...ACADEMIC AND FUNCTIONAL PERFORMANCE PLAAFP AND GOAL TEMPLATE 9/20/2012 The following material is taken from the presentation: The ABC's of IEP's - September 2012. It has been retyped in a template format to assist teachers in the completion of their PLAAFP'S AND Goals. The print in BLACK FONT contains the required headings of the PLAAFP. The print in color font represents instructions and samples. Select and adapt what is appropriate for your student then delete any color font and the result should be a one page PLAAFP. Hope this helps! Pat King Cut and paste the finished product below into the PLAAFP text box in Success Ed - the Manager. DISABILITY IMPACT STATEMENT Adapt one of the following. Potential handicapping conditions are noted in all caps. Do not include in the HANDICAPPING CONDITION (i.e. LEARNING DISABLED) in the statement: • Student’s (Student's name) eligibility condition in the area of basic reading affects her ability to read and understand words and passages in reading. LEARNING DISABILITY • Student’s eligibility condition in math calculations affects his ability to solve math computation assignments. LEARNING DISABILITY • Student’s eligibility condition in the area of reading comprehension impacts his ability to read and understand math word problems. ...
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...Mock IEP Final Project Lakayla Ware AED/222 May 17, 2015 IEP known as Individualized Educational Program is for a meeting that is concerning the exceptionality fo a student (Stanberry, 2014). In the IEP today, the student Tameria Ellis, is a female student with behavior problems. Her behavior in the classroom and at home will be discussed. The mock IEP will forcast the strength’s and weaknesses that Tameria posses. I will highlight the areas that Tameria will need improvement in. Also any special needs will be forecasted. Our team will try their best to discuss the best educational practices that are available to the student in question. We will also discuss the ways to accommodate the student, inorder to better manage her behavior. In the meeting, it will be assessed if the student has a need for assistive technology. Also included in this IEP is an explanation of Tameria’s exceptionality and a second profile for the prevalence. This meeting and the IEP has a very huge impact on the success of Tameria in the classroom environment. As long as each specific plan of the IEP is carried out, Tameria will be successful in the classroom. First we will announce the information of the student. The student is in the fifth grade. Her name is Tameria Ellis. Tameria’s date of birth is January 15, 2005. Tameria is ten years old. Tameria is classified as having a learning disability that is known as Attention Deficit Hyperactivity Disorder, also known as ADHD (Coghill, 2014). Tameria...
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...prepared for an annual IEP meeting this week. She first made sure that she made assessments and notes for the student for the last few weeks and looked to see if the student had reached any IEP goals that had been set from the previous year. She will then review his/her progress reports. Once she has reviewed all the data, she review which goals have been met and which ones need to be readjusted and kept for the current IEP. She also takes the data to make other achievable goals for the student in reading and math. Once she has created her goals, she sets a meeting with the general education teacher to discuss these goals and see if they have any other goals or input they would like to add to the IEP. It is important for her to try and meet with the general education teacher before the IEP, this way they can discuss other information that may need to be added such as a BIP, social goals or additional support she may think he may need. At least a week prior to the IEP meeting, she takes the time to create a rough draft of the IEP. This allows for you to provide a copy of these goals to the parent prior to having the IEP, for them to review them and make any notes or ask any questions about the goals, prior to the...
