Get To Know Your Neighbors
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1
Let’s Play HUDDLE!
November ESE Meeting
Chapter
–ESE
4 – IEP
Reminders
–Reviewing Present Levels
–Accommodations and Modifications
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Don’t Be Distracted!
Upcoming Events and Reminders
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Each 9 weeks do progress reports and COSF
Medicaid forms at annual reviews
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Preparing for the Dec. 1 Count
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4
Very important; do them; send in with IEP packet
Get the paperwork in!!
Used for next year’s IDEA/federal funding
Transfers, newly eligible, and exits
Holiday schedules – define who will be thrown by
disruptions and interruptions AND PLAN FOR IT!
(How to Have A Happy Holiday…)
Present Levels:
Foundation for the IEP
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ALL other items and services listed in the IEP
must link to this section
Descriptions here will support ALL remaining
sections of the IEP
It’s what the State Dept. compliance
monitors will read in it’s entirety and
match to every other section in the
IEP!
Review of Present Levels (PLAAFP)
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Academic and Functional Strengths and Needs
(Global Statements)
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Present Levels of Academic Achievement and
Functional Performance must contain:
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6
Ends with a statement of how the student’s disability affects
the student’s involvement and progress in the general
curriculum
Summary of current academic and functional performance
in areas of need
Baseline data
GLOBAL STATEMENT:
The Big Picture…
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What the student “looks like”
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Describe in terms of the educational
environment
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Something a Mom could read and understand
Use measures that everyone takes
Compare the student to nondisabled peers (gently)
to get the idea (NOT JUST SCORES)
MUST include how the student’s disability
affects involvement in the general curriculum
Having Some Order Helps!
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Student Info (name, grade, age, description, etc.)
Current setting/services/program
Broad academics (reading, writing, math, preacademics)
Broad functional (social, transition, behavior, organization,
etc.)
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Other (OT, PT, Speech, medical, etc.)
Describe how the disability affects
involvement/progress in the gen. curriculum
The All-Important Statement
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Each Global Statement should include/end
with a statement how the disability affects
involvement and/or progress in the general
curriculum or, for preschoolers, how it affect
participation in appropriate activities
5-minutes to define sample statements
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Make it obvious!
Disability Affects/LRE Statements
Global Statement Rubric
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Is it a narrative? It is written with complete sentences?
Does it avoid jargon? Is it clear and concise? Could a parent
understand it? Are the scores explained?
Does it include broad strengths and weaknesses/needs?
Does it compare the student to his/her peers?
Is there at least 1 statement that describes how the disability
affects involvement and progress in the general curriculum?
Does it give a complete, comprehensive overview of the
student and the student’s needs and strengths?
Now, Let’s Think About
the Rest of Section II
Present Levels of Academic
Achievement and Functional
Performance
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These are the specific areas of need, described
in detail and data – multiple measures of data!
This your baseline data for the year!
PRESENT LEVELS (PLAAFPs)
The Details…
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Areas should have been introduced in the Global
Statement thoroughly “explored”
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Use measures that are more specific and/or unique
Should not compare the student to other students
Should look at several subskills of the area
Should provide a clear baseline (observable,
measurable)
Must be multiple measures
Easily understood by ALL persons involved
Provides specific info that provides the rationale
for goals, accommodations, modifications,
behavior plans, supplemental services, special
services, and/or related services
Now, You Do It!
Rate a Global Statement!
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Using the Global Statement rubric, read then
rate the global statement that you got in the
Huddle swap.
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From 1 to 6
6 is what we strive for
Read the Global Statement and….
List Areas for Specific
Present Levels
Write Suggestions for
Accommodations/
Modifications
Share At Your Table
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Was there a match between the needs in the
Global Statement and the Present Level
areas defined in your sample?
A positive about the Global Statement
A change you would suggest for the Global
Statement
Accommodations and Modifications:
What is the Difference?
There is a big difference.
 They are addressed separately in the IEP
 One is harder than the other to support
Share your definitions!
What is the difference?
Why is the difference important?
Accommodations and Modifications
Present levels of performance should lead the
IEP team to define and write appropriate
accommodations and modifications
 What would lead to a team to write…
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Read tests and class materials aloud
Extended time
Preferential seating
Retake test for half credit
There Are Two Places in the IEP for
Accommodations and Modifications
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IEP teams should FIRST consider these for
instruction
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To ensure students have access to and can
progress in curriculum content
Once instruction is considered, choices for
assessments are made
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and they may be more limited that for instruction
Should not limit instructional accommodations
and modifications
Accommodation
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An alteration of environment, curriculum format, or
equipment that allows an individual with a disability
to gain access to content and/or complete assigned
tasks.
Accommodation do not change or alter the level or
what is being taught. They change how a student
accesses and/or demonstrates learning.
Accommodations level the playing field and
increase participation in the curriculum.
Examples of Accommodations
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Preferential seating
Computer text-to-speech computer-based systems
for students
Extended time
Large-print books and worksheets for students
Use of a scribe or note taker
Answer orally
Many, many more
Modification
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Used to describe a change in the curriculum.
Modifications may be made for students who
are unable to comprehend all of the content
being taught.
Curricular Modifications Should be
Written into the IEP
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Direct content vocabulary instruction
Reduced objectives or outcomes
Prioritized standards/objectives
Differentiated instruction (structured choices)
Parallel instruction, materials, topic/subject
Shortened assignments
Partial participation
Alternative instructional activities, assignments, projects, or
materials
Modified/Alternative grading
Replacement activities
Accommodations and Modifications:
Don’t Practice Without A License
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Must be “justified” in present level
Assessment may be necessary
Assessment by the appropriate professional
may be necessary
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Magnifiers
Assistive technology
Just because the parents want it, doesn’t
mean…
To Finish Up
Reminders
Review
of Present Levels of Performance
Accommodations and Modifications
25
Report Cards – Standard Based
IDEA assures all students with disabilities
access to the general curriculum
 Up to 2% can participate in SC Alt
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Separate standards
Don’t need a Standards-based report card
All other students will be taking PASS
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should be exposed to grade level state standards
Should receive a standards-based report card
with honest assessment of student ability
May need curricular modifications NOT modified
curriculum
Report Cards – Standard Based
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Your IEP goals must address student needs
because that is where you will show growth.
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You MUST develop goals based on defined and
documented needs (present levels)
You MUST develop measurable goals so you can see (or
not see) growth
You MUST have documentation/data to indicate student
progress and achievement
You MUST send out Progress Reports every nine weeks
We are accountable to what is on the IEP!