From FIE to PLAAFPs to IEP’s

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From FIE to PLAAFPs

to IEP’sPresented by

Jay MorrisARD Facilitator

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FIE = Full Individual Evaluation Can be:

Psychological Psychoeducational Combined

Diagnosis comes from the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV & V)

The FIE

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Autism Deaf-Blindness Deafness Emotional Disturbance Hearing Impairment Intellectual Disability

(Mental Retardation) Multiple Disabilities

Orthopedic Impairment

Other Health Impairment

Specific Learning Disability

Speech or Language Impairment

Traumatic Brain Injury Visual Impairment

(including Blindness)

Categories of Disabilities under IDEA

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Wechsler Intelligence Scale for Children (3rd ed.) (WISC-III)

Stanford-Binet Intelligence Scale (4th ed.) Woodcock-Johnson III Tests of Cognitive

Abilities (WJ III) Kaufman Test of Educational

Achievement/Normative Update (K-TEA/NU) Wechsler Individual Achievement Test,

Second Edition (WIAT-II)

Types of Assessment Tools

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Vineland Adaptive Behavior Scales (2nd ed.) (Vineland-II)

Gray Oral Reading Test-Fourth Edition (GORT-4) Cognitive academic language proficiency (CALP) Basic interpersonal communicative skills (BICS) Cognitive Abilities Tests (CogAT) Multidimensional Aptitude Battery (MAB) Brigance Comprehensive Inventory of Basic Skills

More…

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Gives schools information on the student levels for:CognitiveAcademicFunctionalBehavioral/Emotional

What These Tests Do…

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Scores on Reports

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The FIE

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Page 1 contains: Student information Tests Given Comparison Chart

Following Pages Contain: Reason for Evaluation Review Response to Intervention (RtI)

Parts of the FIE…

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Review of Previous Evaluations (if applicable) Evaluations Procedures Language Communication Status (Speech

Eligibility) Assistive Technology Oral Speech Mechanism Evaluation Articulation/Phonological Process Language Functioning Voice Fluency

Parts of the FIE cont.…

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Physical Status Sociological Status Emotional Status Academic

Performance Intellectual

Performance Adaptive Behavior

Performance

Assistive Technology

Consideration of Special Education Criteria

Conclusions & Recommendations

Signatures

Parts of the FIE cont.…

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First, grab Sample A report in front of you.

Second, Read through the report. Third, discuss with your group about

the student. Fourth, write down and share your

findings.

Activity

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“G” Scales

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Gc: Crystallized IntelligenceBreadth and depth of acquired knowledge Verbal, language-based knowledgeAcquired knowledge

language development, lexical knowledge (vocabulary), listening ability, general information

Influenced by culture, background experiences, and educational opportunity

Affects vocabulary, answering factual questions, comprehension of oral and written language

Associated with LD in Reading Comprehension, Math Calculations, Math Reasoning, Written Expression, Oral Expression, and Listening Comprehension

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Accommodations to Address Difficulties with Gc

Relate new learning to prior knowledge Pre-teach vocabulary or background knowledge Provide specific vocabulary instruction Paraphrase using simplified vocabulary that is

clear and concise Incorporate student interests and prior

knowledge into activities Check for student understanding of instruction

and/or directions

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Gf: Fluid Reasoning

Think and Reason “mental operations”

Problem solving in “novel” situations Forming/recognizing concepts, identifying

relationships, drawing inferences, mental flexibility

Associated with LD in Reading Comprehension, Math Reasoning, and Written Expression

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Accommodations to Address Difficulties with Gf

Provide repetition and repeated review of concepts Teach problem solving strategies and provide a list

of procedures to follow when working on problem solving tasks

Provide step by step instructions Insure mastery of prerequisite skills prior to

introducing more abstract concepts Utilize graphic organizers Peer assistance

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Gsm: Short-Term Memory

Ability to hold information & use it immediately (within a few seconds)

Retain 7 chucks of information Memory span, working memory Impacts attention, following directions, memorizing facts,

listening and comprehending instruction, note taking Associated with LD in Basic Reading, Reading

Comprehension, Math Calculations, Math Reasoning, Written Expression, Oral Expression, and Listening Comprehension

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Accommodations to Address Difficulties with Gsm

Provide repetition and repeated review Short, concise directions Insure understanding of directions- have student

repeat Minimize distractions and insure you have the

student’s attention prior to giving directions/ providing instruction

Teach memory strategies Provide visual supports (i.e., written directions, copy

of notes, etc.)

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Gv: Visual Processing

Ability to generate, store, retrieve, and transform visual patterns/stimuli

Ability to mentally reverse ad rotate objects Includes spatial relations, visualization, visual memory,

and orthographic processing Not considered to have a significant impact on academics Can impact math- using patterns and designs, spatial

orientation, noting visual detail Associated with LD in Basic Reading, Reading Fluency,

Math Calculations, and Math Reasoning

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Accommodations to Address Difficulties with Gv

Provide manipulatives Use graph paper to assist with visual

organization Provide note taking assistance Reduce extraneous visual stimuli on

handouts/ assignments

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Glr: Long-Term Retrieval

Ability to store information and retrieve it Process of storing and retrieving

information Includes meaningful memory, associative

memory, ideational and figural fluency Associated with LD in Basic Reading, Reading

Fluency, Math Calculations, Written Expression, and Oral Expression

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Accommodations to Address Difficulties with Glr

Provide repetition and repeated review and limit the amount of new information presented at a time

Provide immediate feedback; avoid extended time between instruction and assessment of retention

Allow time for a “mini-review” prior to test taking Utilize reference materials (i.e., calculator,

multiplication chart, spell check, etc.) Teach strategies to improve memory (i.e.,

mnemonic devices, rehearsal, visual supports)

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Ga: Auditory Processing

Ability to perceive, analyze, and synthesize a variety of sounds

Phonological awareness and processing Impacts reading and writing, especially

during early stages of learning Associated with LD in Basic Reading, Written

Expression, and Listening Comprehension

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Accommodations to Address Difficulties with Ga

Provide phonological awareness activities (i.e., rhyming, alliteration, imitation, etc.)

