This discussion is your opportunity to demonstrate your understanding of the objective: Examine the importance of a student’s present levels of performance in the development of an Individualized Education Program. The discussion represents an introduction to Course Learning Outcome1 and 3 and the MASE Program Learning Outcome 1, 2 and 5.
You play an important role in the Individualized Education Program (IEP) team, which is required to meet at least once annually. This federal mandate requires that all participants meaningfully contribute information regarding the student’s current abilities, strengths, and areas of weaknesses so that specific goals and services can be provided. The IDEA requires the following personnel to meaningfully participate in the IEP team process (“IDEA/IDEIA: The rights your child has as one with a disability,” n.d.) :
According to IDEA 2004, Section 1414(d)(1)(B), the IEP team includes:
- the parents of a child with a disability;
- not less than 1 regular education teacher of such child (if the child is, or may be, participating in the regular education environment;
- not less than 1 special education teacher, or where appropriate, not less than 1 special education provider of such child;
- a representative of the local educational agency . . .
- an individual who can interpret the instructional implications of evaluation results . . .
- at the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
- whenever appropriate, the child with a disability.”
The written document that results from the IEP team meeting is akin to a “roadmap” that is specifically designed for each student who qualifies for special education and related services.
During Henry’s annual IEP meeting, his present levels of performance are discussed. You are still concerned for Henry’s overall lack of academic progress and quiet demeanor. Since you know Henry well and want him to be successful in school, you make suggestions to the team regarding his goals.
Collaboratively developing goals for any student is one of the most important components of the IEP process. Because they are the basis on which appropriate services and placement are determined, this discussion serves significant importance to the overall plan that is developed. IEP goals must be developed based on the student’s current levels of abilities, be measurable, linked to the general education curriculum and reasonably met within one year.
Initial Post: First review the results of Henry’s evaluation report explained in the Instructor Guidance and available in the week’s resources. Next, using the Goalbook Toolkit (Links to an external site.), choose at least three goals based on your understanding of Henry’s present levels of performance. Because Henry’s academic grade (age) has not been specified, you can choose whichever you feel is most suitable. Create an initial response that explains why you chose each goal with support from the readings and Instructor Guidance from Week Five. Additionally, specifically state how the selected goals relate to Henry’s identified area of weakness. See attachment for full work instructions
Week 5 Discussion 1 Present Level of Performance
This discussion is your opportunity to demonstrate your understanding of the objective: Examine the importance of a student’s present levels of performance in the development of an Individualized Education Program. The discussion represents an introduction to Course Learning Outcome1 and 3 and the MASE Program Learning Outcome 1, 2 and 5.
You play an important role in the Individualized Education Program (IEP) team, which is required to meet at least once annually. This federal mandate requires that all participants meaningfully contribute information regarding the student’s current abilities, strengths, and areas of weaknesses so that specific goals and services can be provided. The IDEA requires the following personnel to meaningfully participate in the IEP team process (“IDEA/IDEIA: The rights your child has as one with a disability,” n.d.) :
According to IDEA 2004, Section 1414(d)(1)(B), the IEP team includes:
i. the parents of a child with a disability;
ii. not less than 1 regular education teacher of such child (if the child is, or may be, participating in the regular education environment;
iii. not less than 1 special education teacher, or where appropriate, not less than 1 special education provider of such child;
iv. a representative of the local educational agency . . .
v. an individual who can interpret the instructional implications of evaluation results . . .
vi. at the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
vii. whenever appropriate, the child with a disability.”
The written document that results from the IEP team meeting is akin to a “roadmap” that is specifically designed for each student who qualifies for special education and related services.
During Henry’s annual IEP meeting, his present levels of performance are discussed. You are still concerned for Henry’s overall lack of academic progress and quiet demeanor. Since you know Henry well and want him to be successful in school, you make suggestions to the team regarding his goals.
Collaboratively developing goals for any student is one of the most important components of the IEP process. Because they are the basis on which appropriate services and placement are determined, this discussion serves significant importance to the overall plan that is developed. IEP goals must be developed based on the student’s current levels of abilities, be measurable, linked to the general education curriculum and reasonably met within one year.
