{"id":284,"date":"2020-02-07T07:00:00","date_gmt":"2020-02-07T07:00:00","guid":{"rendered":"http:\/\/blogs.bend.k12.or.us\/the-special-edge\/?p=284"},"modified":"2020-02-06T22:21:10","modified_gmt":"2020-02-06T22:21:10","slug":"special-edge-2-7-2020","status":"publish","type":"post","link":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/2020\/02\/07\/special-edge-2-7-2020\/","title":{"rendered":"Special Edge 2\/7\/2020"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><strong>From the desks of our Behavior Coaches<\/strong><br>Their link to their blog page:&nbsp; <a href=\"http:\/\/blogs.bend.k12.or.us\/tier1andmore\/\">http:\/\/blogs.bend.k12.or.us\/tier1andmore\/<\/a><\/p>\n\n\n\n<hr class=\"wp-block-separator\" \/>\n\n\n<p><strong>From the Desk of Shannon Watters<br \/><br \/><\/strong>Just some Reminders of what to include in the Developmental and Functional performance portion of the PLAAFP:<\/p>\n<p>Supporting Guidance:<\/p>\n<ul>\n<li>The student\u2019s current levels of knowledge and development (strengths and challenges) in subject and skill areas, including as appropriate:\n<ul>\n<li>Activities of functional living<\/li>\n<li>Level of intellectual functioning<\/li>\n<li>Adaptive behavior<\/li>\n<li>Expected rate of progress in acquiring skills and information<\/li>\n<li>Learning style<\/li>\n<li>Social development<\/li>\n<li>Physical development<\/li>\n<li>Management needs: nature and degree to what the student needs in the areas of environmental modifications, material resources, and human resources<\/li>\n<\/ul>\n<\/li>\n<li>Description of proposed services as they relate to functional skills are going to be taught and\/or how they have been taught<\/li>\n<li>Address progress on previous functional skills goals<\/li>\n<\/ul>\n<p><strong>AND<\/strong><\/p>\n<ul>\n<li>Narrative that supports and explains the MOST RECENT testing data so it is understandable to parents and others\n<ul>\n<li>State and District testing should be discussed<\/li>\n<li>Identify the instructional implication of evaluations<\/li>\n<li>Make it clear to all team members what the data means in relation to developmental\/age level expectations; provide an explanation of what the scores mean<\/li>\n<\/ul>\n<\/li>\n<li>If a student has no functional needs, strengths should still be identified<\/li>\n<li>Narrative should contain a statement of how the students\u2019 functional needs impact his ability to make progress<\/li>\n<li>Information about the BIP\/FBA could be included here<\/li>\n<li>Define acronyms or avoid using them.<\/li>\n<\/ul>\n<p>Question that should be answered:<\/p>\n<ul>\n<li>What are the student\u2019s unique needs that result from his or her disability?<\/li>\n<li>What is it that the student can or cannot do at this time?<\/li>\n<li>What are the student\u2019s strengths in this area?<\/li>\n<li>What instructional and\/or behavioral supports or services have been effective or not effective in addressing the need area in the past year?<\/li>\n<li>What accommodations and\/or program modification or supplementary aids and services have been effective or not effective in addressing the need area in the past year?<\/li>\n<li>What instructional supports and services will likely be supported and used by the student?<\/li>\n<li>What are the implications of the most recent testing on the student\u2019s progress\/disability\/etc. at this time?<\/li>\n<\/ul>","protected":false},"excerpt":{"rendered":"<p>From the desks of our Behavior CoachesTheir link to their blog page:&nbsp; http:\/\/blogs.bend.k12.or.us\/tier1andmore\/ From the Desk of Shannon Watters Just some Reminders of what to include in the Developmental and Functional performance portion of the PLAAFP: Supporting Guidance: The student\u2019s &hellip; <a href=\"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/2020\/02\/07\/special-edge-2-7-2020\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":330,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_stc_notifier_status":"","_stc_notifier_sent_time":"","_stc_notifier_request":false,"_stc_notifier_prevent":false,"_stc_subscriber_keywords":"","_stc_subscriber_search_areas":"","footnotes":""},"categories":[60073],"tags":[],"class_list":["post-284","post","type-post","status-publish","format-standard","hentry","category-attachments"],"_links":{"self":[{"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/posts\/284","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/users\/330"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/comments?post=284"}],"version-history":[{"count":4,"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/posts\/284\/revisions"}],"predecessor-version":[{"id":289,"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/posts\/284\/revisions\/289"}],"wp:attachment":[{"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/media?parent=284"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/categories?post=284"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.bend.k12.or.us\/the-special-edge\/wp-json\/wp\/v2\/tags?post=284"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}