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WELCOME. Standards-Based IEPS Present Levels of Performance. Presenters: Honora Batalka Luanne Cochran. Agenda for the Session. Standards-Based IEP Models Review survey results for assessments/progress monitoring Turning Point on PLOPS

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Welcome

WELCOME


Standards based ieps present levels of performance

Standards-Based IEPSPresent LevelsofPerformance

Presenters:

Honora Batalka

Luanne Cochran


Agenda for the session

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


Outcome

OUTCOME

Participants will develop an understanding of Standards-Based IEPs.


Our expectations

Our Expectations…

Ask Questions

Share Ideas with others

Treat one another as a gift

Growth


Smcps is moving towards

SMCPS is Moving Towards…

Standards- Based IEP

Because…

Increased Rigor = Increased Student Achievement


Standards based iep model

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


General education standards

Standards –Based IEPs

GeneralEducationStandards

Making All Ends Meet…

Specially Designed Instruction

IEP

SERC 2007


Welcome

Standards- Based IEP System

Clear Standards

Curriculum

Framework

(/MSC/VSC/

(Core Learning Goals)

Interventions

STUDENT ACHIEVEMENT

Materials

and

Resources

Fair Assessments

Instruction

Pattan-2009


Questions about assessments

Questions About Assessments???

Let’s Look at the Survey results for IEP Chairs


Welcome

Turning Point Activity

PLOP Anticipation Guide


Welcome

Reflect upon your knowledge of what a Standard-based IEP should look like. Rate your knowledge of standards-based IEPS.

  • Extensive

  • Some

  • Limited


How comfortable do you feel evaluating ieps for plops

How comfortable do you feel evaluating IEPS for PLOPS?

  • Very Comfortable

  • Somewhat

  • Not very comfortable


1 when writing plops one should use educational jargon

1. When writing PLOPS, one should use educational jargon.

True

False


2 the plop should address what programs accommodations and interventions that have been successful

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

True

False


Welcome

True

False

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


Welcome

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

True

False


Welcome

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


6 statements regarding behavior must be addressed in the plop

6. Statements regarding behavior must be addressed in the PLOP.

True

False


7 it is acceptable to just include the assessment scores in the plop

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

True

False


8 you write the goals and objectives and then write the plop

8. You write the goals and objectives and then write the PLOP.

True

False


Welcome

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


A standards based iep does the following

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.


Welcome

General Education Curriculum

(MSC/CLG)

Modifications

Access to grade level curriculum

Standards-Based IEP

Interventions

Scaffolding

Alternative

Instructional

Skill Level


Present levels of performance are

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


Purpose

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


Present levels include

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


Before you write a plop you need address 2 steps

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.


Questions you might want to ask

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?


Step 2

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.


The plop has 2 parts

The PLOP has 2 Parts

  • Academic and Functional Areas Assessed

  • Area Discussion


Academic and functional areas assessed

Academic and Functional Areas Assessed

  • Data

  • Dates

  • Name of assessment tools


Sample of smcps assessments

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


Other measurement tools

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


What information should be included in the plop

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


Layout of plop

Layout of PLOP

  • Presented in paragraph form

  • Bulleted

  • Needs to be informative-

  • Provide specific dates for the data collected


Welcome

Paragraph Form


Bulleted

Bulleted


Things to remember to include

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


Area discussion questions

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.)


Needed parent information

Needed: Parent Information

  • Expectations for child

  • Tips

  • Academic Concerns/issues

  • Health, Physical and Behavioral Concerns


Needed information from the student

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


Area discussion questions cont

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?


You need to address how the students disability affects his her participation in general education

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


It may be helpful to

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


Welcome

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


Sample starter phrases

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


Sample starter phrases preschool

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……


Welcome

SMCPS

INSERT SCHOOL EXAMPLES


Welcome

SMCPS

Insert School Example


Welcome

SMCPS

Insert School Example


Welcome

SMCPS

Lisa's guardians are concerned with her progress in reading fluency, reading comprehension, math, written language, and her communication with

Insert School Example


Welcome

SMCPS

What are the parent's concerns, expectations, and issues for their child?

Insert School EXample


Welcome

SMCPS

What are the parent's concerns, expectations, and

issues for their child?

Insert School Example


Welcome

SMCPS

What are the student's strengths, interest areas, significant personal attributes, and personal accomplishments?

Insert School Example


Welcome

SMCPS

What are the student's strengths, interest areas, significant personal attributes, and personal accomplishments?

Insert School Example


Welcome

MOD- Sample

Cont…

(Name) is interested in…. (Name) is very strong when asked to read/complete….

