Which statement describes a function provided by an interface management Profile
What is included in the IEP document? Show
Make sure that all of the student’s educational needs identified in the evaluation stage are included in the present levels of academic achievement and functional performance section of the IEP. One of the fundamental components of an IEP, a present levels of academic achievement and functional performance (PLAAFP) statement summarizes the student’s current levels of functioning. State and district documentation of this information varies. For example, some PLAAFP statements are written as a single comprehensive summary that covers all areas in which the student needs support; others are written as multiple smaller descriptions that address each area of need separately. Regardless of the way it is organized, the PLAAFP statement must contain information for each identified area of need based on the results of the student’s evaluation (the second step in the IEP process). The PLAAFP statement serves as the foundation from which all other components of the IEP will be built. At a minimum, the PLAAFP statement must contain information that:
Alphabet SoupHistorically, IEPs contained information about a student’s present levels of performance (PLOP), also referred to as present levels of educational performance (PLEP) in some schools or districts. When Congress reauthorized IDEA in 2004, this was changed to the present levels of academic achievement and functional performance (PLAAFP). The new term highlights the need for special education to address all of a student’s needs. The addition of functional performance—nonacademic skills necessary for independent living (e.g., behavior, social skills, communication, independent living skills, and mobility)—reflects an awareness that students with disabilities require more than academic supports if they are to meet their individual goals for long-term success. PLOP: present levels of performance PLEP: present levels of educational performance PLAAFP: present levels of academic achievement and functional performance Legislation and LitigationIf the IEP fails to assess the ‘child’s present levels of academic achievement and functional performance’ the IEP does not comply with [IDEA]. This deficiency goes to the heart of the IEP; the child’s level of academic achievement and functional performance is the foundation on which the IEP must be built. Without a clear identification of [the child’s] present levels, the IEP cannot set measurable goals, evaluate the child’s progress and determine which educational and related services are needed. There should be a direct relationship between the present levels of performance and the other components of the IEP. Thus, if the statement describes a problem with the child’s reading level and points to a deficiency in reading skills, the problem should be addressed under both goals and specific special education and related services provided to the child. U.S. Department of Education, Code of Federal Regulation, 1999, Appendix C, Question 36 Developing a High-Quality PLAAFP StatementThe IEP team can begin the process of developing a high-quality PLAAFP statement by holding a discussion that centers around the four elements outlined above: student needs, effect on progress in general education, baseline information, and connection to goals and/or services. By doing so, they will begin to assemble the elements that will become the student’s PLAAFP statement. The table below poses some questions that can help guide that conversation.
When a student’s first IEP is developed, much of the information needed for the PLAAFP is collected in the initial assessment. That information is outdated by the time a student’s IEP is ready for an annual review, so school personnel will need to collect data prior to the IEP meeting. In this interview, Tamara McLean shares how personnel at her school collaborate to collect the information and draft PLAAFP statements (time: 1:06). Transcript: Tamara McLean In my school when we develop the PLAAFP statements, it’s a collaboration of many different people. So if it is an O. T. skill, the O.T. is going to develop the wording, but she will send out an information thing to fill out for the gen ed teacher, for the special ed teacher, on those areas so they can see how it plays out in the classroom versus just their one-on-one setting. The case manager is really only going to develop the areas that they serve. So if a child has an IEP that has math service and it has reading service, the person who delivers the reading service is going to be the person who actually fills in that part of the IEP. But they’re going to reach out to the reading teacher as well and get information for how that plays out in the general education classroom. Really, it is a collaboration for all areas because whether it’s pre-vocational, whether it’s social-emotional, whether it’s math, whether it’s reading, it’s not just going to be one person who has information on that. After the IEP team has discussed the information above, they can begin to write the PLAAFP statement. As they do so, they should keep in mind that this statement should be written in concise, specific, and clear language that can be easily understood by all members of the IEP team. It should not merely identify the student’s disability and list the various assessment scores, but instead should provide enough information to inform the development of the student’s annual goals. The table below contains portions of one student’s PLAAFP statement that relate to his reading skills and shows how each element is addressed.
Did You Know?For preschool children, the part of the statement describing how the disability affects involvement and progress in the general education curriculum is different. In their case, that portion of the statement describes how the child’s disability affects her participation in appropriate activities. This toolbox describes additional resources related to the information presented on this page. These resources are provided for informational purposes only for those who wish to learn more about the topic(s). It is not necessary for those working through this module to read or refer to all of these additional resources to understand the content.
This IRIS Case Study describes how to clearly define a student’s behavior so that when they occur they can be reliably identified, measured, or counted. It goes deeper into the methods needed to collect baseline data and then determine whether the student has made progress. Present Levels of Academic Achievement & Functional Performance (PLAAFPs) Both of the Kansas SDE documents above explain each of the elements within a high-quality PLAAFP statement. The first lists additional considerations for infants and toddlers, behavior, severe disabilities, and secondary transition-related issues. The second introduces the connection between the PLAAFP statements and the annual goals, with examples. Present Levels This Center for Parent Information & Resources (CPIR) document provides additional detail on both academic and functional skills, as well as examples across a wide range of skill areas. What is the purpose of creating an interface management profile?Create Interface Management Profile. By default, when a network port is configured on Palo Alto, it will block access to all services. So to open the service on a port we need to create an Interface Management Profile.
Which two interface types can be used for firewall management?Management Methods. Web interface.. Panorama.. XML API.. Which three subscription services are included as part of GlobalProtect cloud service choose three?Palo Alto GlobalProtect Cloud Service for Remote Networks -.... Includes phone,email and web support as well as new release updates.. Features threat prevention to identify infected hosts.. Identify and block advanced malware.. URL filtering prevents sophisticated threats to where users submit corporate credentials.. Which two actions does a firewall take when a security profile's action is configured as reset server choose two?In a Security Profile, which action does a firewall take when the profiles action is configured as Reset Server? (Choose two.) For UDP sessions, the connection is dropped. The traffic responder is reset.
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