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...Learning Disability Report August 5, 2012 Sped 226 Grand Canyon University Disability | Area of difficulty | Symptoms include trouble with: | Example | Dyslexia | Processing language | Reading, writing, and spelling | Confusing letter names and sounds, difficulties blending sounds into words, , slow rate of reading, trouble remembering after reading text | Dyscalculia | Math skills | Computation, remembering math facts, concepts of time and money | Difficulty learning to count by 2s, 3s, 4s, poor mental math skills, problems with spatial directions | Dysgraphia | Written expression | Handwriting, spelling, composition | Illegible handwriting, difficulty organizing ideas for writing | Dyspraxia | Fine motor skills | Coordination, manual dexterity | Trouble with scissors, buttons, drawing | Auditory Processing Disorder | Interpreting auditory information | Language development, reading | Difficulty anticipating how a speaker will end a sentence | Visual Processing Disorder | Interpreting visual information | Reading, writing, and math | Difficulty distinguishing letters like "h" and "n" | Attention-Deficit/ Hyperactivity Disorder (AD/HD) | Concentration and focus | Over-activity, distractibility, and impulsivity | Can't sit still, loses interest quickly, daydreams | LD Terminology As I have learned about exceptional students and special education these last five weeks, I have been able to take the utmost of what I learned in progress. I am now knowledgeable...
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...Program (IEP) is a legal document used by schools in order to map out a plan of action for those that are in need of special education. An IEP is created for students who have been classified with a disability and are between the ages of 3 and 21. An Individualized Education Program (IEP) is a written statement of the educational program designed to meet a child’s individual educational needs. Every child who receives special education services must have an IEP. An individualized education program has the goal of setting reasonable improvement learning goals for a child for one year including the role the school will assist the student to achieve their specific goals (Gibb & Dyches, 2016). The IEP is developed by a team that meets and discusses the relevant information about the child's strengths and deficiencies. The team meets, in order to analyze the data obtained by gathering data and individual assessments data about the child. The team then develops specific educational interventions educational to address the child’s educational deficiencies that result from his or her disability. This team meets at least once a year but as often as needed to ensure that the child’s educational needs are being met. The IEP has two important roles. The first is the special education plan that is individualized in appropriate ways for each individual student. The plan defines the goals for one year and the various ways that the school will help the student achieve those goals. Integration...
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... * To include all students * Nondiscriminatory * To determine whether a student has a disability * The nature of special education and related services * Appropriate Education * To provide benefit and progress toward outcomes by following the IDEA process * Least restrictive environment * To ensure IEP outcomes by ensuring access to general education curriculum, extracurricular, and other activities * Parent and Student Participation Identify the impact of ESEA/NCLB on schools * Accountablility fro results * School safety * Parental choice * Teacher quality * Scientific based methods of teaching evidence based practices * Local flexibility * Standards-based education * Current * performance Identify the purpose of Section 504 and how it applies to services provided to students * Antidiscrimination law * Protects form discrimination * Provides for reasonable accommodations * Provides services for students who don’t quality under IDEA * Provides funs to pay for programs Identify the Terminology/acronyms relevant to an IEP * LRE * Least Restrictive...
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...No Child Left Behind No Child Left Behind Yellow polka dotted blankets of green grass, birds chirping and green leafs on the trees, these are the ways most identify with the return of spring. However, many third through eighth grade students become aware of spring with extra math and reading classes. These students take practice tests, learn about the proper amount of sleep, and breakfast one needs prior to taking the annual standardized achievement test. Once again it is time to test what children have learned this school year, so that state and federal government can decide if children, teachers, and schools measure up to government standards. While achievement and standardized test are meant to improve the quality of education by measuring the performance of students, teachers, and schools; they hinder our children’s education. “The No Child Left Behind (NCLB) Act of 2001, signed into law by (former) President Bush on January 8, 2002, is a reauthorization of the Elementary and Secondary Education Act, the central federal law in pre-collegiate education” (Education week, 2004, Para. 1). The NCLB was put into place to enhance the public education system in America. NCLB stipulates criteria to improve the performance of students, schools, and teachers by evaluation through annual achievement tests. Determined by the results of the standardized achievement tests, schools are rewarded money from the federal government to implement and improve their curriculum...
