IEP Case Study: PLEPs, PLOPs, PLAFPs, and IEPs

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IEP Case StudyPLEPs, PLOPs, PLAFPs, and IEPs

• Week 7 and 8 (Combined)

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Agenda

• Announcements
• Assignment Context Part II Case Study

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Announcements

• You should be teaching your work sample if you
  arent, this is a red flag to set up a meeting
  IMMEDIATELY!
• Self monitor
• Self initiate

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DiscussionUnit Plans and Lesson Plans

• Unit Plans- review based on the scoring criteria.
  
• Lesson Plans-
• Lesson Objective
• Written using the condition-behavior-criteria
  format
• Is directly linked to a sequence step
• Activities are labeled with a model, prompt, or
  check step
• Lesson activities are directly related to the
  lesson objective

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Data on Learning Gains (rubric)Includes Pre
/Post Test Data and Individual Formative Data
Charts

• To meet criteria, assessment tools must
• ? match description of student performance on
  unit /step objective (conditions and behavior),
• ? include administration procedures and
  directions to students,
• ? include criteria for scoring acceptable/
  incorrect responses,
• ? have identical or comparable pre and post
  measures (difficulty, number of items, format).
• To meet criteria, presented data must
• ? represent at least a 2- week period of time,
• ? include at least 6 formative data points,
• ? represent accurate data,
• ? use standard conventions for charting (labeled
  axes, CAP, aim line, step changes, alterations),
• ? be easily interpreted by independent reader.

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Interpretation of Learning Gains
(rubric)Includes WILGS and Summaries

• To meet criteria, evaluation of student learning
  must
• ? be assessed at least weekly (as indicated on
  the Weekly Interpretation of Learning Gains
  form),
• ? reflect a correct analysis of trends,
• ? follow decision rules for advancement and
  alteration.
• ? A paragraph summarizes the information reported
  on the WILG.

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PLAFP Present Level of Academic and Functional
PerformanceThe new PLOPs/PLEPs
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What is the PLAFP?

• Part of the IEP
• Objective, measurable description of the student
  and their needs
• Moves from a general to - specific
• Meets stranger test
• Observable behavior without judgment no
  adjectives-only verbs
• Directly links to IEP goals and objectives

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How is a PLAFP determined?

• Includes recent assessment information
• Formal
• Standardized Norm-referenced tests (e.g. WJ-III,
  WISC)
• State assessments (e.g. OAKS)
• Informal
• Pre test data
• Screening
• Curriculum-based measruement

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What does a PLAFP include?

• Begins with a general description of the student
  (e.g. snapshot)
• Includes all of the following
• Strengths of the student (must be the first thing
  written)
• Student preferences, needs and interests (age 14)
• Concerns of the Parent
• goals for student
• desired supports for student
• Concerns
• How disability affects the students progress in
  the general curriculum
• Current Eligibility
• of time removed from general ed
• Support needs that impede involvement in the
  general ed curriculum

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What does a PLAFP include?

• Moves to a more specific description of the
  student in each academic and/or functional area
• Includes information on the following
• Label each section with the goal area e.g.
• Reading for this class, you will only do
  reading
• Writing
• Social behavior
• Communication etc.
• Included in EACH section
• Results of recent assessments
• Whether the student will take alternative
  assessment (OAKS or extended assessment)
• Educational needs (sometimes referred to as
  weaknesses, we prefer educational needs)
• THERE SHOULD BE A DIRECT LINK BETWEEN ASSESSMENT
  RESULTS AND THE GOAL

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Present Level of Performance (PLOP)

• Collect Baseline data to determine what the
  students PLOP is
• We need to know
• where they are now, (assess student)
• And what instruction they have been receiving
  (assess instruction)
• to figure out their Goal and where they should be

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Critical Features IEP Goal 2 Short Term
Objectives

• Condition
• Student
• Behavior
• Performance
• Date

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Context Part II (Rubric Check)IEP Case Study

• IEP Case Study To meet criteria, the present
  level of educational performance (PLEP) must be
• ? clearly written (Description, Strengths,
  Parent Concerns, How the disability affects
  progress in general curriculum, data in the area
  of Literacy that links to the Goal Objectives)
• ? related to and incorporates data from the work
  sample
• literacy objectives, and
• ? supported by relevant, measurable data.
• The annual goal and (2) objectives must contain
• ? clear conditions,
• ? verifiable behavior,
• ? measurable criteria,
• ? goal date, and
• ? clear link to PLEP and assessment results.

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Writing your Final Reflection
Uses of Data (Final Reflection Quick Write
Activity) To meet criteria, the final reflection
must ? discuss unexpected events and outcomes,
? use analysis of the instructional data to
thoughtfully discuss successes and challenges
over course of work sample teaching, ? include
recommendations for future generalization when
simple acquisition has been attained, ? identify
additional environments (e.g., other classes,
home, community, etc.) and new applications for
using newly acquired skills/knowledge, ? identify
implications and recommendations for instruction
after the work sample, ? include reflection of
self as an educator, and ? describe professional
growth and key learning during the overall
experience. Share Out Evolution of Your
Practicum Experience
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Work Sample Binder Check

• Context
• Part I Introduction
• Part II Case Study (PLAFP/ IEP Goals
  Objectives)
• Goals Objectives (for the Unit Plan)
• Unit Plan Objective(s) and Rationale
• Unit Plan (Final)
• Lesson Plans (Daily Instructional Plans)
• Lesson Materials Reflections
• May include a tab for a few examples of student
• Data on Learning Gains
• 1 Daily Formative Assessment Graph for each
  student in the work sample group
• Weekly Interpretation of Learning Gains
• One WILG and summary paragraph for each student
  in the work sample group
• Uses of Data (Final Reflection)
• Work sample rubric

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Presentation of work sample binder

• To meet criteria, the work sample binder must
• ? be organized with title page and dividers for
  each of the specified sections,
• ? include a table of contents,
• ? have correct spelling, punctuation and grammar
  throughout,
• ? be typed or written neatly,
• ? be legible when handwritten notes/charts are
  included,
• ? have adequate margins on all four sides of page.

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Evolution of Your Practicum Experience

• Weeks 6 9 (W.S. Indep. Practice)
• Plan and lead work sample group unit
• Continue to participate in all aspects of the
  Special Education Teachers position as possible
  when you are in the building
• Weeks 10 11 (Generalization Review)
• Make a plan with your Cooperating teacher for
  your last day of instruction, easing out of the
  role of teacher, saying your goodbyes etc..
• Turn in and present your work sample project
• Request reference Letter(s) of recommendation for
  future employment