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A/lL J͌{~ ahIy W"i'4ƕI f<%`Ndpcw O R‚ a˫<#)|n4?WO>eg~_~O_~o>W#}ƕ(F1U48z9f؃[' 9{#ocEX OGq4)}4w[q-~oy">1Udbd>쐦q܅h+|8=)q}z5G#GOfBSgkzSbX> wYM m}[{|=)Zq,_=ٌɉ26TsFnK30Kh XtGXe^\$A1`ny<9HK8ԙe/o) ʞQvPX1m'2bfp͚V4RV >5aA0eC fdnpuq}.ʵxBwEWRםϚh a¢8c^°Fjnwbk1@!κpd4g7"xs*a\4vqUF^*'3!U<]RxM(`R!D1)ktJBUuveE敐xl&v0lP oLB #uLYZ.knBUݼίR3Ut;{={Vn9T,ᆀojD ꢻ- {CscppS;4BB;Q dʒS5cYLDUĕ{LkpbuSM44R7U=dkwJNHސ=~p4%]+i~N, kmŪiZ,/N1G5X, ?*Bf?:;P[| l @ګ1=vfewȇSmY_T{Z".(w;']ع[۵M OQXͩY~"Ƀl[  t>( PrI/S t t  xxT0e0e?Rectangle 2p 0d  @8___PPT11 kWriting Measurable Goals $ 3"  t Hx_?Rectangle 8FP___PPT110(   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography 8___PPT10 _Objectives: The GOAL for this presentation is for participants to write measurable goals and objectives compliant with the requirements of IDEA and Rule 6A-6.03028 **This does not address all of the required components of the IEP**6 8 d & "   V]8Xx$ t #  ? 3f3f___PPT10u.qp>+D=' = @B +", '|(  |h |  x0e0e?Rectangle 6`0   4Steps to Writing IEP s: :     3 | F?Text Box 9Pj |<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 1Step 1 Pre-meeting preparation -Be prepared prior to the IEP meeting Step 2 Present Level of Educational Performance -PLEP Step 3 Observable, measurable goals$  d&  V]8Xx$ | #  ? 3f3f___PPT10u.Sp(R+D=' = @B +" d( H D  FXB ?Text Box 4P___PPT110(   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography 8___PPT10 &STEP 1: Pre-Meeting Preparation Learn about the student s exceptional needs by reviewing:0[ 8 d2!" :" [ V]8Xx  Fx2 ?Text Box 5P,d \  ___PPT11     hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography p___PPT10PH RMost recent evaluation(s) such as: Reading Diagnostic FCAT score Psychoeducational report Current and/or previous IEP s Grade history (Infinite Campus) Anecdotal observation(s) Student work products Other Sources: Current and/or previous teachers Guidance Counselor Parent/Guardian Student n#8 d2728 d2q8 d228 d2d!2d+ d8 d228 d2#"7"r" & &!"+"& &  * 8Xx  F ?Text Box 7d___PPT11D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography @___PPT10  ***The ideal goal is for a student, when possible, to be a fully active participant in the IEP process by the time he/she enters high school, OR SOONER! Discussing learning hardships with students, future desires, and effective learning styles is one of many ways to encourage self-determination.** P* 8d2 d""" + V]8Xx$  #  ? 3f3f___PPT10u. n@.+D=' = @B +"    0( ndleType   Fx} ?Text Box 6@||<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 9Gathering information from multiple sources will lead to:": 8 d2:"$ : V]8Xx  H( ?Rectangle 80@|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 ? More accurate and relevant goals An effortless, exemplary IEP$@!8 d2@" @ V]8Xx9  H?Text Box 11 @|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 5If you are not comfortable with the process and feel unsure, you can request assistance from: Veteran ESE teacher Department chair, or Staffing specialist assigned to your school>^ 8 d2X8 d2"  V]8Xx$  #  ? 3f3f___PPT10u.V O+D=' = @B +"     P} (  *   x30e0e?Rectangle 7pP`  ` ^What are the students strengths? How does the disability impede the student from learning and/or socializing? Is there a need for remediation to pass the FCAT? Are there any skills or behaviors the student needs to learn?4"  Z V] 8@X`x  Hh ?Rectangle 9p|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 oOnce you have gathered the information, the following questions will be used to guide you as you write the IEP:p  p" p V]8Xx8  Jc ?Rectangle 15@P|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 2**Note: The student s needs, strengths, assessment results, and any other relevant information will be used to develop/write the present level of educational performance (PLEP), annual goals, and benchmarks/short-term objectives.**     V]8Xx$  #  ? 3f3f___PPT10u.