Session 1 of 10

PLAAFP

Write present levels that say what a student can do now, backed by dated, measurable data. Staff practice the six steps, then revise a weak statement into one that holds up in a review.

Federal reference 34 CFR 300.320(a)(1)

Session 2 of 10

Annual goals

Turn documented needs into measurable annual goals. Staff check that each goal has a baseline taken from the present levels, a clear measure and a realistic target, and practice rewriting vague goals.

Federal reference 34 CFR 300.320(a)(2)

Session 3 of 10

Services and supports

Match special education, related services and supplementary aids to documented needs. Teams practice writing frequency, duration, location and provider so a service can be delivered exactly as written.

Federal reference 34 CFR 300.320(a)(4) and (a)(7)

Session 4 of 10

LRE and placement

See how a team considers the least restrictive environment, from supports in the general classroom to more specialized settings, and how to document the reasoning and any time away from peers without disabilities.

Federal reference 34 CFR 300.114 to 300.116; 300.320(a)(5)

Session 5 of 10

Prior written notice

Prior written notice, section by section. Staff learn what the notice must contain, when it is due, and how to explain a proposed or refused action in plain language families can follow.

Federal reference 34 CFR 300.503

Session 6 of 10

Transition

Build transition plans that start from the student's own goals: age-appropriate assessments, measurable postsecondary goals, and services that lead to them. Staff check their timelines against federal and state rules.

Federal reference 34 CFR 300.320(b)

Session 7 of 10

Progress monitoring

Collect data that shows whether a student is on track, report progress to families on schedule, and know when slow progress means the IEP team needs to meet.

Federal reference 34 CFR 300.320(a)(3); 300.324(b)(1)

Session 8 of 10

IEP meetings

Run meetings that include families and end with a clear plan: who must attend, how parents take part, how to handle disagreement, and how to keep the conversation on the student.

Federal reference 34 CFR 300.321 and 300.322

Session 9 of 10

Accommodations and modifications

Tell the two apart with one question: does this change what is being measured? Staff practice choosing, writing and implementing accommodations, and see how modifications affect grades and testing.

Federal reference 34 CFR 300.320(a)(4) and (a)(6)

Session 10 of 10

Fair grading

Grade students with disabilities honestly without lowering the bar. Covers accommodated and modified work, grades versus progress reports, transcripts, and what to do when a student is failing.

Federal reference 34 CFR 300.324(b)(1)(ii)(A); Endrew F. (2017)