Transcript xad - PBworks

PLAAFPS, PLOPs,
PLEPs, & IEPs:
PLAAFP: Present Level of Academic
Achievement and Functional Performance
Overview
• What is a PLAAFP?
• How does the
PLAAFP fit into
the IEP process?
• How is a PLAAFP Determined?
• What is included in a PLAAFP?
• What are Common Core State Standards?
• Writing IEP Goals & Objectives based on
Common Core State Standards
Present Levels of Academic
Achievement and Functional
Performance (PLAAFP)
• Identifies the student’s strengths and
needs related to the general curriculum
& programs, as well as other
educational needs
• The remainder of the IEP delineates the
special education program, services,
accommodations, modifications, goals,
and objectives to address the needs
delineated in the PLAAFP
What is the PLAAFP?
• Part of the IEP
• Objective, measurable
description of the student
and their needs
• Moves from a general to specific
• Meets stranger test
• Observable behavior without judgment –
uses verbs rather than adjectives
• Directly links to IEP goals and
objectives
IEP Process
Present Level
of Educational
Performance
Annual
Goals
Short
Term
Objectives
IEP Process for Students Receiving
Transition Services
Postsecondary
Goals
(Vision)
Present Level of
Academic
Achievement
and Functional
Performance
O’Leary, E., 1998 © Copyright
Statement of
Transition
Service Needs
(education plan)
Statement of
Needed
Transition
Services (long
range plan for
adult life)
Annual
Goals
Short Term
Objectives/
Benchmarks
Start with the student’s present level of performance
(PLAAFP)
State Standards
IEP Goals
IEP Objectives
Unit Goals
Step Objectives
Lesson
Objectives
How is a PLAAFP Determined?
Teacher
and Service
Provider
Input
Parent &
Student
Input
Formal
Assessment
Data
PLAAFP
Informal
Assessment
Data
How is a PLAAFP determined?
• Recent assessment data to determine the
student’s present level of performance:
-Formal
• Standardized
Norm-referenced tests
(e.g. WJ-III, WISC)
• State assessments
-Informal
• Screening
• Curriculum-based measurement
Teacher and
Service
Provider
Input
PLAAFP
Formal
Assessment
Data
Informal
Assessment
Data
Parent &
Student
Input
State Standards
IEP Goals
IEP Objectives
Unit Goals
Step Objectives
Lesson
Objectives
What does a PLAAFP include?
• Introduction/description of the student
• Strengths of the student
• Student preferences, needs
and interests (age 14)
• Concerns of the Parent
• How disability affects the student’s
progress in the general curriculum
• Performance in each goal area
• http://www.ode.state.or.us/search/pa
ge/?=1163
Deficit-finding Perspective
“Rebecca Ferguson has an IQ of 21 and a mental age of
1 year, 8 mos. Her scores on the Vineland Adaptive
Behavior Scales were below basal levels. She has
Down’s syndrome and severe mental retardation. R
cannot use the toilet or eat independently and will
require lifelong assistance for personal care. She is
nonverbal except for some random vocalizations. R
sometimes engages in aggressive behavior including
spitting, and slapping.”
Capacity-building perspective
“Rebecca is a 16-year old girl with brown eyes and
black hair who is highly social and greets others
using eye contact, smiles, a wave, and an occasional
hug. She has been medically classified with Down’s
syndrome. Her scores below basal levels on the
Vineland and the Weschler Intelligence Scale support
her ongoing eligibility for special education services.
She makes her needs known by moving to an area or
obtaining materials (e.g, her bathing suit to go
swimming). She can sign “eat” to request food. She
has strong preferencesand is assertive….
What does a PLAAFP include?

Introduction / description of the student:


e.g. Sherry is a 16 year old, 10th grader at Franklin High
School. She has earned 12 / 24 credits required for
graduation.
Strengths of the Student (This is a great
question to ask parents and students and put their
responses in this section.)

e.g. Sherry’s parents and
teachers report that
Sherry socializes well
with other students.
Sherry is enthusiastic in
math and says she likes
working with the math
manipulatives.
What does a PLAAFP include?

Student preferences: For students 16
and older (address transition needs and goals for
high school and adult life).
e.g. Sherry has expressed a desire to live in her own
apartment, attend college, and work with animals. She
wants to read better so she can perform well in college
and work with animals. The team is focused on
building a plan that
supports Sherry’s goals by
helping her explore careers
working with animals, and
steadily progress toward
earning credits for a high school
diploma.
What does a PLAAFP include?

Concerns of the parent:


Parents’ goals for the student
Parents’ desired supports for the student

e.g. Sherry’s parents are concerned that she has not
learned to organize materials and often misplaces
and / or does not turn in assignments. They also want
to see her reading continue to improve. They would
like the school team to
directly address these
skills as Sherry will need
to improve in these areas
in order to graduate high
school and pursue a
career.
What does a PLAAFP include?
How the disability affects the student’s
progress in the general curriculum.



Include the student’s current eligibility category for
special education
Include % of time away from the mainstream as noted on
the IEP, along with a brief explanation as to why he is
removed.
Support needs that impede involvement
in the general education:


List any supports and modifications required to meet her
goals.
What does a PLAAFP Include?
Performance in each goal area
Label the goal areas of the IEP
•
•
•
•
Reading
Writing
Social behavior
Communication… etc.
Include in EACH section:
• Results of recent assessments
• Whether the student will take alternative assessment
(OAKS or extended assessment)
• Educational needs (sometimes referred to as
“weaknesses”, we prefer educational needs)
Note: THERE SHOULD BE A DIRECT LINK BETWEEN
ASSESSMENT RESULTS AND THE GOAL
What does a PLAAFP include?
Performance in the area of reading (Present Level
of Performance or PLOP)


We need to know where they are to know their goals
Results of recent assessments:

Formal:

e.g. Sherry was given The Woodcock-Johnson
Psycho-educational Battery-III on 9 / 8 / 2009. She
received a Standard Score (SS) of 83 which places her
in the low average range.