@*+D=' = @B +0 **p >*( (65! m   xn0e0e?Rectangle 2   9Step 2 - Present Level of Educational Performance (PLEP) ::  *("*   :i  Nh?Rectangle 6 `0 ___PPT11ld   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography P___PPT100( The student-unique information you gathered in STEP 1 will be used to develop the Present Level of Educational Performance on the goal page (page 2) for each domain area needed. The PLEP is broken down into 5 components on the goal page: z  d/eee g gf/m/5 V]8Xx  F ?Text Box 7"PK!{[Content_Types].xml|AN0EH,BI F$- qڲAK{4fg`bhlz39,7U=DdQhVN9GLUHe2!gu]]k(#*kzky_O&鴷Vb\D:r g.dUg3Uc8O.͹᭜&9R~_,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!0drs/downrev.xmlDJ1!MnZ0n;ɚv/7܉p=R 8j}\=H.xp+~CmnETs_IjKizkBd%VN( / {zTnY[׬.;׳SjZ_^ O%Wv<+6괏l0eʥSPK-!{[Content_Types].xmlPK-!Z,[ _rels/.relsPK-!0drs/downrev.xmlPK 0 p@ n|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 {Identified domain( 8 d2&  V]8Xx  HX?Text Box 19"ICPK! [Content_Types].xmlQN0 #QI!v:`|mDDq(n쀄8~ZQ̘_˕*@ou2x cX=\7v=r9iMf H']Hd.S#wQ_6gȋl;}tt)eU-!lT/STOl<9R~Q&4@Dƨ*j"t3D q>}-^p>rr‘ܼlb!\}PPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!( drs/shapexml.xmlVn7?$"!kvFǂr-F\ rWJE/p9$o<5lBV|f̙>U;bYUy mR(ʕjE|㼲k\hEB3<|PQ$jtrGGh%SީD嬻 AޤNÞyDgnuRVP%f쒄6͌%v4(4K{X w_}OF :LL32I`ՊpWqPƇl_mkF6yHj

6NdI?x\F/WMz;$ewc6C/{[7=|(j#>yyu}Vʞ|\@ف\lYKYgk蘀@\w2$F?r`7 [k] MLa*A!3&ȸɢNII=~奚B4`v^5B"(%W"DyU3_Z{DY_uȘ^pOo׏bB$)lڻ`mM5 Sj cb\*,CUSۆ-4~[ MV{2ߙ!1=%xqu,_JIy`L$dlMOPK-! [Content_Types].xmlPK-!1_a /_rels/.relsPK-!( *drs/shapexml.xmlPK-!jO0drs/downrev.xmlPK8@pd___PPT11D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography @___PPT10  WAfter completing step 1 (gathering student information) and step 2 (writing the PLEP), you will be prepared for STEP 3 (writing the annual goal and short-term objectives/benchmarks)B 8 d2p"&ff@"ppv V]8Xx  JI?TextBox 5P @ 9 L___PPT11,   hdman`  Arial&Monotype Typography 0___PPT10 Source of information( 8 d2&  V]8Xx  J?TextBox 6@ P ) L___PPT11,   hdman`  Arial&Monotype Typography 0___PPT10 Present level of performance( 8 d2&  V]8Xx  J?TextBox 70 t-  L___PPT11,   hdman`  Arial&Monotype Typography 0___PPT10 Effects of disability( 8 d2&  V]8Xx  J؛ ?TextBox 8  h___PPT11H(   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography 8___PPT10 Priority educational need6 8 d2&"  V]8Xx$  #  ? 3f3f___PPT10.W+D$' = @B D' = @BA?%,( < +O%,( < +D' =%(D' =%(D]' =A@BBBB0B%()?)?D' =0l9 CCBB*<3<*D' =%(D' =A@BBBB0B%(D' =,54*3>!Bstyle.color='`B@BPB<*+p+0+ ++0+ +" H(  g$ z  RA??Picture 5  Lx7?Text Box 5@ P___PPT110(   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography 8___PPT10 zThese statements are written in conjunction with the domains and/or transition service needs identified on the Front Page 0{ 8 d2z"" { V]8Xxv  ^x*?Text Box 6@|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 \" 8 d2"  V]8Xx$  #  ? 33___PPT10u.Wt1+D=' = @B +" d( Q  z  RA??Picture 9  ^Xx?Text Box 5 r|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 g " 8 d2"  V]8Xx  LW?Text Box 8 |<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 >The Domains to be addressed need to be checked below and include at least 1 goal page for each one. For example, if the student is SLD and needs a Curriculum and Learning and Communication Goal page, check both areas and include goal pages. Goals are to be written in the Domains and/or Transition areas checked here."? 8 d2?" ? V]8Xxi  FXٛ?Text Box 90 P |<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 gx$ 8 d2"  V]8Xxk  H?Text Box 10P P|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 gx$ 8 d2"  V]8Xxk  Hx?Text Box 13 7 |<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 gx$ 8 d2"  V]8Xx$  #  ? 33___PPT10u.W@z+D=' = @B +" 1 ** ;*( ؤ  m   x0e0e?Rectangle 2   9Step 2 - Present Level of Educational Performance (PLEP) ::  *("*   :i  N?Rectangle 6 `0 ___PPT11ld   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography P___PPT100( The student-unique information you gathered in STEP 1 will be used to develop the Present Level of Educational Performance on the goal page (page 2) for each domain area needed. The PLEP is broken down into 5 components on the goal page: z  d/eee g gf/w/5 V]8Xx  FM?Text Box 7` p@I x|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 {Identified domain( 8 d2&  V]8Xx  HN?Text Box 19"ICPK! [Content_Types].xmlQN0 #QI!v:`|mDDq(n쀄8~ZQ̘_˕*@ou2x cX=\7v=r9iMf H']Hd.S#wQ_6gȋl;}tt)eU-!lT/STOl<9R~Q&4@Dƨ*j"t3D q>}-^p>rr‘ܼlb!\}PPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!( drs/shapexml.xmlVn7?$"!kvFǂr-F\ rWJE/p9$o<5lBV|f̙>U;bYUy mR(ʕjE|㼲k\hEB3<|PQ$jtrGGh%SީD嬻 AޤNÞyDgnuRVP%f쒄6͌%v4(4K{X w_}OF :LL32I`ՊpWqPƇl_mkF6yHj

