This session provides participants with an understanding of how the key components of the Standards-Based IEP process work together to develop aligned, data-driven IEPs that support student access to, and progress in, the enrolled grade-level general education curriculum.
Participants will:
- Recognize key federal and state regulations and Texas Education Agency (TEA) guidance that direct IEP content and development.
- Develop compliant present levels of academic achievement and functional performance (PLAAFP) statements that include how the student’s disability affects their involvement and progress in the general education curriculum (or, for preschool children, how the disability affects the student's participation in appropriate activities), addresses all disability characteristics unique to the student and related services needs, describes the student’s strengths, identifies areas of critical need by describing what the student’s non-disabled grade-level peer is expected to do in the general education curriculum in academic areas, and baseline data for areas of critical need in academics and functional areas.
- Write measurable annual goals and short-term objectives or benchmarks, if appropriate, with the required four components (timeframe, conditions, behavior, and criterion) built from baseline data in the PLAAFP and inform the specially designed instruction (SDI) required to support student progress toward the goal.
- Design effective data collection methods for progress monitoring annual goals and establish systems for reporting progress to parents.
By the end of this session, participants will understand the importance of these components and how their alignment results in an appropriate and ambitious IEP for students receiving special education and related services.
The intended audience for this training is special education teachers, related service providers, and any other professional staff responsible for drafting a student’s IEP, including the PLAAFP and measurable annual goals.
Please plan to bring (or have access to via an electronic device) an IEP of a student on your caseload. We will engage in an activity in which you will analyze your student's PLAAFP, annual goal(s), and data collection for progress monitoring.
This program has been submitted for approval of 11 clock hours of continuing education credit by the Texas Speech-Language-Hearing-Association (TSHA). TSHA approval does not imply endorsement of course content, specific products, or clinical procedures.