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...226Learning Disability Report |DEFINITION |CAUSES |EXAMPLES |TEACHING |CHARACTERISTICS |PLACEMENT | | | | |STRATEGIES | |OPTIONS | |Intellectual |Down Syndrome, |Math activity use real |Child pronounce syllables|Characterized by impaired cognitive |IEP team determines | |Disability |Velocario facial |money and give the |until words are |functioning and deficits in two or |student’s placement in | | |Syndrome, Fetal |children opportunity to |completed/pictures and |more adaptive behavior. |specialized program. | |Limits to a person |Alcohol |purchase items in the |visual aids | | | |ability to learn daily t|Syndrome, Genetic |classroom. | | | | |an expected level and |Problems | | | | | |function in life. Lack | | | | | | |of social skills...
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...Running head: LEADERSHIP & SYSTEMATIC CHANGE ESSAY Leadership & Systematic Change Essay Grand Canyon University: EDA 575 April 18, 2012 Leadership & Systematic Change Essay This essay will discuss the current leadership of French Ford Middle School (FFMS) and his characteristics toward school leadership. Also discussed will be what has been learned about change within the educational system. Lastly the possible changes that could be made to FFMS are presented. CURRENT LEADERSHIP The current leadership of French Ford Middle School (FFMS) is held by a single principal. His educational career began receiving an undergraduate secondary educational degree from Fairmont State College in West Virginia with an emphasis in history. He taught social studies at the high school level for 9 years before receiving his Master’s Degree in administration from University of Nevada Reno. He began his administrative career at FFMS as the vice principal combined with responsibility of rural schools principal for three K-8 grade level schools. After four years of being the vice principle at FFMS he took the position as principal at FFMS and has been in that position for ten years. The characteristics of FFMS’s principal are generally not well liked and cause difficulty for the schools operation. A few of his characteristics as principal are effective for the school community and he has been a great asset. FFMS has only been open for 17 years the principle has been a part...
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...Therefore, in comparing RTI and special education programs several key differences appear. Special education is based more on individual needs and goals, and in the majority of cases last the duration of a student’s academic career due to disabilities or behavioral problems. In contrast, RTI’s are not solely based on special needs, therefore, RTI’s are able to identify students that may have a lack of understanding of the curriculum. Without the rigid constraints of special education, RTI is more flexible and able to meet the needs of students in the moment. Nondiscriminatory, Multi-disciplinary Evaluation Once written parental consent is obtained, the school psychologist will conduct an initial evaluation of the student within 60 calendar days. The evaluation is based on the individual’s specific concerns and may also include to collection of data from parents and school personnel...
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...restrictive environment (LRE), students will have an individual education program (IEP), the right of procedural due process, the right to nondiscriminatory assessment, and the right to parental participation (Gargiulo, 2012). A free and appropriate public education: This mandate requires that all children must be provided with a free public education regardless of the severity of their disability. The term “appropriate” refers to the unique abilities of the student. Services such as speech therapy, occupational therapy, or physical therapy are required to be included under the mandate if these services are deemed necessary to meet the educational needs of the student (Gargiulo, 2012). The least restrictive environment: This mandate requires that disabled students be educated alongside of their non-disabled peers as much as possible. Any removal of a disabled student from the regular classroom into a separate setting should only occur when accommodations cannot be made in the regular classroom (Gargiulo, 2012). Individualized Educucation Program (IEP): An IEP is a document written by the IEP team (special educators, regular teachers, administrators, service providers, and parents) that addresses the educational needs of the individual student. This plan is required to address or include: the student’s present level of academic performance, measurable annual goals, short term goals and benchmarks, evaluation procedures and specified objective criteria, which...