6NdI?x\F/WMz;$ewc6C/{[7=|(j#>yyu}Vʞ|\@ف\lYKYgk蘀@\w2$F?r`7 [k] MLa*A!3&ȸɢNII=~奚B4`v^5B"(%W"DyU3_Z{DY_uȘ^pOo׏bB$)lڻ`mM5 Sj cb\*,CUSۆ-4~[ MV{2ߙ!1=%xqu,_JIy`L$dlMOPK-! [Content_Types].xmlPK-!1_a /_rels/.relsPK-!( *drs/shapexml.xmlPK-!jO0drs/downrev.xmlPK8@pd___PPT11D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography @___PPT10  WAfter completing step 1 (gathering student information) and step 2 (writing the PLEP), you will be prepared for STEP 3 (writing the annual goal and short-term objectives/benchmarks)B 8 d2p"&ff@"zpv V]8Xxx  JX?TextBox 5"PK!{[Content_Types].xml|AN0EH,BI F$- qڲAK{4fg`bhlz39,7U=DdQhVN9GLUHe2!gu]]k(#*kzky_O&鴷Vb\D:r g.dUg3Uc8O.͹᭜&9R~_,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!odrs/downrev.xmlDj@aDK%"jfn~HNhsz;^|kYb .nVP\^S> k-ynfOk̴sEPAIˆ cWYg0j#r$+i@ (wE^ގq~>]b^@SU/* V Z}B)n4ZPK-!{[Content_Types].xmlPK-!Z,[ _rels/.relsPK-!odrs/downrev.xmlPK @ i L___PPT11,   hdman`  Arial&Monotype Typography 0___PPT10 Source of information( 8 d2&  V]8Xx  J ?TextBox 6p P Y L___PPT11,   hdman`  Arial&Monotype Typography 0___PPT10 Present level of performance( 8 d2&  V]8Xx  J8 ?TextBox 7 t- y L___PPT11,   hdman`  Arial&Monotype Typography 0___PPT10 Effects of disability( 8 d2&  V]8Xx  J ?TextBox 8  ih___PPT11H(   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography 8___PPT10 Priority educational need6 8 d2&"  V]8Xx$  #  ? 3f3f ___PPT10.W+DD' = @B D' = @BA?%,( < +O%,( < +D6' =%(%(D' =%(D]' =A@BBBB0B%()?)?D' =0l9 CCBB*<3<*D' =%(D' =A@BBBB0B%(D' =,54*3>!Bstyle.color='`B@BPB<*+p+0+ ++0+ +"  ( 8  z  RA??Picture 6R  L[ ?Text Box 5s}P___PPT110(   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography 8___PPT10 Source(s) of information upon which the statement is based (e.g., teacher input, previous IEP, parent input, most recent evaluation). F 8 d2 8 d2""  V]8Xx  ^w!?Text Box 6P~|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 \" 8 d2"   V]8Xx$  #  ? 33___PPT10u.W+D=' = @B +" 1  ** ;*( xf  m   x 0e0e?Rectangle 2   9Step 2 - Present Level of Educational Performance (PLEP) ::  *("*   :i  NH ?Rectangle 6 `0 ___PPT11ld   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography P___PPT100( The student-unique information you gathered in STEP 1 will be used to develop the Present Level of Educational Performance on the goal page (page 2) for each domain area needed. The PLEP is broken down into 5 components on the goal page: z  d/eee g gf//5 V]8Xx  F ?Text Box 7` p@I |<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 {Identified domain( 8 d2&  V]8Xx  Hx ?Text Box 19"ICPK! [Content_Types].xmlQN0 #QI!v:`|mDDq(n쀄8~ZQ̘_˕*@ou2x cX=\7v=r9iMf H']Hd.S#wQ_6gȋl;}tt)eU-!lT/STOl<9R~Q&4@Dƨ*j"t3D q>}-^p>rr‘ܼlb!\}PPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!( drs/shapexml.xmlVn7?$"!kvFǂr-F\ rWJE/p9$o<5lBV|f̙>U;bYUy mR(ʕjE|㼲k\hEB3<|PQ$jtrGGh%SީD嬻 AޤNÞyDgnuRVP%f쒄6͌%v4(4K{X w_}OF :LL32I`ՊpWqPƇl_mkF6yHj

6NdI?x\F/WMz;$ewc6C/{[7=|(j#>yyu}Vʞ|\@ف\lYKYgk蘀@\w2$F?r`7 [k] MLa*A!3&ȸɢNII=~奚B4`v^5B"(%W"DyU3_Z{DY_uȘ^pOo׏bB$)lڻ`mM5 Sj cb\*,CUSۆ-4~[ MV{2ߙ!1=%xqu,_JIy`L$dlMOPK-! [Content_Types].xmlPK-!1_a /_rels/.relsPK-!( *drs/shapexml.xmlPK-!jO0drs/downrev.xmlPK8@pd___PPT11D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography @___PPT10  WAfter completing step 1 (gathering student information) and step 2 (writing the PLEP), you will be prepared for STEP 3 (writing the annual goal and short-term objectives/benchmarks)B 8 d2p"&ff@"pv V]8Xx  J ?TextBox 5 @ i L___PPT11,   hdman`  Arial&Monotype Typography 0___PPT10 Source of information( 8 d2&  V]8Xx  JhD ?TextBox 6"PK!{[Content_Types].xml|AN0EH,BI F$- qڲAK{4fg`bhlz39,7U=DdQhVN9GLUHe2!gu]]k(#*kzky_O&鴷Vb\D:r g.dUg3Uc8O.͹᭜&9R~_,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!Jedrs/downrev.xmlDN0DHQE@*$ ROmKMvM=8fFoM/.va1@ҶAo9*elַ7+*=_ bCAmC!e[6n`b5M/Y$ iZ;|*]>CZn6n_@DX;O/T NӧjO!GHn4Y\PK-!