Transcript Document 7664906

EXCEPTIONAL CHILDREN DIVISION
The Individualized Education
Program (IEP) Development
Present Levels of Academic Achievement
and Functional Performance (PLAAFP)
and
Measurable Annual Goals
Common Errors in Writing Present
Levels and Annual Goals
• Overreliance on test scores from the initial
and three-year special education evaluation.
• Vague descriptions on how the disability
affects involvement and progress in the
general education curriculum.
• Absence of appropriate baseline data for
developing the PLAAFP and Annual Goal/s.
Adapted from Delivering IEPs that Stand Up to the Law and Serve
Students Better by Carol Kosnitsky, Jose Martin, Jan Tomsky.
Individualized Education Program
(IEP)
The term individualized education program
or IEP means a written statement for each
child with a disability that is developed,
reviewed, and revised in a meeting, and
must include …
NC 1503-4.1
Present Levels of Academic Achievement
and Functional Performance (PLAAFP)
(1) A statement of the child’s present levels of
academic achievement and functional
performance
(i) How the child’s disability affects the child’s
involvement and progress in the general
education curriculum; or
(ii) For preschool children, as appropriate,
how the disability affects the child’s participation
in appropriate activities;…
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Academic Achievement
• Academic achievement generally refers
to a child’s performance in academic
areas (e.g. reading, language arts, and
math); or
• For preschool children, age appropriate
developmental levels.
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Functional Performance
• Functional performance generally refers to skills or
activities that may not be considered academic or
related to a child’s academic achievement.
• Functional is often used in the context of routine
activities of everyday living and are varied
depending on the individual needs of the child.
• Functional performance can impact educational
achievement.
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The PLAAFP Must be…
•
Current
• Relevant
• Objective
• Measurable
• Understandable
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Major Components of PLAAFP
• Data-based student specific information related to
current academic achievement and functional
performance.
• Strengths of the student.
• Needs resulting from the disability.
• Effects of the disability on involvement and
progress in the general education curriculum.
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Data-Based Student Specific Information
• Use objective measurable terms when writing the
PLAAFP.
• Data from the child’s evaluation is one source of
such information.
• Test scores that are pertinent to the child’s
diagnosis might be included, if appropriate.
• Scores should be self-explanatory. If not, an
explanation must be included.
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Data-Based Student Specific Information
Note:
A variety of sources must be documented.
•
Current and relevant formal evaluation data; and/or
•
Classroom and curriculum-based assessments:
– Observations and supporting anecdotal records,
– Work samples,
– Progress toward last year’s goals,
– Concerns of parents,
– Student’s desired school/post-school outcome
goals, and
– Input from related services providers.
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Strengths of the Student
• Reflect specific skills or behaviors the student
has mastered.
• Reflect specific skills in which the student
performs well for the domain or area targeted.
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Needs Resulting from the
Disability
Needs are determined by consideration of…
• The important skills and behaviors that are
critical for the student to learn in order to be
able to participate and make progress in the
general curriculum.
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Needs Resulting from the Disability
Special factors:
• Needs are addressed through goals,
supports and services, and/or
accommodations.
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Effects of the Disability
The PLAAFP…
• Describe how the disability impacts the student’s
involvement in the general curriculum.
• Convey the unique challenges or barriers that
exist for the student as a result of the disability.
• Describe the current levels of independence and
any need for assistance.
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The PLAAFP answers …
• Where does the child stand in terms of
academic and functional performance?
• How does the child’s disability affect his/her
involvement and progress in the general
education curriculum ?
General Curriculum
Expectations/Considerations
What do I want to know—
• state/district standards expectations?
• regular classroom and grade level expectations?
• instructional strategies or approaches used or
being used in the general classroom?
• social/emotional expectations at this grade level?
• extracurricular activities or events a part of school
life for students at this grade level?
Connecting IEPs to State/District
Standards Means…
• Referring to standards to determine
expectations at grade level
• Using the standards as a guide to determine
what is important for the student to learn or be
able to do
• Conducting an analysis to determine the gap
between grade expectations and student’s
current skills/knowledge
Present Levels of Academic
Achievement and Functional
Performance
Case Study of Kara
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Kara
Present Levels of Academic Achievement and Functional Performance
Based on a review of curriculum-based measures and data collected
from teacher observations, given one minute to read a 4th grade
passage, Kara reads 48 words correctly (70% accuracy). Given a 3rd
grade passage, Kara reads 50 words correctly (80% accuracy).
She is able to read basic sight words and uses picture clues to
identify words in a text. She decodes simple one syllable words with
short vowels but has difficulty reading words with multiple syllables.
She fails to use word attack strategies to read unknown words in a
passage.
Kara’s oral reading is below beginning 4th grade reading level.
Therefore, she has difficulty reading 4th grade level material
independently. Due to these reading deficits, Kara has difficulty
completing assignments independently in reading, math, science, and
social studies. Her independent work is often incomplete and
inaccurate.
`
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PLAAFP Component
PLAAFP Statement
1. Data-based student specific
Teacher observation and
Curriculum based measures
information about the student’s
current academic achievement
and functional performance
2. Strengths of the student
Reads sight words, one syllable
words and uses clues from
pictures
3. Needs resulting from the
disability
Kara needs to use word
identification strategies to
decode multi-syllabic words
4. How the disability affects
She has difficulty completing
assignments independently in all
content areas. Her work is often
incomplete and inaccurate.
involvement and progress in the
general education curriculum
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Activity 1
Writing Present Levels of Academic
Achievement and Functional Performance
for Kara
PLAAFP Component
PLAAFP Statement
1. Data-based student specific
information about the student’s
current academic achievement and
functional performance
2. Strengths of the student
3. Needs resulting from the
disability
4. How the disability affects
involvement and progress in the
general education curriculum
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Present Levels of Academic
Achievement and Functional
Performance
Critical Point…
The present levels of academic achievement and
functional performance are the cornerstone of the
IEP. It is the source that drives other IEP
components. It is the statement that links all
components of the IEP together.