(Name) scored a 389 on his reading MSA and a 390 on his mathematics MSA. His current Benchmark data is a 60% in reading and a 58% in math when only accommodations are provided. This classroom assessments are in reading he is averaging a 72% and in mathematics he is averaging a 71%. Classroom assessments are both presented to (Name) with appropriate modifications and accommodations. (Name) instruction and assessments need to be modified in order to demonstrate proficiency on grade level curriculum. Modifications that (Name) receives are limited number of questions; reduced practice items; reduced work load; instruction and assessments presented using less complex language; step by step task analysis; formula/conversion/ definition boxes added to some questions; no "except" or "not" questions; simplified questions, deleted extraneous information; modeling, and chunking information. These modifications allow (Name) to read unfamiliar words, increase fluency, and better comprehend what she is reading. When reducing the length of a reading passage and presenting vocabulary that is less complex, (Name) is able to remain on task and keep her frustration levels down to a minimal. Without the use modifications she cannot access grade level curriculum. Ms. ____and the IEP team agree that (Name)s assessments and classroom instruction must be modified so that she can access grade level curriculum. Although (Name) is making progress towards grade level proficiency, he/she is not yet making progress at grade level when only provided accommodations.


Welcome

MOD- Sample

Cont…

(Student’s name) learning disability directly impact her ability to access grade level curriculum and be successful. (Name) inability to decode and identify letter combinations affects his/her comprehension of what is being presented in class. Without modifications and accommodations (name) becomes confused and frustrated in class affecting his ability of maintaining grade level instruction.


Welcome

SMCPS

How does the student's disability affect his/her involvement and progress in the general education curriculum or participation in school activities?

.

Insert School Example


Plop s for behavior

PLOP’s for Behavior

  • Social development

    The degree and quality of the student’s:

    * relationships with peers and adults

    * feelings about self

    * social adjustment to school and community environment.


Welcome

SMCPS

When observed in the classroom or school setting Lisa does not speak to adults or peers during the regular school day. She is reported to speak to her cousin, which she has classes with, outside the school setting. In a small group setting, such as the reading intervention block of the reading and language arts period, Lisa will use non-verbal signals such as pointing to items she doesn't understand, raising her hand to signal a bathroom break, and/or shaking her head yes and no when being asked questions. When Lisa is given a task in which seems to challenge her she will display signs of frustration by becoming non-responsive, even with non-verbal cues, and will stop attempting to complete her work. Lisa requires assessment and assignment modifications in order to assess and address progress in specific goal/objective areas. Lisa will cooperate with peers and teachers when asked to complete most tasks. She will also “run errands" when asked by the teacher and seems to enjoy being able to assist her teachers when she is assigned a job or errand.


Summary you should state

SummaryYou should state…..

The student’s unique needs that require the student’s educational program to be individualized:

We are individualizing this student’s education program because of his unique needs related to his disability in the areas of . . . . (e.g., reading, writing, organization, memory, vision, hearing, problem solving, attention, motor skills).

What the student can and cannot do in each area of identified need:

In the area of ___________, we know this student can currently _____________, but cannot ______________. (e.g., in the area of memory, he can remember a two-step sequence, but does not complete activities that involve multiple steps such as "get ready for school.")


Summary continued

Summary Continued

  • What the strengths of the student are upon which you can build:

  • He learns best through _____________________ (e.g., pairing auditory with written work; using music to trigger memory; redirection; modeling).

  • What environmental, support or material resources the student will need to enable him/her to benefit from education:

  • He will need the following resources to meet his needs (e.g., structure and routine throughout his instructional day; close supervision during transitions; assistance with note taking; adaptive furniture for motor support; instructional materials in large print formats, positive reward system for appropriate behavior).


Management needs

Management Needs

  • The nature and degree to which the following are required to enable the student to benefit from instruction:

    * environmental modifications (e.g., consistent room arrangement, materials and routine; written rules displayed; limited number of items on his desk);

    * resources (e.g., support needed to assist the student to locate classes and follow schedules)

    * material resources (e.g., two sets of books – one for home and one for school; large print font).

    ( adapted from: vesid.nysed.gov/specialed/publications)


Remember

Remember

  • Never forget to mention the tools names

  • Describe student performance

  • Dates

  • How data relates to what same age peers are doing

  • Include current classroom information


In a nutshell the plop is

In a Nutshell the PLOP is…

A summary describing the student’s current achievement in the areas of need as determined by an evaluation.

Snapshot of the student in a particular area.


Your turn

YOUR TURN

You have been provided a set of 6 checklists

Use the checklists to evaluate 5 of the PLOPS you brought to the meeting.


Summary

Summary

  • Provides a snapshot of academic and functional performance

  • Provides a foundation for goals and services

  • Identifies gaps between student's current achievement and grade level standards

  • Provides specific, measurable observable baseline data

  • Describes how the disability has an impact on progress in the general curriculum

  • Is understandable to all IEP team members


Welcome

Remember…

1. The PLOP drives the rest of the IEP.

2. There is a direct relationship between the PLOP (needs) to goals and objectives to services.


Standards based iep model1

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


How comfortable do you feel evaluating ieps for plops1

How comfortable do you feel evaluating IEPS for PLOPS?

  • Very Comfortable

  • Somewhat

  • Not very comfortable


Feedback

Feedback

What are some questions you might still have?

What is an idea you will share with a colleague?

What is one positive comment and one thing we can improve on thing you can say about the session?

What is something you learned today?


Resources

Resources

Standards- based IEPs

http://www.projectforum.org/docs/Standards-BasedIEPs-ImplementationinSelectedStates.pdf

http://elearndesign.org/modules/ocada605_acn1/23.html

http://www.pattan.net/


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