This document provides guidance for developing quality Individualized Education Programs (IEPs). It discusses the components of the IEP including the student profile, present levels of academic and functional performance (PLAAFP), annual goals, and service delivery statements. Staff are instructed on gathering strength and assessment data for the profile and PLAAFP sections. Examples of quality and weak profiles and PLAAFPs are provided and staff practice evaluating these sections of sample IEPs. The document emphasizes using multiple data sources and family friendly language when describing student performance and needs in the IEP.

1. Quality IEPs
Fall 2013

2. Overview
There will be 4 Main Focus sessions
– Student Profile & PLAAFP
– Quality Annual Goals & Progress Measurement
– Service Delivery & LRE statement
– Prior Written Notice – DEC 5
Snippets of Customer Service will be imbedded

3. Customer Service Activity
How do we get to the table?
– Take a minute to list the steps in arranging an IEP
meeting

4. Setting up the IEP meeting/Invitation
– Know WHO needs to be at the table
o The case manager is responsible for inviting EACH
provider & confirming availability
– Have a conversation with the Parent
o Provide the family with a few dates and times
– Create and SEND the Invitation
o A HARD copy MUST be sent
o A 10 day notice is needed when a parent cannot be
reached

5. Session 1
Developing the Profile & PLAAFP

6. The Profile in the IEP
The Profile has two components
– Student’s strengths
– Assessment data relevant to the student’s
performance

7. Student Strengths
Describes and documents the student’s strengths
and should address the following areas:
(Listed below are examples of areas you can discuss
regarding student strengths)
– General work behaviors
– Social Skills across settings
– Special interests
– Strategies student benefits from

8. Activity
With a partner
– List data sources for each of the strength areas
oGeneral work behaviors
oSocial Skills across settings
oSpecial interests
oStrategies student benefits from
We will share in 1 minute

9. Examples of Strength Data Sources
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Parent report
Anecdotal notes
Documented accommodations used
Formal and informal assessments

10. Activity
With a partner:
– Critique each IEP Strength description by:
o Giving a point for each area addressed
oGiving a point for each data source listed
We will share out in 6 minutes

11. Student Strengths Components
– General work behaviors
– Social Skills across settings
– Special interests
– Strategies student benefits from

12. How did we do?
– Someone share a quality Strength description
– Someone share one that needs improvement
– What do we need to do to improve?

13. Example of Quality Profile - Strengths
Teacher report : __has a good sense of humor, is sociable
and enjoys the company of his peers and responds
positively to individualized adult interactions. __is
inquisitive when he is interested in a subject. __works
best when given verbal praise and a reward system.
Verbal comprehension and Practical skills are areas of
strengths according to formal evaluations completed in
the spring with verbal comprehension in the low average
range; __ has a relative strength at home and school in
practical activities including self care behaviors. __ has a
very supportive family.

14. Assessment Information
Documents the student’s functioning using a
variety of data sources for the following areas:
– Student’s disability and how it impacts learning
– General education performance level
– Progress on the previous IEP goals

15. Activity
With your partner
– list the type of data sources you typically use
in the assessment area
We will share out in 1 minute

16. Sample Data Sources
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Formal evaluations
Test scores pertinent to the disability area
Classroom, Local, District assessments
Progress Reports
Functional Behavior Assessment data

17. Activity
With a partner:
– Critique each IEP Assessment description by:
o Giving a point for each component addressed
oGiving a point for each data source listed
oGiving a point if information is in family friendly
terms
We will share out in 6 minutes

18. Assessment Information Components
– Student’s disability and how it impacts learning
– General education performance level
– Progress on the previous IEP goals

19. How did we do?
– Someone share a quality Strength description
– Someone share one that needs improvement
– What do we need to do to improve?

20. Example of Quality Profile - Assessment
A formal reevaluation in the spring resulted in continued eligibility as
Intellectually Disabled Mild due to borderline cognitive ability and
extremely low adaptive skills in the area of conceptual ability;
processing speed is the weakest area of development;
achievement scores show below average achievement. Curriculum
assessment show both reading and math skills 2 years below grade
level. Speech/Language evaluation: __ has moderate-severe
delays in articulation skills. __has made progress on his math and
reading IEP goals, but continues to perform well below his peers.
__’s limited cognitive ability limits the rate of skill acquisition and
maintenance; this affects __’s ability to perform grade-level tasks;
it also causes the __ to get overwhelmed and shut down during
work assignments. Behavior data shows non-compliant episodes
during non-academic classes also. These episodes resolve in about
10 minutes when given an opportunity to regroup and rejoin the
activity.

21. Customer Service Note
We always report information in terms that
families can understand
We always ask the parent if they have any
questions

22. Summary
The Profile in the IEP
Should “Paint a Picture” of the Whole Child by
using data sources to define
strengths, performance, disability and
resulting needs, in parent friendly terms.

23. The PLAAFP
Present Level of Academic & Functional Performance
A detailed description of the student’s current
functioning in a given area
using a variety of baseline data

24. Activity
With a partner
– list sources you use to develop a PLAAFP
We will share out is 1 minute

25. Baseline Data Sources
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Anecdotal records
Work Samples
Formal evaluation
Test scores that are pertinent to the child’s
diagnosis
– Classroom & Local/district assessments
– Progress report data
– Functional Behavior Assessment data
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26. Activity
With a partner
– discuss what Functional Performance is
We will share out in 1 minute

27. Functional Performance
– A skill or activity that may not be considered
academic or related to a child’s academic
achievement
o Social Skills fall in this area
– Functional performance can impact educational
achievement.
o Ex. Organizational skills, Behavior, self-care, etc.
– ID/MU students must have a functional information
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28. Major Components of the PLAAFP
– Data-based student specific information related to current
academic achievement and functional performance.
– Strengths of the student.
– Needs resulting from the disability.
– Effects of the disability on involvement and progress in the
general education curriculum.
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29. Activity
With a partner
– Critique at least one PLAAFP in each IEP by:
o Giving a point for each component addressed
oGiving a point for each data source listed
oGiving a point if information is in family friendly
terms
We will share out in 6 minutes

30. Major Components of the PLAAFP
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Data-based academic achievement and functional performance.
Strengths
Needs resulting from the disability.
Effects of the disability on involvement and progress in the
general education curriculum.

31. How did we do?
– Someone share a quality PLAAFP description
– Someone share one that needs improvement
– What do we need to do to improve?

32. Quality PLAAFP
Curriculum-based measures show that __ has a
relative strength in decoding grade level words
and determining the meaning of unknown words.
Fluency measures show __ is reading 80 words
per minute w/100% accuracy – this is 2 years
below his grade peers. __’s distractibility and
limited attention span related to his Other Health
Impairment impede __’s ability to remain focused
on the details of a reading passage and limits
progress in reading fluently at grade level.

33. Follow up Activity
Over the next two weeks
– Evaluate @ least 2 other IEPs for quality Profiles
and PLAAFPs
– Share your results with your Facilitator
– Share your plan to improve the next IEP
– Facilitators will keep this data in a Notebook

34. Next Session
– Bring back the IEPs you worked on today
– We will be reviewing Annual Goals
&
– Progress Measurement
THANK YOU