Initial Post: First review the results of Henry’s evaluation report explained in the Instructor Guidance and available in the week’s resources. Next, using the Goalbook Toolkit (Links to an external site.), choose at least three goals based on your understanding of Henry’s present levels of performance. Because Henry’s academic grade (age) has not been specified, you can choose whichever you feel is most suitable. Create an initial response that explains why you chose each goal with support from the readings and Instructor Guidance from Week Five. Additionally, specifically state how the selected goals relate to Henry’s identified area of weakness.
Guided Response: Review the posts of your classmates and that of your instructor. Respond to at least two peers by comparing your suggestion of the three goal areas with those evidenced by your peers. Be sure to endorse, question or refute your peer’s suggestions using the text, Instructor Guidance or other outside scholarly resources as supporting evidence. You are encouraged to provide additional resources that will assist with your explanation.
Though two replies are the basic expectation, for deeper engagement and application of the material, you are encouraged to provide responses to any comments or questions others have made (including your Instructor) before the last day of the discussion period. This will extend the conversation while providing opportunities to demonstrate your content expertise, critical thinking, and real work experiences with this topic.
Instructor Guidance
Week Five
Present Level of Performance
Just like a strong foundation sets the groundwork for a well-built home; the Present Level of Performance (PLP) is the bedrock of the Individualized Education Program. According to IDEA (Individuals with Disabilities in Education Act),
Each Child’s IEP must contain (1) A statement of the child’s present levels of academic achievement and functional performance, including (i) How the child’s disability affects the child’s involvement and progress in the general education 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. (Building a Legacy, 2015)
What this means is that the present level of performance includes a student’s areas of strength and need; what, if anything impedes and/ or enhances learning; and how the disability impacts learning within the general education classroom. This information comes from the team of professionals who collect formal and informal assessment data, observational reports and other classroom artifacts (Present Level, 2010). It is used to update previous IEP components such as annual goals and objectives or to create an initial Education Program. The following one and a half minute video, Present Level of Performance Tips (Links to an external site.), provides a basic introduction for how to write a student’s Present Level of Performance.
In Practice
One of the most satisfying experiences for teachers is witnessing the “ah ha!” moment—that moment when a student understands a concept, finds a solution, or sparks a great idea. The teachers who witness these moments are those who plan instruction that is dynamic, engaging and stimulate higher-level thinking (Explore Teaching, n.d.; Fried, 2013; Kelly, 2017; Zdanowicz, 2012). This type of planning begins with reviewing the present level of performance of those students who have an IEP and examining the results of various assessment data, which is then used to create classroom instruction. As a new teacher, phrases such as “various assessment data” and “drive instructional planning” may sound intimidating. However, look at this in small, bite-sized pieces will hopefully spark your “ah ha” moment (Using Assessments, 2013).
Figure 2: Assessment Examples, 2015
Week Five Discussion Guidance
Henry’s evaluation report explains that his strengths are in math calculation and fluency, or accuracy. He also excelled in writing samples and letter-word identification, which required him to use visual and auditory information to complete each assessment. Based on his education assessment, Henry struggled with reading and vocabulary comprehension and writing fluency, or accuracy skills. Using this information, for this week’s discussion board post, you will visit the Goalbook Toolkit: Browse Instructional Content (Links to an external site.) and identify three goals that can assist Henry in improving academically.
Week Five Assignment Guidance
Mr. Franklin and you spend your 90-minute planning period creating instruction to meet the needs of all your students. Because he is considered the content expert while you are considered the content delivery expert (access specialist), he looks to you for guidance on creative and engaging lesson plans that are aligned to the assessment data results and also the interests and strengths of the students. The lesson you create must meet the needs of your 28-students, including the seven identified as having specialized academic and behavioral needs. You explain to Mr. Franklin that classroom assessments vary but should also be individualized. For example, they can be a quick ‘check in’ with a ‘thumbs up’ or ‘thumbs down’ to gauge all the students at once; a running record using a checklist of skills; a content-based game such as Jeopardy; or a brief written evaluation of the daily objective. For this week’s assignment, you will choose three informal assessments from Informal Assessment Strategies: A-Z for the Math Classroom (Links to an external site.) to share with Mr. Franklin, along with an explanation of how they can be used to evaluate class-wide skills. When choosing the assessment for Mr. Franklin, think about how it will accurately evaluate every level of understanding, its accessibility to all students, and how the results will be used to drive instruction. Make sure to use the Grading Rubric as a self-checklist before submitting the final copy of your assignment to confirm you have met or exceeded each required expectation. The highest level of achievement on the rubric is distinguished, which is only earned through exceeding posted expectations at the proficiency level. Please remember you are in a masters-level program. Therefore, your writing, research, and content are held to graduate-level expectations.