Emphasize sound/symbol associations when teaching reading decoding and spelling

Provide visual supports/outlines for listening activities/note taking

Reduce auditory distractions Grade for content and mechanics rather than

decoding and spelling

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Gs: Processing SpeedAbility to process information quickly and

efficientlyMental quickness Perceptual speed, number facility, speed of

reasoning, rate of test taking Affects timely completion of assignments,

processing information quickly, taking timed tests

Associated with LD in Basic Reading, Reading Fluency, Math Calculations, and Written Expression

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Accommodations to Address Difficulties with Gs

Consider reducing the quantity of work or provide additional time to complete

Emphasize quality over quantity Limit copying activities or provide structure Utilize activities that increase rate and

fluency (i.e., flash cards, educational software, etc.)

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FIE to PLAAFPs

Present Levels of Academic Achievement and Functional

Performance

Teacher Input Forms forPresent Levels of

Academic Achievement and Functional

Performance (PLAAFP)

What is a Teacher Input Form?

1.Lists the SPED Student Information (will be filled out by Case Manager)

2.Able to list missing assignments3.List Academic Strengths4.List Academic Weaknesses5.Identify Behaviors6.Identify Social Interactions7.Compliance of Staff Directives8.Use of Grade Level Materials

Teacher Input Form

Teacher Input Form• Case Manager will input the

pertinent information.• Current Grade: Please put in

their current grade from your grade book.

• Please put in any missing assignments for the SPED Case Manager.

Teacher Input Form- Academic competencies

Strengths & Weaknesses Good Examples:

Student is able to use his reading strategies

Can read and comprehend grade level material

Able to use integers Able to solve simple/complex algebraic

problems Understands the composition of the earths

layers Understands the significance of the

Revolutionary War

Teacher Input Form- Academic competencies

Strengths & Weaknesses More Good Examples (you can just list TEKS):

• Word Identification 8.6B – Structural Analysis – Affixes• Summary 8.10G• A.1D Solving Equations by Adding and Subtracting• Science Example TEK

• 8.3(B) use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature;

• Social Studies/History Example:• TEKS: 1a-c, 2a-b, 3a-c

• SPED Case Manager will be able pull up the TEKS to copy and paste, it just takes longer to prepare the PLAAFP for the ARD.

Teacher Input Form- Academic competencies

Strengths & Weaknesses What should NOT be listed:

• Has trouble focusing on material• Does not complete homework• Can participate in group activities in class• Can stay awake during instruction

These are types of behaviors and will be addressed at the bottom of the Teacher Input Form.

Teacher Input Form

Teacher Input Form – Continued…

Behaviors, Social Interactions, Compliance with Staff Directives

• Read each statement and place an (S) for Strength and an (N) for Needs Improvement.

Other Information you would like to Add/Comments/Concerns

This box, you can list anything else you feel is important that needs to be discussed at the ARD meeting.

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Read through a different report. Analyze the “G” scales and find areas of

Strengths and Weaknesses. In reading the report, find where the

examiner describes particular strengths and weaknesses.

Create a T chart to write down strengths and weaknesses you found.

PLAAFPs from FIE Activity

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Steps to Creating a Standards-based IEP Step 1: Consider the grade-level content

standards for the grade in which the student is enrolled or would be enrolled based on age. Ask:

What is the intent of the content standard?

What is the content standard saying that the student must know and be able to do?

IEP Goals and Objectives

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Step 2: Examine classroom and student data to determine where the student is functioning in relation to the grade-level.

Has the student been taught content aligned with grade-level standard?

Has the student been provided appropriate instructional scaffolding to attain grade-level expectations?

Were the lessons and teaching materials used to teach the student aligned with state grade-level standards?

Was the instruction evidence-based?

IEP Goals and Objectives

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Step 3: Develop the present level of academic achievement and functional performance.

Describe the individual strengths and needs of the student in relation to accessing and mastering the general curriculum.

What do we know about the student’s response to academic instruction (e.g., progress monitoring data)?

What programs, accommodations (i.e., classroom and testing) and/or interventions have been used with the student?

What have we learned from previous IEPs and student data that can inform decision making?

Are there assessment data (i.e., state, district and/or classroom) that can provide useful information for making decisions about the students’ strengths and needs (e.g., patterns in the data)?

IEP Goals and Objectives

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Step4: Develop measurable annual goals aligned with grade-level academic content standards.

What are the student’s needs as identified in the present level of performance?

Does the goal have a specific timeframe? What can the student reasonably be expected to

accomplish in one school year? Are the conditions for meeting the goal addressed? How will the outcome of the goal be measured?

IEP Goals and Objectives

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Step 5: Assess and report the student’s progress throughout the year.

How does the student demonstrate what he/she knows on classroom, district, and state assessments?

Are a variety of assessments used to measure progress?

How will progress be reported to parents?

IEP Goals and Objectives

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Sample IEP Goals & Objectives

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Looking at a different report, look at the lowest “G” scores.

As a group, look at the strengths and weaknesses you developed.

Choose 1 weakness to develop a goal and objectives for the IEP.

Write a goal and at least 2 objectives. Present what you developed.

Goals & Objectives Activity

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Alvin ISD forms from Computer Automations System, SEAS web program. www.seasweb.net/txalvin

Holbrook, M. (2007) In Forum. Standards-Based Individualized Education Program Examples. http://projectforum.org/docs/Standards-BasedIEPExamples.pdf

References