Student-Centered IEP Planning

Achieving Quality, Promoting Collaboration, Maintaining Compliance

COMPONENTS

• Minicourse A:
  Student Centered IEP Planning: Writing Quality Present Level of Performance Statements

  This course provides in-depth information for writing a PLAAFP statement. The PLAAFP statement is based upon individual student assessment and provides detailed information to the ARD committee regarding the student’s current level of performance and skills needed to progress in the general curriculum. Upon completion of this course, participants will understand how to interpret assessment data and write meaningful PLAAFP statements.

• Minicourse B:
  Student Centered IEP Planning: Writing a Measurable Annual Goal

  This course provides comprehensive assistance to teachers writing annual goals and short-term objectives for students with disabilities. Participants will learn how to write annual goal statements and short-term objectives that follow TCBC format, are measurable, and meet all federal and state requirements.

• Minicourse C:
  Student Centered IEP Planning: Writing Relevant Short-Term Objectives

  Learn essential information regarding data collection methods related to the IEP process. Participants will learn how to select the appropriate data collection method for each IEP goal or objective and how to accurately report progress. Regulations related to progress reporting will be explained so that teachers know their responsibilities with regard to progress monitoring and reporting.

• Minicourse D:
  Student Centered IEP Planning: Aligning with Grade Level Standards

  Understand the best methods to write IEPs for students that are aligned to grade level standards. Teachers will learn how to select critical skills that should be included on IEPs in order to allow students with disabilities access to the general curriculum.

• Minicourse DTXV:
  Student Centered IEP Planning: Aligning with Grade Level Standards in Texas Schools

  This course provides guidance to Texas school teachers to write IEPs for students that are aligned to grade level standards. Teachers will learn how to select critical skills that should be included on IEPs in order to allow students with disabilities access to the general curriculum.