{[Content_Types].xmlPK-!Z,[ _rels/.relsPK-!Jedrs/downrev.xmlPKp P Y L___PPT11,   hdman`  Arial&Monotype Typography 0___PPT10 Present level of performance( 8 d2&  V]8Xx  J ?TextBox 7 t- y L___PPT11,   hdman`  Arial&Monotype Typography 0___PPT10 Effects of disability( 8 d2&  V]8Xx  J] ?TextBox 8  ih___PPT11H(   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography 8___PPT10 Priority educational need6 8 d2&"  V]8Xx$  #  ? 3f3f ___PPT10.W+DD' = @B D' = @BA?%,( < +O%,( < +D6' =%(%(D' =%(D]' =A@BBBB0B%()?)?D' =0l9 CCBB*<3<*D' =%(D' =A@BBBB0B%(D' =,54*3>!Bstyle.color='`B@BPB<*+p+0+ ++0+ +"u  ph0$(  < z  RA??Picture 6  ^h?Text Box 5P|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 \" 8 d2"  V]8Xx  L ?Text Box 7|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 `What the student is currently able to do in relation to the selected domain or transition need. "a 8 d2a" a V]8Xx$  #  ? 33___PPT10u.WP+D=' = @B +"   P w( t   Th ?Text Box 19`P7|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 x " 8 d2"  V]8Xx3  L ?Text Box 9o,___PPT11    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography ___PPT10ph     Present Level of Performance for: Learning and Curriculum (Reading) Based on: FCAT score IEP, Reading Diagnostic Student is able to: read from a first grade narrative text at an average rate of 30 words per minute (CWPM) with five errors and a second grade narrative text at a rate of 22 words per minute (CWPM) with 8 errors. Student is currently repeating the 3rd grade. The student scored a Level 1 on the FCAT and requires remediation. Effects of Disability: John processes information at a slow rate and has poor short term memory; as a result, he reads 3 grades below grade level which requires John to participate in the resource setting for reading instruction and receive an extra 90 minutes of reading. During the inclusive setting, John must have the text read to him and assessments must be given orally. Tests need to be provided in an alternate setting allowing for more time and less distracters.  d!"""a a  ""$a$f " 2$g$f(g(f,",0c0  V]8XxtB  L?Line 10tB  L?Line 11tB  L?Line 12ptB  L?Line 13 ptB  L?Line 14 tB  L?Line 15tB  L?Line 16  tB  L?Line 17  @tB  L?Line 18 @$  #  ? 33___PPT10u. Y+D=' = @B +"     p (    Hh?Rectangle 2`@3 |<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 To establish a baseline performance in the general curriculum which is used to develop individualized, meaningful and measurable goals  d"  V]8Xxy  HXL?Rectangle 3@@@|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 uPurpose of the PLEP   d"$  V]8Xx  H ?Rectangle 5 @|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 dIf the goal page is to address reading, the PLEP should state what the child is currently able to do in reading. This is important because it will help in writing the annual goal. The PLEP is the base line, and the annual goal is what the team expects the child to do in a year s time worth of instruction. 3  d3" 3 V]8Xx$  #  ? 3f3f___PPT10u.0ܲ+D=' = @B +"H C;( "zSmM   H ?Rectangle 2 PPd___PPT11D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography @___PPT10  PLEP can include statements, as appropriate, regarding: Health Vision Hearing Social/emotional status General intelligence Educational performance Communicative status Motor abilities Vocational skills/ transitionj;  d  d d;" " "  V]Xx$  #  ? 3f3f___PPT10u.+D=' = @B +"d _W( 6!   FX ?Text Box 4PP___PPT110(   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography 8___PPT10 ) Common PLEP Pitfalls In Reading and Math0* 8 d2" )" * V]8XxJ  FX_ ?Text Box 5 P___PPT110(   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography 8___PPT10 ,FCAT scores: Although it is ok to include FCAT/NRT scores or grade level equivalent, they are useless for progress monitoring. Although this type of information can serve as a criterion, it can only be obtained once a year, and progress monitoring should be occurring at 4-6 week intervals or at minimum every grading period. Try to use a PLEP or criterion where the data can be easily attained (e.g. Dibels, CWPM, sight words per minute, 2-digit addition facts& etc.)DF 0 d2 8 d2 $f   V]8Xx|  Fx ?Text Box 70 p|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 zIf you are unsure about the student s PLEP in reading, check with the reading teacher, reading coach, or district level reading specialist." 