levels of Performance are… • Foundation of the IEP document • Source that drives the IEP components • The statement that links all the components of the IEP together

26. Purpose • The PLOP is to identify how a student is currentlyfunctioning. • The statements are to be clear, objective information about a child’s abilities and limitations. • It defines how the abilities and limitations affect the student’s ability to progress in the general classroom curriculum. • Create a baseline of information

27. Present Levels- Include… • Connections to the MSC (VSC) or Core Learning Goals • Descriptive • Identifies a student’s strengths and needs • Teacher input • Data (Summative, Formative, Diagnostic and Benchmark) • Interventions

28. Before you write a PLOP you need address .. 2 steps…. STEP 1 Consider the grade-level content standards for the grade in which the student is enrolled or would be enrolled based on age.

29. Questions you might want to ask: • What is the intent of the standard? • What is the content standard saying the student must know and be able to do?

30. Step 2 • Examine classroom and student data to determine where the student is functioning in relation to the grade-level standards. You will have 10 or so minutes to work as a team to compile some questions the IEP Team/Case Manager could ask to make sure step 2 is followed.

31. The PLOP has 2 Parts • Academic and Functional Areas Assessed • Area Discussion

32. Academic and Functional Areas Assessed • Data • Dates • Name of assessment tools

33. WJR-III Brigance DIBELS Key Math MSA/HSA Burns & Roe Informal Reading Inventory QRI-IV or other IRI FBA and BIP Alt- MSA Mod-MSA/HSA Quarterly Benchmark Assessments for math and reading / Pre-Post Writing Samples WADE Fundations REWARDS Pre/Post SOAR Placement Rigby Benchmark Assessments Read Naturally 6-Minute Solution Sample of SMCPS Assessments

34. Daily Behavior Point Sheets Running Records Behavior Logs Informal Teacher made skill assessments Teacher notes Checklist Phonic Surveys Textbook assessments Progress Monitoring Other Measurement Tools

35. Current data –within the last year or 2 (or less for younger students) Antidotal records/observation and work-samples Curriculum-based measurements Parent input Input from teachers and related service providers Formal assessments Informal assessments Grade level child is functioning at Data from a previous goal & objectives to identify a continued need What information should be included in the PLOP? • Attendance

36. Layout of PLOP • Presented in paragraph form • Bulleted • Needs to be informative- • Provide specific dates for the data collected

37. Paragraph Form

38. Bulleted

39. Things to Remember to Include • Name test and date • Dates (re-eval.- or initial, current yearly evaluations) • Scores (Formal/Informal including dates) • Explanation of how data relates to nondisabled peers • Description of the resulting intervention and progress

40. Area Discussion Questions • What is the parental input regarding the student's educational program? • What are the student's strengths, interest areas, significant personal attributes, and personal accomplishments? (Include preferences and interests for post-school outcomes, if appropriate.)

41. Needed: Parent Information • Expectations for child • Tips • Academic Concerns/issues • Health, Physical and Behavioral Concerns

42. Needed: Information From the Student • Ask the student what they think their strengths, interest and personal accomplishments are • Ask teachers • Student Learning styles • Communication style • YOU NEED TO PAINT AN ACCURATE PICTURE OF THE WHOLE CHILD BEYOND DISABILITIES

43. Area Discussion Questions cont… • How does the student's disability affect his/her involvement in the general education curriculum? • For preschool age children, how does their disability affect participation in appropriate activities?

44. You need to address how the students disability affects his/her participation in general education • Define What • Define Why Address: * Performance in different instructional situationsex. Large group, small group, 1 :1 * Potential problems you the student might encounter in general ed. * Baseline for each area

45. It May be Helpful to…. • Begin with “Can Do” abilities of the child in the area you are addressing • Include how he/she learns best (learning style) • Include accommodations or services that the student may have/have not benefited from

46. Setting where the child is being educated in for the particular area Describe specific weaknesses including aspects of the classroom environment which interfere with learning and specific information on activities the child has difficulty performing

47. Sample Starter Phrases • Based on…identify source and date of information- current level- baseline data, lists strengths • Effects of the disability…. States unique difficulties (weaknesses) student is having because of disability • Priority educational needs – state the important skills , behaviors, etc. to be learned by the student during the IEP period- involvement in the general education curriculum

48. Sample Starter Phrases Preschool • Attention span would adversely affect ability to attend to activities including circle time, story reading, small/large group instruction and independent work. • Delayed language ability will negatively impact this child’s ability to understand instructions and follow through on classroom activities. • Developmental delays in the area of ____________ (fill in appropriately) will negatively impact the child’s ability to participate activities such as……

50. SMCPS INSERT SCHOOL EXAMPLES