4. End of Chapter Questions

Discussion Questions

1. Considering grade-level learning standards, which academic areas are strengths for Liam and which are challenges? What data support your statement?
2. Liam’s overall cognitive functioning is described as being in the average range, yet he has a pattern of strengths and weaknesses. What aspects of Liam’s cognitive processing are strengths and how might these support his learning? What aspects of his cognition are weaknesses and how might these create challenges?
3. What might be contributing to Liam’s behavioral challenges? What evidence supports your hypothesis? What other information would you need to truly understand what is happening?
4. Has Liam’s education up to this point provided the “meaningful benefit” required for FAPE? What evidence supports your claim?
5. In what areas might Liam require Specially Designed Instruction? Who could provide it? In what setting (general education, special education) should it be provided?
6. Does Liam need behavioral supports in his IEP? Does he need a formal Behavior Intervention Plan? Why or why not?
7. In what areas might Liam benefit from assistive or instructional technology?

Family and Guardian Communication

1. Roleplay a conversation between Liam’s mother and his teacher or administrator following the incident where Liam threw rocks at other students on the playground. What might the teacher/administrator need to convey about safety and the reason for the suspension? What might Liam’s mother want the school team to know? What actions might the school team and Liam’s family take together moving forward?
2. Write an email that would accompany the draft of the IEP when it is sent to Liam’s family. How would you specifically convey that it is a draft and invite the parents’ input during the IEP meeting?

Collaboration

1. Work with classmates to write the Present Levels of Academic Achievement and Functional Performance for one academic skill based on the information contained in these reports.
2. Work with classmates to write a measurable, observable, objective goal aligned with grade level-academic standards.
3. Discuss with others, in what ways do Liam’s social-emotional/behavioral responses (both positive and concerning) seem to be developmentally expected? What responses suggest environmental issues that could be easily remedied? What responses might be aligned with a disability?
4. Work with classmates to write the PLAAFP for Liam’s social-emotional/behavioral skills based on the information contained in these reports and knowledge of developmental expectations for his age.

Instructor Notes

1. The Virginia Department of Education offers several video-based modules related to the development of Standards-Based IEPs on their website (https://www.doe.virginia.gov/programs-services/special-education/technical-assistance-professional-development/e-learning/standards-based-iep). It may be helpful to integrate these videos into coursework to support student understanding of how grade-level standards paired with individual student data inform the development of IEP goals.
2. Students can work in groups to collaboratively develop an IEP (or portions of an IEP) using the following process:

• Consider the areas/skills for which the student requires specially designed instruction (e.g., reading comprehension, reading decoding, math calculations, math reasoning, social skills, work habits)
• Pick one as an area of focus.
• Explore the grade level Standards of Learning in the area you chose. https://VDOE.Virginia.gov
• Develop a T-chart documenting the student’s strengths and needs in that area.
• Discuss possible goals and accommodations.

Individual students can then:

• Turn the t-chart into a concise paragraph – PLP/PLAAFP.
• Write one IEP goal. Make it a logical next step and make it MOO!
• Make a list of at least 3 accommodations that this student needs.