8 d2"  V]8XxD  FC?Text Box 8p1d___PPT11D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography @___PPT10  Exemplary practice is to attain PLEP from the subject area teacher at the IEP meeting or prior to the meeting when preparing a draft form.> 8 d2"""  V]8Xx$  #  ? 3f3f___PPT10u. .+D=' = @B +"1 ** =*( 26! m   x4 0e0e?Rectangle 2   9Step 2 - Present Level of Educational Performance (PLEP) ::  *("*   :i  NK ?Rectangle 6 `0 ___PPT11ld   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography P___PPT100( The student-unique information you gathered in STEP 1 will be used to develop the Present Level of Educational Performance on the goal page (page 2) for each domain area needed. The PLEP is broken down into 5 components on the goal page: z  d/eee g gf//5 V]8Xx  FO ?Text Box 7` p@I |<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 {Identified domain( 8 d2&  V]8Xx  HS ?Text Box 19"ICPK! [Content_Types].xmlQN0 #QI!v:`|mDDq(n쀄8~ZQ̘_˕*@ou2x cX=\7v=r9iMf H']Hd.S#wQ_6gȋl;}tt)eU-!lT/STOl<9R~Q&4@Dƨ*j"t3D q>}-^p>rr‘ܼlb!\}PPK!1_a _rels/.relsj0 ѽqCNo^K [ILcX&m߾0XFo;>0xM e`|X}đ I`߽N4aG2$RKIZ)4(M9`ctB{m:f@`3n|O,ܗr޾jxR0T ,0@}WBLǬ5vPK!( drs/shapexml.xmlVn7?$"!kvFǂr-F\ rWJE/p9$o<5lBV|f̙>U;bYUy mR(ʕjE|㼲k\hEB3<|PQ$jtrGGh%SީD嬻 AޤNÞyDgnuRVP%f쒄6͌%v4(4K{X w_}OF :LL32I`ՊpWqPƇl_mkF6yHj

6NdI?x\F/WMz;$ewc6C/{[7=|(j#>yyu}Vʞ|\@ف\lYKYgk蘀@\w2$F?r`7 [k] MLa*A!3&ȸɢNII=~奚B4`v^5B"(%W"DyU3_Z{DY_uȘ^pOo׏bB$)lڻ`mM5 Sj cb\*,CUSۆ-4~[ MV{2ߙ!1=%xqu,_JIy`L$dlMOPK-! [Content_Types].xmlPK-!1_a /_rels/.relsPK-!( *drs/shapexml.xmlPK-!jO0drs/downrev.xmlPK8@pd___PPT11D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography @___PPT10  WAfter completing step 1 (gathering student information) and step 2 (writing the PLEP), you will be prepared for STEP 3 (writing the annual goal and short-term objectives/benchmarks)B 8 d2p"&ff@"pv V]8Xx  JHv ?TextBox 5 @ i L___PPT11,   hdman`  Arial&Monotype Typography 0___PPT10 Source of information( 8 d2&  V]8Xx  J8{ ?TextBox 6p P Y L___PPT11,   hdman`  Arial&Monotype Typography 0___PPT10 Present level of performance( 8 d2&  V]8Xxz  Jȉ ?TextBox 7"PK!{[Content_Types].xml|AN0EH,BI F$- qڲAK{4fg`bhlz39,7U=DdQhVN9GLUHe2!gu]]k(#*kzky_O&鴷Vb\D:r g.dUg3Uc8O.͹᭜&9R~_,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!,drs/downrev.xmlDn0ET8E)H,C%S ﱺνgM/uVt [9ZAx@p@wa[`n 9*hBr)j O@6f xZj7Ld. 6648[CU3 >(7fgΦL3ø~h TϺk*8u" [4 PK-!{[Content_Types].xmlPK-!Z,[ _rels/.relsPK-!,drs/downrev.xmlPK  t- y L___PPT11,   hdman`  Arial&Monotype Typography 0___PPT10 Effects of disability( 8 d2&  V]8Xx  J8K ?TextBox 8  ih___PPT11H(   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography 8___PPT10 Priority educational need6 8 d2&"  V]8Xx$  #  ? 3f3f ___PPT10.W+DD' = @B D' = @BA?%,( < +O%,( < +D6' =%(%(D' =%(D]' =A@BBBB0B%()?)?D' =0l9 CCBB*<3<*D' =%(D' =A@BBBB0B%(D' =,54*3>!Bstyle.color='`B@BPB<*+p+0+ ++0+ +"     ( H  z  RA??Picture 5j  L8 ?Text Box 8|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 BHow the student s disability affects the student s involvement and progress in the general curriculum, or for pre-kindergarten children with disabilities, how the disability affects the child s participation in age-appropriate activities (e.g., Jenny can participate independently in a limited number of instructional activities in the language arts curriculum of the regular class, she can use computer-based instruction and tools that are specially designed and fitted with assistive devices to facilitate responses, and she is able to understand what she hears and express her thoughts and ideas effectively with peers)."p 8 d2p" p V]8Xx  ^?Text Box 6Pc|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 \" 8 d2"  V]8Xx$  #  ? 