IEP Process White Board Template

PLAAFP Supplementary Aids / Goals & Objectives / Special Education Program Parent Input Area of Need Data Impact Services Benchmarks and Related Services

It is important for To develop a PLAAFP statement, --aids, services and other Needs that cannot be met For every goal, there must be a family members to you must identify areas of need supports that are provided through supplementary aids and special education program / offer input without related to the student’s ASD and in regular education services and needs that require service to address it, including, judgement or reaction the impact of the ASD on access classes ….. to enable specialized instruction must be but not limited to: from staff. When to and progress in the general children with disabilities addressed in goals / objectives gathering parent input, education curriculum and to be educated with non- and/or benchmarks (or transition Services: SLP, SSW, OT/PT: do not question, environments. disabled children to the plans for transition age students). Determine amount of time needed disagree, or give maximum extent to assist the student in making explanation to The following skill areas should appropriate. Goals & Objectives / adequate progress on goals / anything they list as be considered for students with Benchmarks must be objectives. Consider push-in issues, concerns, or ASD: Of the need areas identified measurable. services FIRST. wishes. Simply write  Ability to Participate in in the PLAAFP, which them all on a white Instruction (engagement) ones can be addressed Measurable goals & objectives / Placement / Program: The board as they are  Socialization Skills / through the use of benchmarks must be designed to question to ask to ensure LRE is expressed, and then Competence supplementary aids and meet the needs of the student considered in the planning for use the list as a guide services? that result from the disability to placement is: “With the id throughout the  Communication enable the child to be involved identified supplementary aids / meeting (whether or  Independent Skills Universal supports for and make progress in the general services and push in itinerant / not it is a formal IEP)  Transition Issues students with ASD should education curriculum. related services, can the student to be sure their input is  Ability to Manage Stress / always be considered first: make adequate progress on the addressed. Anxiety  Visual Supports & Goals & objectives / benchmarks goals and objectives?” Strategies should NOT be a restatement of  Behaviors the general education curriculum If yes, no placement outside of  Functional or a list of everything the student general education is needed. Communication PLAAFP statements must also is expected to learn. They System include assessment and should be the prioritized needs If no, what amount of time would observational data for each area  Peer to Peer Support from the PLAAFP. the student need to be pulled from of need compared to peers.  Positive Behavioral the general education Interventions and It’s often helpful to ask “What environment to work specifically Data can be derived from any / all Supports skills does the student need in on the goal(s) to ensure adequate of the following (not an inclusive order to access / master the progress? list)  Accommodations / Modifications content rather than what  Standardized Measures content the student needs to What placement is most  Appropriate Adult  Rating Scales learn.” conducive to working on the Support goals / objectives?  State / Local Assessments  Classroom Output  Grades / Progress Notes  GLCEs

START August 2016 IEP Process White Board Template

START August 2016