“We have all this data, so what do we do with it?”

1. “We have all this data, so what do we do with it?”

2. Generating Recommendations • The number of recommendations will vary depending on the student’s needs • The rule of thumb is to always provide “at least a handful (5)” • Provide general recommendations first • Next, be specific for each academic area • Remember you are guiding instruction here, so select specific instructional techniques/strategies that are linked to your assessment data • Simply saying that “Jonathan should work with a peer on reading tasks” is not appropriate– apply what you have learned!

3. Present Level of Academic Achievement and Functional Performance (PLAAFP) • The PLAAFP should provide a clear picture of how the student is currently performing in relationship to their grade-level academic content standards. • PLAAFP statements should be • Brief (but complete!) • Meaningful • Answer the following question “What does the (gen ed) teacher need to know to work with this student?

4. Completing the IEP – Present Levels • Describe strengths and current level of performance Have data representing current performance? Current grade level Current instructional level What student does well • Describe weaknesses and/or areas of qualification Align with the education needs section of the evaluation report? Description of the challenges • How disability affects progress in the general curriculum/ Current Placement of Instruction Tell how the disability affects involvement in general education? Placement of instruction Curriculum materials (modified/gen ed) • Provide objective data, results of initial or recent evaluation Have data showing progress? Information stated in a concise, meaningful way that is easily understood by others? Eliminate subjective language? Test scores, CBM graphs or trend lines, • Appropriate Sources Cite all three sources of information for each of the above elements Home, School, Community

5. PLAAFP Dos: • How does disability affect involvement and progress in general education? • Progress in gen education curriculum • Discuss strengths and weaknesses • Describe special education instructional needs • Use objective statements when describing the student • Progress from last IEP • Explanation of scores • Skills to be learned • Transition for grade 9-21

6. Does the PLAAFP Statement • Address identified needs from most recent evaluation? • Include progress on last years goals? • Have numbers (DATA) to identify current status? • Address impact of disability on general education setting/expectations? • Include parent input?

7. Paul In his evaluation dated 10-18-12 Paul was identified as having an Other Health Disability because of his inability to complete educational tasks in routine timelines due to attention deficit disorder diagnosis. Last year, Paul worked on his on-task behavior. He began at 60 % off task as compared to 20 % off-task behavior by a peer. The team identified several classroom adaptations that appeared to work: seated in back by the teacher desk, assignments given in chunks and positive provided frequently. Paul was also allowed to “run errands” and was given responsibilities at least once every subject period. At this time, Paul is able to respond to non-verbal cues that help him be more on-task. A recent observation indicated that he was on –task 75 % of the time compared to 82 % by a peer. However, the teacher or paraprofessional in the classroom gave his 15 non-verbal cues during the 45-minute observation. Paul’s peers as a whole class received 2 cues during the same observational time period. Paul’s parents state that he will sometimes say to himself “wait” or “don’t do it”. They had never seen him do that before. The IEP team felt that with continued support Paul could learn to self-monitor his behavior.

8. Goals should be • Goals should be SMART • Written goals should include • A “direction” of change (increase, decrease, maintain) • A “Skill” • Present level of functioning (From) • Attainment number (To) • Acheiveable/realistic in timeframe (1 year) • Goals should be related to identified “need” which is a result of the student’s disability

9. SMART Goals