AVLS / FLS Training 09/09/2010

1. AVLS / FLS Training09/09/2010 Glenn Brown, Ph.D., LSSP Angela Patton, Ph.D. Juli Kavanaugh, M.Ed. Carin Thompson, M.Ed., BCBA Brooke Wallace, M.A.

2. Agenda • FIE • PLAAFP • Standard Based IEPs • Data Collection • TAKS Alt

3. Present Levels of Academic Achievement and Functional Performance The PLAAFP sets the baseline for the annual goals. • Determines approaches for ensuring involvement in, or adaptations or modifications to, the general education curriculum. • Should accurately describe the student’s performance in all areas of education that are affected by the student’s disability. • Each area of educational need identified in the PLAAFP must be addressed in at least one other section of the form: annual goals, supplementary aids/services, special education programs and services, and/or secondary transition services.

4. Full Individual Evaluation School records Checklists Career, transition, vocational assessments Student work samples, portfolios Teacher observations and records Parent input Student Interviews Behavioral data CBAs and CBMS Systematic data collection Report Cards Statewide assessment Benchmark assessment Teacher-made tests Norm-referenced tests Criterion Referenced Tests (CLASS) PLAAFP Information Sources

5. Legal Cases • Friedman v. Vance (24 IDELR 654) D.MD. 1996 • Maryland’s IEP team failed to address student’s needs and had inadequate description of the range of services the student needed • Evans v. Board Education of the Rhinebeck Central School District (24 IDELR 338) S.D.N.Y. 1996 • District failed to conduct further testing to pinpoint particular areas of weakness • Coale v. State Department of Education (35 IDELR 149) D. Del. 2001 • District had adequate descriptions – standardized test scores and non-standardized assessments for specific area • Thornton Fractional Township High School District #128 (36 IDELR 283) Sea IL 2002. • District failed to use various assessment techniques such as criterion – referenced tests, standard achievement tests, and diagnostic tests • Larson by Larson v. Independent School District No. 361 (40 IDELR 231) D. Minn. 2004. • Conclusory statements and not fully explain how disability affects involvement in educational process

6. Page 1 • Sources of Information • Should include various sources • Examples of Criterion Referenced Assessments: CLASS, Stetson Targeted Life Skills, DRA, runningrecords, Brigance, Universal Screening, TAKS • “Other” – FIE and any of the above assessments • Current Assessment Results • Only include results from TAKS test, DRA, or Universal Screening

7. Page 2 • Only address areas of strengths and weaknesses for individual • Opportunities: CBI, work based-learning, lunch, recess, specials, assemblies, field trips, etc.

8. Activity • Model Reading PLAAFP • Stand and Deliver Written Language Activity

9. Standard Based IEPs

10. Data Collection

11. Data Collection Procedures • The process of taking data should look as much like actual teaching as possible. • Majority of skills can be assessed using first trial data (cold probes). • When writing objectives, considered the method for data collection.Ex. Three consecutive 1st trial probes, 3 consecutive observations, 70% of trials for 3 week period

12. Types of Data Collection • Probe Data • Trial by Trial • Permanent Product – Worksheets, tests etc.

13. Data Organization • Student Notebooks divided into subject areas • Clipboards organized for daily data collection • Schedule data collection by day and staff (see example); Teachers and Paras can collect data • Teachers need to review data collected by paras • Create target cards/note cards to track objectives individually

15. Homework • Based on the STUDENT SAMPLE’s FIE, complete the Math portion of the PLAAFP • Write a standard based IEP in relation to an area of need in math on the PLAAFP • Create a data collection system to relate to the IEP objective • Be ready to share next time