33___PPT10u.W +D=' = @B +" a wIoII( ț   Nx ?Text Box 23___PPT11   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography ___PPT10      JPresent Level of Educational Performance for: Learning and Curriculum (Reading) Based on: FCAT score IEP, Reading Diagnostic Student is able to: read from a first grade narrative text at an average rate of 30 words per minute (CWPM) with five errors and a second grade narrative text at a rate of 22 words per minute (CWPM) with 8 errors. Student is currently repeating the 3rd grade. The student scored a Level 1 on the FCAT and requires remediation. Effects of Disability: John processes information at a slow rate and has poor short term memory; as a result, he reads 3 grades below grade level which requires John to participate in the resource setting for reading instruction and receive an extra 90 minutes of reading. During the inclusive setting, John must have the text read to him and assessments must be given orally. Tests need to be provided in an alternate setting allowing for more time and less distracters. h  d,"""" c c ""$c " $"$2(c(,c,0&0f4"48g8f?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{}~B  L?Line 26` ptB  L?Line 27` Pp   bh! G8 H,?AutoShape 28"PK!{[Content_Types].xml|AN0EH,BI F$- qڲAK{4fg`bhlz39,7U=DdQhVN9GLUHe2!gu]]k(#*kzky_O&鴷Vb\D:r g.dUg3Uc8O.͹᭜&9R~_,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!*'Śdrs/downrev.xmlD1O0Fw$uHl)ZVU% a`,dgzjǎ?I'f#®Pb-\/Ƿ0Z]nLnp__3.iJV KQBiDžrL,Vʌ/7р4`ANar+m;E/'3U Aںv83/PK!.vdrs/downrev.xmlDOK1G~0YKvmZVEzdIbw7x [ۊ8Vp5@kg|?\ހ`)z5-17X$ᐣ:.2,9o1WxܶrebiƎkU{xg:lTl(nADsabe٤l6A잎_1%H^A L \PK-!{[Content_Types].xmlPK-!Z,[ _rels/.relsPK-!.vdrs/downrev.xmlPK   <$DP___PPT110(   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography H___PPT2001$D8___PPT10 _In this particular example, the student exceptionality is Specific Learning Disability. On the psychological report, it has been identified the student has difficulty with short-term memory. In the case of a student with SLD, what are some of the areas affected [as a result of the disability] that inhibit mastering the general education objectives?2`  d_"&f ` V]8XxtB  Lm?Line 300$  #  ?/  33___PPT10.`e. +ҙYXD' = @B Du' = @BA?%,( < +O%,( < +D' =%(%(D7' =%(D' =A@BBBB0B%()))D' =1:Bvisible*o3>+B#style.visibility<*%(D' =+4 8?RCBBCB#ppt_wB*Y3>B ppt_w<*D' =+4 8?RCBBCB#ppt_hB*Y3>B ppt_h<*D ' =%(D' =%(D' =A@BB"BB0B%(D' =+4 . B(ppt_x)0B(ppt_x+1)*Y3>B ppt_x<*%(D' =+4 . B00B -1.0*[3>Bxshear<*%()?)D'  =1:B -1.0*[3>Bxshear<*%(D' =1:Bhidden*o3>+B#style.visibility<*%(DW' =%(D' =A@BB"BB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(D ' X=+4 . B(-#ppt_w/2)0B(#ppt_x)*Y3>B ppt_x<*%(D' =+4 . B00B -1.0*[3>Bxshear<*%(X))?)?D' =0l9 BBBBBB*<3<*%(X))?)?D2' =+4 )B-(#ppt_h/3+#ppt_w*0.1)*Y3>B ppt_x<*%(X))?)?DG' =%(D' =%(D' =A@BB"BB0B%(D' =+4 . B(ppt_x)0B(ppt_x+1)*Y3>B ppt_x<*%(D' =+4 . B00B -1.0*[3>Bxshear<*%()?)D'  =1:B -1.0*[3>Bxshear<*%(D' =1:Bhidden*o3>+B#style.visibility<*%(++0+ ++0+ ++0+ ++0+ +"1 **0 ;*( /*  m    xȲ 0e0e?Rectangle 2   9Step 2 - Present Level of Educational Performance (PLEP) ::  *("*   :i   Nذ ?Rectangle 6 `0 ___PPT11ld   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography P___PPT100( The student-unique information you gathered in STEP 1 will be used to develop the Present Level of Educational Performance on the goal page (page 2) for each domain area needed. The PLEP is broken down into 5 components on the goal page: z  d/eee g gf//5 V]8Xx   FXd ?Text Box 7` p@I |<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 {Identified domain( 8 d2&  V]8Xx   H ?Text Box 19"ICPK! 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LH ?Text Box 2    ___PPT11@   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography h___PPT10H@ Goal Page Individual Education Plan Student s Legal Name: John Doe ID# 123456 IEP Date: 8/29/2008 8 d2 8 d2D 8 d2$""" " " " "  h V]8XxrB  J?Line 3`prB  J?Line 40 prB  J?Line 50 ` rB  J?Line 6` P@rB  J?Line 7``rB  J?Line 8`PrB   J?Line 9PP@q   H ?Text Box 1007|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 mDraft& 8d2&3  V]8Xxt   HL ?Text Box 11P`$|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 p R.C. 8/29/08" 8 d2    V]8XxtB   L?Line 13PPtB   L?Line 12p``'  N ?Text Box 14  l___PPT11LD   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography ___PPT10          jPresent Level of Performance