The IEP Checklist

Kathleen G. Winterman, Clarissa E. Rosas

• Publisher: Brookes Publishing
• Year: 2014
• ISBN:
  9781598575453
• Topic: Education
• Subtopic: Inclusive Education

How can you design effective IEPs that improve student outcomes and meet legal requirements? This one-stop IEP guide has the answers your team needs to create great IEPs and put them into action. You'll start with a solid introduction to IEPs: their purpose, their major components, and the legal mandates they need to meet. Then you'll get a comprehensive framework for IEP development, featuring a unique, in-depth checklist that breaks the whole IEP process into small, manageable steps and walks you through each one. Packed with invaluable planning tips, vivid examples, and practice activities, this book is your whole school team's step-by-step guide to meaningful, legally compliant IEPs that help students reach their goals and meet state standards. IEP TEAM MEMBERS WILL LEARN TO

• assess a student's present level of performance
• effectively collaborate during an IEP meeting
• use student-centered planning to foster empowerment and leadership
• develop meaningful IEP goals that can be easily communicated and measured
• write short-term objectives aligned with the student's IEP goals
• collect and report data on student progress toward IEP goals and objectives
• use progress monitoring data to make instructional decisions
• identify accommodations that support a student's specific academic needs
• support successful transitions from school to adulthood

PRACTICAL MATERIALS: Activities and examples to guide and improve IEP development; reflection questions that deepen understanding; realistic dialogues that highlight key challenges and solutions; ready-to-use tools that help ensure meaningful, compliant IEPs. Includes ready-to-use IEP tools:

• IEP Rubric— detailed checklist for evaluating completeness and quality of each IEP element
• IEP Inventory for verifying the presence of key IEP components
• Parent Survey to gather information on parents' perception of the IEP process
• Teacher Survey for assessing current practices and determining training needs

II

Key Areas of IEP Development

3

Present Levels of Academic Achievement and Functional Performance

Lisa M. Campbell and Clarissa E. Rosas

Prior to beginning any formal planning related to the services that will be outlined in a student’s individualized education program (IEP), it is essential to clearly establish the learner’s strengths and areas for improvement. This information is recorded in the Present Levels of Academic Achievement and Functional Performance (PLAAFP) section on the formal IEP and is important because it serves as the foundation on which future instructional plans and educational services for each student are built.

CONNECTION TO LEGAL PERSPECTIVE

The PLAAFP section is one of the most important sections of the IEP. Essentially, this is the baseline from which progress can be measured. To better understand the PLAAFP section, it is helpful to review the legal provisions outlined in the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 (PL 108-446). Specifically, IDEA 2004 states that an IEP must contain

(1) A statement of the child’s present levels of educational performance, including—

(i) How the child’s disability affects the child’s involvement and progress in the general curriculum (i.e., the same curriculum as for nondisabled children); or

(ii) For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities (§ 300.347[a])

But what exactly does this mean? It is important to have a complete and accurate understanding because much of the other information in the IEP will be determined by the PLAAFP statement.

In short, the law requires that a clear description, supported by relevant data, be included in the IEP that outlines what the student is able to do. This statement is intended to address comprehensively the student’s strengths, current performance levels, abilities, and needs. The most important data and information is reflective of the full and individual student evaluation that is conducted in accordance with the evaluation and eligibility provisions of IDEA 2004, § 300.301 through § 300.311. In addition, the U.S. Department of Education’s (2010) Question and Answer Document described the PLAAFP section of an IEP as having a direct relationship with the goals and services outlined in the IEP. Therefore, it is critical that IEP teams accurately document the child’s academic and functional performance.

ACADEMIC PERFORMANCE VERSUS FUNCTIONAL PERFORMANCE

The description of a student’s present levels of academic achievement and functional performance should be based on data gathered by members of the IEP team and include the following important components:

• The student’s strengths

• Areas targeted for improvement

• Supports that help the student learn

• Limitations that prevent the child from learning

• Objective data from valid, reliable, and current evaluations of the child intended for instructional decisions (e.g., inventories, performance assessments)

• How the child’s disability affects his or her ability to be involved in and progress in the general education curriculum (i.e., the curriculum for students without disabilities), or for preschool children, how the disability affects participation in age-appropriate activities

