iep d evelopment o verview. w hat we will cover overview of plep statement goal/objective writing...
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IEP DEVELOPMENT OVERVIEW
WHAT WE WILL COVER
Overview of PLEP Statement
Goal/objective writing
IEP Direct/Cleartrack access
Printing Reports from IEP Direct/Cleartrack
PLEP
Present level of Performance and Individual Needs (4 areas)
All providers can comment in all areas Progress towards goals indicated here Strengths and needs are indicated for each
section Parental concerns must be indicated for each
section Regression to be documented here No recommendations for services or levels of
services to be indicated
FOUR COMPONENTS TO PLEPS
Academic Achievement, Function Learning Performance and Characteristics
Social Development
Physical
Management
EXAMPLE: PLEP Welcome to IEP Direct
Academic Achievement, Functional Performance and Learning Characteristics Levels of knowledge and development in subject and skill area including activities of daily living, level of intellectual
functioning, adaptive behavior, expected rate of progress in acquiring skills and information and learning style
Basic Cognitive/Daily Living Skills:
Madison is easily distracted. On average she attends to tasks for 10 minutes in a one on one activity lead by an adult. When she is in full control of an activity her attention to task is longer (30 min). Madison continues to have difficulty following the routines of her day. Specifically, her ability to sequence and perform the steps in her morning routine is challenging. Madison requires frequent verbal and physical cues to remain on task. She continues to refuse to wear certain clothing items and resists having her hair brushed. She has demonstrated gains in her ability to tolerate and perform these tasks when a picture schedule is used.
Speech/Language:
Any Volunteers?
Student Strengths, Preferences, Interests
Cognitive skills and pre-academic skills are average
Gains made in daily living activities since implementation of strategies
Responds well to hands on activities
Enjoys books
Academic, developmental and functional needs of the student, including consideration of student needs that are of concern to the parent
Madison needs to:
Improve attention to task
Develop ability to follow simple routines
Participate in grooming and hygiene tasks
Improve intelligibility
Madison’s family is concerned with her ability to follow the morning routine and how this is impacting the family and her transition to school in the AM
ANNUAL GOALS/OBJECTIVES OR BENCHMARKS
Only 3 to 8 goals (not discipline specific) Benchmarks or objectives can be used 3-4 objectives/benchmarks per goal Only do custom goals – do not use goals from
the goal bank (these are only intended to be used as a place to start – not as a complete goal/objective)
All providers are responsible for monitoring progress towards all goals
Goal should be mastered in one year
ANNUAL GOAL
Annual goal- do what, to what extent, under what conditions
Evaluative Criteria – How well and over what period
Evaluative Procedures- methods used to collect data
Evaluative schedule-How often methods will be used to collect or review data
OBJECTIVES OR BENCHMARKS
Objective – task analysis, identify sub skills that support achievement of annual goal, may be specific to a related service
Benchmark – incremental steps of the same skill identified on the annual goal; may include decreasing levels of support, time line for progress
EXAMPLE: GOAL AND BENCHMARKSGoal: Joe will express wants and needs to teacher-stated
question using 2 to 3 word responses, with one verbal prompt, across home and school settings.
Criteria: 2/3 trials/day
Procedure: charting
Schedule: every two weeks
Benchmarks:
By November Joe will express wants and needs using 1-2 word responses with two verbal prompts
By March Joe will express wants and needs using 1-2 word responses with one verbal prompt
By June goal will be mastered
EXAMPLE: GOAL AND OBJECTIVESGoal: Given less than two verbal prompts, Ava will stay
on task and complete a variety of fine motor tasks (cutting, writing, drawing, puzzles, etc.) in 3 out of 5 trials.
Criteria: daily over 2 weeksProcedure: structured observation, checklistSchedule: every other monthObjectives: During craft time Ava will stay on task for at least 7
minutes with fewer than 3 verbal prompts.Using an age appropriate grasp on a pencil Ava will draw
basic shapes (square, triangle) and form letters in her name given a visual model.
Given a 12-15 piece puzzle Ava will place pieces in proper place.
QUESTIONS Can children be seen on Saturdays? Yes if it is a make-up session Make up sessions can be performed back to back with a regularly
scheduled session (60 minute visit – 1 scheduled 1 make-up) Regression – This should be documented on daily notes, quarterly
updates (comments section on goals), PLEPS for annual review. We will also do a separate regression statement (form on BB website)
If children have already had an annual review meeting a regression statement (on BB form) and an amendment request (also on BB form) need to be completed and submitted (no later than April 27th).
Do not evaluate a child (using assessment tools) or report test scores on any documentation. You will need to have parent permission to re-evaluate a child.
Try to complete make-up sessions within the month. If you need to go over this one month period call a supervisor to discuss.
We will work with districts to input goals into IEP direct/Cleartrack if they are not there (moving forward these should be there more often as evaluating agencies will be beginning to do this more).
Erie County will be mandating that all preschool providers attend one training related to IEP development each year. This year they are targeting goal writing. See web site for training dates.
Coordination of preschool services – There is a handout that outlines responsibilities
IEP AND CLEARTRACK DIRECT
Web address: www.iepdirect.com, http://cleartrack.wnyric.org/
Log in information Select the document you want to edit Input PLEPS: current level, strengths, areas of
need, parent concerns (all 5 areas) Input annual goals and objectives/benchmarks Spell check Print reports (Quarterly reports/annual review)
PROCEDURES You will receive and email regarding meeting
date. Please let us know as soon as possible if you are able to attend the meeting.
Documentation needs to be completed at least two weeks prior to meeting date. (input into IEP direct or Cleartrack as well as regression statement if appropriate)
If Patsy is attending the meeting please let her know your information has been inputted. Regression can be placed in your secure file.
If you attend the meeting please complete the CPSE meeting minutes form found on the BB website and send in with your billing.
DEMONSTRATION/IEP DIRECT
http://www.iepdirect.com
DEMONSTRATION/ CLEARTRACK
Cleartrack