Informal:

e.g. When Sherry was asked to read a passage at the
eighth grade level, she read 150 words correctly per
minute with 96% accuracy, and answered 5/5 literal
questions correctly, and 2/5 inferential questions
correctly on May 15, 2012.
Present Level of Performance
Include the Critical Features (which will link to
the IEP goal)
• Condition
• Student
• Behavior
• Performance
• Date
What does a PLAAFP include?

Performance in the area of reading
 Whether the student will take an alternative
assessment according to the IEP.
 Educational needs (should be tied to her present
level of performance and IEP goal):

e.g. Sherry will take the OAKS standard assessment
this year. Sherry requires instruction in inferential
comprehension and strategy instruction to better
understand the text she reads. Further, she will
require the following supports in order to successfully
complete assessments and class assignments: extra
time, shortened with breaks at 30 minute intervals,
individual clarification or repetition of directions, staff
encouragement or prompting to continue working, and
a posted visual schedule.
Writing IEP Goals & Objectives
based on PLAAFP
Common Core State Standards
(CCSS)
State education chiefs and governors in 48
states came together to develop the
Common Core, a set of clear college- and
career-ready standards for kindergarten
through 12th grade in English language
arts/literacy and mathematics.
http://www.corestandards.org/
App on iTunes for Common
Core Standards
https://itunes.apple.com/us/app/commoncore-standards/id439424555?mt=8
Self-determination
Independence, Interdependence,
Opportunities to Act
-e.g., Goal setting, choice-making, selfmanagement
Assistive Technology
Operational Competence
Multi-modal expression
e.g., How to use devices, low & hi tech
options
Grade Level
Common Core
State Standards
Pivotal Skills
Personal Relevance
Related to individual needs
e.g., social skills, daily living, vocational
Important to learning across content
areas
e.g., selecting from a field of 4, using
asking /answering “Wh” questions,
sequencing events, using graphic
organizers
Qualities of a Well-Designed Standards-Based IEP
(modified from Wakeman et al., 2010)
Goals ------------------Objectives
go from
General ------- to ------ Specific
IEP Goals
IEP Objectives
Unit Goals
Step Objectives
Lesson
Objectives
Goals (or behavioral goals/objectives)
Academic IEP Goals
Oral reading
Math operations
Writing and spelling
Functional IEP Goals
Expressive Language
Requesting items
Functional Routines
Eating lunch
Washing hands
27
Goals should be skills that are acquired over time.
Critical Features of Annual Goals
1. Make a link to the Common Core State
Standard (be able to name the CCSS)
2. Students will write / rewrite one annual IEP
goal for a student :
• Date
• Condition
• Student/Learner
• Behavior
• Criteria
• Evaluation procedure
Condition- Examples
• Given….
• A 4-function calculator
• 5th grade material
• 15 minutes of free-time
• Written task
Criteria
How well a student does could be measured
by:
Frequency – 5 consecutive times
Ratio - 9 out of 10
Rate – 125 words read correctly per minute
Duration- for 20 minutes
Distance- 20 feet
Accuracy- 90% accuracy
Period of time a skill or
behavior must occur could be
measured in terms such as:
Number of days- over 3 consecutive days
Number of weeks- over a four week period
Occasions- during math and English Classes, on
6 consecutive occassions
Examples of measure and
time
• 85% accuracy over 5
consecutive trials
• 50 words/minute, with 3 or
fewer errors, for 2
consecutive trials
• 3 out of 5 trials per week
Evaluation Procedures
Identify the method that will be used to
measure progress & determine if the
student has met the benchmark.
An evaluation procedure must provide an
objective method in which the student’s
behavior will be measured or observed.
Evaluation Procedure
Examples:
• Structured observations of targeted
behavior in class
• Student self-monitoring checklist
• Written tests
• Audio-visual recordings
• Behavior charting
• Work samples
Example: IEP Goal
By June 2015, Given narrative or
informational texts written at the fourth
grade instructional level, Jane will accurately
write the answers to at least 8 out of 10 literal
and inferential comprehension questions about
the text for 3 consecutive weeks as measured
by classroom weekly reading probes.
Link to Common Core State
Standards (CCSS)
College & Career Readiness (CCR) Standard
for Reading:
Key Ideas and Details
1. Read closely to determine what the text
says explicitly and to make logical
inferences from it; cite specific textual
evidence when writing or speaking to
support conclusions drawn from the text.
Link to Common Core State
Standards (CCSS)
Grade Level Standard 4.RL.
Key Ideas and Details
4.RL.1 Refer to details and examples in a text
when explaining what the text says explicitly
and when drawing inferences from the text.
4.RL.3 Describe in depth a character, setting,
or event in a story or drama, drawing on
specific details in the text (e.g., a character’s
thoughts, words, or actions).
Link to Common Core State
Standards (CCSS)
Grade Level Standard 4.RI.
Key Ideas and Details
4.RI.1 Refer to details and examples in a text
when explaining what the text says explicitly
and when drawing inferences from the text.
4.RI.3 Explain events, procedures, ideas, or
concepts in a historical, scientific, or
technical text, including what happened and
why, based on specific information in the
text.
Website/App Students are
Using for Linking Goals to
https://goalbookapp.com/
CCSS