for: Learning and Curriculum (Reading) Based on: FCAT score IEP, Reading Diagnostic Student is able to: read from a 5th grade narrative text at an average rate of 80 words per minute (CWPM) with ten errors and read from a 6th grade narrative text at a rate of 60 words per minute (CWPM) with 15 errors. Student is currently an 8th grader. The student scored a Level 1 on the FCAT and requires remediation. Using Kurzweil, John is able to independently complete text questions at end of chapters in both Science and History. Effects of Disability: John processes information at a slow rate and has poor short term memory; as a result, he reads 2 grades below grade level which requires John to participate in the resource setting for reading instruction and receive an extra 90 minutes of reading. Priority Educational Need: John is currently an 8th grader, his priority educational need is to improve reading by focusing on fluency and vocabulary skills. 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Each page must be reviewed. Place a single strike across DRAFT along with your initials and date reviewed.P d|"&f," & f  V]8Xx$ , #  ? , 3f3f___PPT10.`+D' = @B D' = @BA?%,( < +O%,( < +D' =%(%(D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* ,%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<* ,D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<* ,D' =%(D' =4@BBBB%(D' =1:Bvisible*o3>+B#style.visibility<* ,%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<* ,D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<* ,D#' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<* ,%(D' =+4 8?\CB#ppt_xBCB#ppt_xB*Y3>B ppt_x<* ,D' =+4 8?dCB1+#ppt_h/2BCB#ppt_yB*Y3>B ppt_y<* ,D' =%( D~' =A@BB-BB0B%( D' =1:Bvisible*o3>+B#style.visibility<* ,%(D' =-g6B fade*<3<* ,D%' =+4 8?pCBB+#ppt_w*sin(2.5*pi*$)CB?B*Y3>B ppt_w<* ,D' =+4 8?\CB#ppt_hBCB#ppt_hB*Y3>B ppt_h<* ,++0+ , ++0+ , ++0+ , +"=1 && 4&( h! 4m 4  x 0e0e?Rectangle 2   9Step 2 - Present Level of Educational Performance (PLEP) ::  *("*   :i 4 N8 !?Rectangle 6 `0 ___PPT11ld   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography P___PPT100( The student-unique information you gathered in STEP 1 will be used to develop the Present Level of Educational Performance on the goal page (page 2) for each domain area needed. 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They are a plan for linking the gap between where the student is and where he or she needs to be in relation to the student s grade level indicators or projected diploma option.@  d" &f"  V]8Xx < Je ?Rectangle 15 P___PPT110(   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography 8___PPT10 AStep 3 Write Measurable Annual Goal(s) and Short-term Objectives:B dg:c B V]8XxR < Jx !?Rectangle 17 p d___PPT11D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography @___PPT10  The short-term objectives are the intermediate steps between the PLEP and the annual goal. They break down the annual goal into discrete components.> d"&f|"  V]8Xx < Jh~ ?Rectangle 18 paP___PPT110(   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography 8___PPT10 lBenchmarks are statements of what the student will learn (do not include procedures, schedule, or criteria).2m  d &fc" m V]8Xx$ < #  ? 3f3f___PPT10u.+D=' = @B +"2  = 5 D( zSmM D3 D  x 0e0e?Rectangle 2   g#Benchmarks or Short-Term Objectives$ $" $~ D  x8!0e0e?Rectangle 3`* H___PPT11( ___PPT9       Benchmark (Content Standards)  A specific statement of what all students should know and be able to do at a specified time in their schooling (Sunshine State Standards). They are used to measure a student s progress toward meeting the standard. Benchmark (IEP)  Benchmarks on IEP s describe how much progress the student will make within a specified time segment of the year to attain his or her annual goal. They are major milestones. Short-Term Objective  These are statements on the IEP that break the goal into smaller steps. They are measurable, transitional steps (baby steps) between the PLEP and the annual goal. ls Z   `V] 8@X`x$ D #  ? 