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From FIE to PLAAFPs to IEP’s. Presented by Jay Morris ARD Facilitator. The FIE. FIE = Full Individual Evaluation Can be: Psychological Psychoeducational Combined Diagnosis comes from the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV & V). - PowerPoint PPT Presentation
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1
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