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Creating & Updating IEPs Training Session 8

Creating & Updating IEPs Training Session 8. Power Point Created by: Suzanne Fitzgerald & Candice Styer styer.fitzgerald@gmail.com www.styer-fitzgerald.com. Training Objectives. To be able to determine IEP PLOPs using the Assessment data.

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Creating & Updating IEPs Training Session 8

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  1. Creating & Updating IEPsTraining Session 8 Power Point Created by: Suzanne Fitzgerald & Candice Styer styer.fitzgerald@gmail.com www.styer-fitzgerald.com

  2. Training Objectives To be able to determine IEP PLOPs using the Assessment data. To be able to use Curriculum Lesson Plans & Flow Charts to determine long-term goals & short-term objectives in all content areas. To be able to use information from ongoing data collection to write IEP progress reports.

  3. Process of Implementation

  4. Writing IEPs Using the Styer-Fitzgerald Program to Write IEPs Initially, you will use the PLOPs (Present Levels of Performance) chart to determine the highest level the student reached in each section of the assessment. For subsequent IEPs, you will refer to ongoing progress tracking data sheets to find PLOPs. Every Styer-Fitzgerald Lesson Plan provides one long-term goal & one short-term objective. Create additional objectives by breaking the short-term objective into additional steps or by changing the criteria.

  5. Writing IEPs • Determine PLOPs (Present Levels of Performance) • Use the PLOP chart to write the student’s Present Levels of Performance on your IEP when you are initially assessing a student. For Example: Currently, this student is able to tell time by quarter hours with 100% accuracy and is unable to telling time by 5-minute increments (0% accuracy).

  6. Writing IEPs Summarizing Data to Determine PLOPs For subsequent IEPs, you will refer to ongoing progress tracking data sheets to find PLOPs. Use 9 to 12 of the most recent days of DTT data to determine the average percent. Use the most recent 5 to 10 days of TA data to determine the average number or type (elementary only) of prompts per day. Refer to Training Session 7: Data Collection for a complete tutorial on summarizing data.

  7. Writing IEPs Use the Long-Term Goals and Short-Term Objectives from the lesson plan to write your IEP goals and objectives. For Example: Long-Term Goal:By 10/15, given an analog clock, the student will increase his broad math skills from being able to tell time by 5 minute increments from 0% accuracy to 100% accuracy in 4 out of 5 trials as measured by daily data collection. Short-Term Objective:The student will be able to tell time by five-minute increments from 05 to 55 minutes with 60% accuracy.

  8. Writing IEPs For Example: Creating Additional Objectives – Break into Steps The Short-Term Objectives can be broken down into additional steps. Short-Term Objective 1 – Student will tell time by five-minute increments from 00 to 30 minutes with 90% accuracy. Short-Term Objective 2 – Student will tell time by five-minute increments from 35 to 55 minutes with 90% accuracy.

  9. Writing IEPs For Example: Creating Additional Objectives – Change Criteria The criteria for this objective can also be changed to create additional Short-Term Objectives. Short-Term Objective 1 – Student will tell time by five-minute increments from 00 to 55 minutes with 60% accuracy. Short-Term Objective 2 – Student will tell time by five-minute increments from 00 to 55 minutes with 90% accuracy.

  10. IEP Progress Reporting Using the Curriculum Progress Guide Use the Curriculum Progress Guide to review which skills a student is currently working on.

  11. IEP Progress Reporting Review the Criteria for Long-Term Goals & Short-Term Objectives Long-Term Goal:By 10/15, given an analog clock, the student will increase his broad math skills from being able to tell time by 5 minute increments from 0% accuracy to 100% accuracy in 4 out of 5 trials as measured by daily data collection. Short-Term Objective:The student will be able to tell time by five-minute increments from 05 to 55 minutes with 60% accuracy.

  12. IEP Progress Reporting Review Criteria If a student has met criteria on the Short-Term Objective but not the Long-Term Goal, report progress accordingly. If a student has met criteria on the Long-Term Goal, move on to the next step in the content area.

  13. Celebrate!!! Go to the next lesson plan in the skill sequence. NOTE: Each new step of a lesson is built on previous skills to insure maintenance of skills. When Students Meet IEP Goals & Objectives

  14. Questions? Info@styer-fitzgerald.com www.styer-fitzgerald.com

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