3f3f___PPT10e+D=' = @B +"  0L(  L L N ?Rectangle 4pP___PPT110(   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography 8___PPT10 Examples<  dcg"  V]8Xx L HX ?Rectangle 5@   ___PPT11     hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography ___PPT10h`    Short term objectives Given CVC words, John will use a correct decoding strategy in 4 of 5 tries. Using components of word families (e.g.  ing, -ight) John will sound out unfamiliar words 9 of 10 attempts. Benchmarks John will be able to identify, order, and/or compare the relative size of numbers. Benchmark MA.A.1.2.1: The student names whole numbers combining 3-digit numeration (hundreds, tens, ones) and the use of number periods, such as ones, thousands, and millions and associates verbal names, written word names, and standard numerals with whole numbers, commonly used fractions, decimals, and percents. 68 d8 od 68 dT8 od;x nd68 dggc c  ggcc? c :$c$(c(,c, i(<)8Xx$ L #  ? 3f3f___PPT10u.˹+D=' = @B +"   PTa ( XH! 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Annual goals are typically developed such that a year (life of the IEP) is the expected time frame. 8 d2(!8 d2 8 d2"("" " ""V]8Xx$ \ #  ? 3f3f___PPT10u.ι+D=' = @B +" dT( X! d* d lx !wawa1?Rectangle 5d___PPT11D<   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography @___PPT10  < To Make A Goal Measurable Include the following elements: L= dc(:gc( = V]8Xx d fXd !wawa1?Rectangle 60`  ___PPT11   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography h___PPT10H@___PPT9xp fxTime Frame - Specifies the amount of time in the goal period Conditions  Circumstances under which target behavior is to occur Behavior - Clearly identifies the skill or learning to be observed; reflects an action which can be directly observed Criterion - Identifies how much, how often, or to what standards the behavior must occur in order to demonstrate that the goal has been achieved - Mastery Level is required to move on to next skill.8Zd c3c c9 c cnc cc V]8Xx$ d #  ? 3f3f___PPT10u.<@ +D=' = @B +"' &&l&( 3! l l f wawa1?Rectangle 5``0$___PPT11   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography ___PPT10      1. Time Frame - By September 9th, 2009, 2. Conditions - when given a directive, 3. Behavior - Rex will follow a one-step direction, 4. Criterion - within one minute without help, three times a day for two weeks.~8Zxc cc g c cc c c  $g$(g(  ,g,0g0 4c4 8c8Example By September 9th, 2009, when given a directive, Rex will follow a one-step direction, within one minute without help, three times a day for two weeks.^ 8 d2 8 d2"( (   V]8Xx$ l #  ? 3f3f___PPT10u.<+D=' = @B +"~  yqt-( ! tH t H(X ?Rectangle 4 |<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 DQuestions to ask: under what conditions will the behavior be expected when should the student demonstrate the behavior where should the behavior be demonstrated with what materials, people, directions6  d! d"  V]8Xxn t FJ ?Text Box 5 p ] |<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 lBehavior" 8 d2 "   V]8Xxo t Fho ?Text Box 6p |<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 m Condition" 8 d2 "   V]8Xx t H ?Rectangle 7  |<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 Questions to ask: what will the student be able to do what skill or knowledge will the student attain as a result of instruction6  dq! d"  V]8Xxo t F؏ ?Text Box 8p }|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 m Criterion" 8 d2 "   V]8Xx; t H ?Rectangle 9|<___PPT11   hdman`  Arial&Monotype Typography 0___PPT10 7Questions to ask: what standards will be used to evaluate student performance how well, how often, how long, how accurately, how quickly, how soon, how many times, etc. J  d! d  d"  V]8Xx$ t #  ? 3f3f___PPT10u.ѹƨ+D=' = @B +"&! %%|_%( 6i"zSmM |  | fX!wawa1?Rectangle 5``0$___PPT11   hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography    hdman`  Arial&Monotype Typography ___PPT10      1. Time Frame  In 16 weeks, 2. Conditions - while holding onto an adults hand, 3. Behavior  John will walk without stopping to rest 4. Criterion  from the classroom to the playground, one time a day for 2 consecutive weeks.~8Zxc cc c c gcc c  $c$(c(,c,#0g04c48c8