• Parental input and concerns

Although the terms academic achievement and functional performance are referred to in IDEA 2004, they are not specifically defined within the law. However, both terms are included in U.S. Department of Education documents. The commentary in the Federal Register for Assistance to States for the Education of Children With Disabilities and Preschool Grants for Children With Disabilities (U.S. Department of Education, 2006) notes that “academic achievement generally refers to a child’s performance in academic areas (e.g., reading or language arts, math, science, and history)” (71 Fed. Reg. at 46662). Additional regulations note that functional performance refers to “skills or activities that are not considered academic or related to a child’s academic achievement.” This term “is often used in the context of routine activities of everyday living.” In addition, the regulations require that “the evaluation procedures used to measure a child’s functional skills must meet the same validity and reliability standards as all other evaluation procedures” (71 Fed. Reg. at 46661). That is, the evaluation procedure is required to be administered by a knowledgeable individual who has the training and expertise to ensure that sound practices in the use of assessment measures are shown through research to be effective and consistent in the identification of a child’s functional skills.

Stop and Think!

• How would you use the Present Levels of Academic Achievement and Functional Performance section to plan instruction?

• Would you need to take into account the relationship between functional performance and academic performance? Explain your answer.

Challenge Scenario

In the following scenario, two educators are trying to understand the section of Jarod’s individualized education program (IEP) that includes his present level of academic achievement and functional performance. Review and reflect on the interaction detailed in the vignette.

Mr. Gabriel: Have you had a chance to look at what I wrote up for Jarod’s IEP? I have notes on the whole IEP ready for our meeting except for that first part about present levels of performance and functions or functioning. I wasn’t really even sure what that meant, so I left it for last. I knew we were meeting today, so I thought we could just put together a few sentences for that part.

Mrs. Castillo: Oh, okay. Yeah, I guess that’s a good idea, but how did you suggest any goals or objectives without determining the present levels?

Mr. Gabriel: Um, well I don’t know. I looked at some other IEPs and I made sure that everything I wrote up for possible goals and objectives were measureable statements. I think they sound really good. Do you want to see them?

Mrs. Castillo: The goals and objectives? Well, sure, but how would they be appropriate for Jarod if we haven’t determined his present levels?

Mr. Gabriel: I’m not really sure what you mean. I guess maybe I really don’t understand that section. How should we get started then?

Mrs. Castillo: Well, I’m not positive I’ve always understood this section of the IEP perfectly either, but I do know that the goals and objectives have to come from current observations of what the student can do and from the data that suggests his strengths and weaknesses. I mean present does mean current, happening right now, doesn’t it? So looking at his current data, assessments, evaluations, classwork, and things like that would be important. Let’s start there.

Mr. Gabriel: Oh, this is going to be much more detailed than what I was thinking. I guess that means my suggestions for goals, objectives, and specialized instruction may be way off base depending on a lot of different factors, even including what Jarod is good at? Wow that is very different than what I thought that section was about.

Mrs. Castillo: I know. The most important thing I’ve learned is to make sure there is objective information that defines strengths and areas for improvement and how those things will have an impact on the student’s ability to make progress in the general curriculum. Also, it will be important to get information from Jarod’s family for this section and to get their input on how they would like his present levels to be reflected in his educational services.

Mr. Gabriel: That makes a lot of sense, but in the past, I really think I have just written my opinions here based on what I thought I knew about students. And then families always just pretty much went along with my thoughts and plans for their child.

Mrs. Castillo: Yeah, I think a lot of teachers do that. Let’s develop Jarod’s plan together, and work with his parents to complete it. Then we’ll both be much better at this process in the future.

Scenario Reflection

Based on the Challenge Scenario, discuss and note your initial thoughts regarding the following questions:

• What kind of information would you need to gather in order to begin writing a student’s Present Levels of Academic Achievement and Functional Performance section of an individualized education program (IEP)?

• Why is it important to have clear and measureable present levels established and written prior to completing any other sections of the IEP?

• What do you believe are the primary purposes of communicating a student’s present levels of academic achievement and functional performance to others on the team and in writing on the IEP?

AREAS TARGETED FOR IMPROVEMENT

It is critical to have a clear picture of the child’s current academic and functional level of performance in order to plan for the educational needs of the child. This plan begins with identifying the targeted areas for improvement.

Baseline Data

A critical purpose for detailing a student’s present levels of academic achievement and function...