References
Ed Gov. (n.d.). Preamble – Analysis of comments and changes (Links to an external site.). Retrieved from http://idea.ed.gov/explore/view/p/,root,regs,preamble2,.html
Explore teaching (Links to an external site.). (n.d.). Retrieved from https://www.teach.org/explore-teaching
Fried, K. (2013, December 16). 21 Reasons to quit your job and become a teacher (Links to an external site.). Retrieved from http://www.huffingtonpost.com/katrina-fried/teacher-job_b_4101468.html
Goalbook toolkit: Browse instructional content (Links to an external site.). (2014). Retrieved from https://goalbookapp.com/toolkit/browse
Kelly, M. (2017, February 21). Top reasons to become a teacher (Links to an external site.). Retrieved from https://www.thoughtco.com/top-reasons-to-become-a-teacher-8343
Moersch, C. (2008). Informal assessment strategies: A-Z for the math classroom (Links to an external site.) [Booklet]. Retrieved from http://loticonnection.cachefly.net/iste_2010/Informal_Assessment_Strategies.pdf
ParentHub. (2010, September). Present levels (Links to an external site.). Retrieved from http://www.parentcenterhub.org/repository/present-levels
Thompson, C. [Christina Thompson]. (2014, July 30). Present level of performance tips (Links to an external site.) [Video file]. Retrieved from https://youtu.be/_CeHFdOz6N4
Using assessment to drive instruction. (2013, September 19). Retrieved from http://www.slane.k12.or.us/files/common/4_2_Adjustments.pdf
Zdanowicz, C. (2012, September 15). Why they teach despite it all (Links to an external site.). Retrieved from http://www.cnn.com/2012/09/14/us/why-teachers-stay-ireport/
Required Resources
Text
Henley, M., Ramsey, R. S., & Algozzine, R. (2009). Characteristics of and strategies for teaching students with mild disabilities . Upper Saddle River, N.J: Pearson
· Chapter 6: The Inclusive Classroom
· Chapter 7: Learning and Teaching
Articles
Moersch, C. (2008). Informal assessment strategies: A-Z for the math classroom [Booklet]. Retrieved from https://www.yumpu.com/en/document/view/4088106/informal-assessment-strategies-a-z-for-the-math-classroom
· This eight-page PDF lists “A- Z” informal assessment strategies with the misleading title of “for the math classroom” as each method is useful for every content area. Accessibility Statement does not exist. Privacy Policy
Pacer Center. (2014, October 14). A place to start: Understanding the present level of academic achievement and functional performance statement (Links to an external site.). Retrieved from http://www.pacer.org/parent/php/PHP-c186.pdf
· For each student with a disability, creating a roadmap to success begins with a present level of performance. The PACER (Parent Advocacy Coalition for Educational Rights) Center published a two-page handout on what information should and should not be included when documenting present levels of academic achievement and functional performance. Accessibility Statement (Links to an external site.) Privacy Policy
Supplemental Material
Goalbook Common Core & UDL toolkit: IEP goals in reading, writing, math, behavior and autism (Links to an external site.) . (2014). Retrieved from https://goalbookapp.com/toolkit/browse
· The Goalbook Toolkit offers a repository for educators to tailor student goals using instructional standards, objectives and strategies.
Recommended Resource
Website
IDEA – Building The Legacy of IDEA 2004 (Links to an external site.). (n.d.). Retrieved from http://idea.ed.gov/part-c/search/new.html
· This website offers the federal definitions of IEP team attendance.