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...Positive Behavior Support Plan IEP Beckie Johnson Concordia University Classroom Management for Students with Special Needs Positive Behavior Support Plan IEP The purpose of this paper is to discuss Sean Bruner’s, a Clark County School District student, positive behavior intervention support plan (BIP). Sean is a severely emotionally challenged high school student. He has had an IEP for the majority of his school years and has had a BIP ever since he transitioned into high school. The MDT’s hope is that a successful BIP will rectify all of Sean’s negative classroom behavior and allow him to show positive academic growth for the remainder of his school years. In 1997 Congress amended the Individuals with Disabilities Education Act (IDEA). The only approach which considered the behavioral aspect within the law was the positive behavioral interventions and supports. These interventions utilized both functional assessment and positive proactive approaches or methods to promote good behavior ("School wide," 2013). In the past students with disabilities were not included in all the available educational opportunities because of their inability to control their inappropriate behaviors. In 2004, IDEA was amended a second time due to congressional realization that positive behavior intervention support helps prevent exclusion and improve academic results ("School wide," 2013). Now, positive behavior interventions and supports promote positive school environment for all...
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...assist them and instill in them that they can succeed no matter the odds. Education starts at elementary level; if it is not fostered at that level then graduating from high school is almost an impossible goal to attain. Lake Rim Elementary school is in Fayetteville, NC and was established in March 2000, the school has a student count of 661 students (North Carolina K-12 website 2009). Lake Rim elementary has met the annual adequate yearly progress from 2001-2005, from 2005-2007 they did not meet annual yearly progress but met attendance target (Lake Rim Elementary School website 2009). In 2007-2008 the school met high growth and attendance target. Teacher to student ratio is 1:14 (Lake Rim Elementary School website 2009) and the state of North Carolina is 1:15 (North Carolina K-12 website 2009) and there are 98 students in kindergarten at Lake Rim Elementary School (Lake Rim Elementary School website 2009). The school, faculty, staff, and parents are responsible for assisting students with their academics to help the school raise it academics scores. The school has adapted a program called Lightspan Achieve Now program. This program was design to assist students with math, and reading and it conducts three times a week in a lab setting for 35 minutes to help student with math and reading. The program...
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...Teresa Flanagan Individual Transition Plan Shenandoah University Transitions for Students with Disabilities SED 575 June 25, 2014 Individual Transition Plan OVERVIEW: Student J is a 14-year-old eighth grader at Seneca Ridge Middle School. He was found eligible for special education services in September 2008 as a student with Other Health Impairment (OHI) and a secondary label of an emotional disability (ED). When student J was in his late elementary school years he experienced inability to interact with his peers and maintain social relationships, and was observed shutting down and displaying self-destructive behaviors. There were interventions and accommodations implemented in elementary school including a behavioral plan, which was revised each year he was in middle school, based on what his interests were which were used as the motivators and rewards he would receive for displaying appropriate behavior and completing work. Student J became academically successful and was showing great progress at the end of seventh grade. During his 8th grade year he went through the reevaluation process and was found continued eligible under the same primary and secondary labels. The areas of concern for Student J were identified as problems with using appropriate language, and the same behaviors of shutting down when he was experiencing frustration. This cased a lack of progress in content subject areas during his eighth grade year. Student J receives special education services...
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...Problems and Goals Case Study Ray Avalos BSHS395 1/24/2016 Jason Pelopida 1st Problem: (Priority) Problem /Assessment/Behavior: Family living in a homeless shelter with parents and have to move by the end of the month? Interpretation/Strategy: Speak with parents and first discuss homelessness issue. What does their ideal solution look like? Are they open to what I have to offer? Ask about Case Management Consent and for Consent to ask for team meeting with shelter staff to discuss collaboration of services with Family and Shelter staff to find out what’s next? Planning Ideas /Resource, Support, Services available: If In such team meeting with family and Hew Horizon Staff: confirm with staff at New Horizon Shelter that this family will continue to be within reach of services that you will seek to provide for the issues to be addressed and if not what will their aftercare services look like for upcoming placements to match their needs? Goal :( measurable and attainable by objectives): After care Shelter network resources provided by the Shelter system will/can provide subsidized housing within one month as family completes eligibility process with First Avenues Subsidy Rental Process? If so then: Objectives: (smaller steps to goal) Meet with Shelter staff to find out qualifications Objective: Encourage Family to do Aftercare Orientation to understand resources available to them…Also ask...
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