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Measurable Annual Goals
ANNUAL GOAL
The measurable annual goal is a
statement that links directly to the areas
of need identified in the present levels
of academic achievement and
functional performance.
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Measurable Annual Goals
The Individualized Education Program must include…
A statement of measurable annual goals, including
academic and functional goals designed toA. Meet the child’s needs that result from the child’s
disability to enable the child to be involved in and make
progress in the general education curriculum; and
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Annual Goals
(B) Meet each of the child’s other educational
needs that result from the child’s disability;
(ii) For children with disabilities who take
alternate assessments aligned to alternate
achievement standards, a description of
benchmarks or short-term objectives.
NC 1503-4.1
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Measurable Annual Goals:
Creating Standards-based IEP Goals
• Students with disabilities assessed through modified
achievement standards must have annual goals
aligned to grade level content standards.
• In NC, students in grades 3-8 who are assessed via
the Extend 2 are subject to this requirement.
NC 1503-4.1(a) (2)(iii)
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Measurable Annual Goals
The annual goals in the IEP are
statements that describe what a child
with a disability can reasonably be
expected to accomplish within the
duration of the IEP.
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Measurable Annual Goals
For each area needing specially designed instruction, determine
the desired level of achievement or outcome for each goal for a
student by considering the following:
• Primary concerns stated in the present levels of academic
achievement/functional performance.
• Amount of time the student has left in school and the age of the
student.
• Skills needed to progress to the next level of performance.
• Skills needed to achieve transition.
• Behavior / skills that will improve with modifications.
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Definition of Measurable
• When compared to the data in the present
level of academic achievement and
functional performances, the goal
contains specific expectations of
attainment.
Characteristics of Measurability ?
• Reveals what to do to measure whether the Goal has been
accomplished. To measure something is to do something.
• Yields the same conclusion if measured by several people.
• A measurable goal allows us to know how much progress has
been made since the last measured performance.
• A measurable goal can be measured as written, without additional
information.
• Measurable goals contain givens (if necessary), the learner
performance, and the criterion (level of performance to be
reached).
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Major Components of Measurable
Annual Goals
• Any important givens/conditions (when, with what,
where)…as applicable.
• A skill/domain area (academic, behavioral, functional).
•
An observable learner performance (what the learner will
be doing, an action).
• Measurable criteria which specify the level at which the
student’s performance will be acceptable (e.g., speed,
accuracy, frequency).
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Measurable Annual Goals
Criterion or Level of Performance
(How well the learner must do)
Frequently used examples of criteria:
• 4 of 5 trials
• 3 consecutive days
• % accuracy
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Measurable Annual Goals
Observable means:
• Clearly defined
• Visible
• Countable behavior
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Measurable Annual Goals
Examples of “observable” behavior
• Reading orally
• Dressing one’s self
• Speaking to adults without vulgarities
• Pointing, drawing, identifying, writing, etc.
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Measurable Annual Goals
Non-Examples of observable behavior
• Becoming independent
• Respecting authority
• Enjoying literature
• Improving, feeling, knowing, etc.
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Kara
Measurable Annual Goal Statements
Goal 1
Given a 4th grade reading passage, Kara will accurately
read 105 words or more per minute in 4 out of five trials.
Goal 2
Given a 4th grade reading passage, Kara will independently
read 4 – 5 syllable words with 95% accuracy.
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Measurable Annual Goals
Case Study of Kara
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What do we Know about Kara’s
Performance in Reading?
Strengths
• Reads some basic sight
words with success
• Sometimes uses picture
clues within the text to
identify unknown words
• Reads
Deficits
• Fluency rate is below level
as compared to her grade
level peers
• Has difficulty reading words
of multiple syllables
• Fails to use word
identification strategies to
read unknown words
• Struggles with
comprehension when
reading text independently
Annual Goal Components
Annual Goal Statement
1. Givens and Conditions (when or
under what conditions), if
applicable
When reading a 4th grade level
passage
2. Skill/Curriculum/Behavior Area or
domain (Academic/Functional)
Reading
3. Observable Learner Performance
(action)
Oral Reading
4. Desired level of
Achievement/Outcome
Read 105 words per minute in 4
out of 5 trials.
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Annual Goal Components
Annual Goal Statement
1. Givens and Conditions (when
or under what conditions), if
applicable
Given a 4th grade level passage
2. Skill/Curriculum/Behavior
Area or domain
(Academic/Functional)
Reading
3. Observable Learner
Performance (action)
Oral Reading
4. Desired level of
Achievement/Outcome
Read multisyllabic words with 95%
accuracy
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Activity 2
Writing a measurable Annual Goal for Kara
Kara
Present Levels of Academic Achievement and Functional Performance
Based on a review of curriculum-based measures and data collected
from teacher observations, given one minute to read a 4th grade
passage, Kara reads 48 words correctly (70% accuracy). Given a 3rd
grade passage, Kara reads 50 words correctly (80% accuracy).
She is able to read basic sight words and uses picture clues to
identify words in a text. She decodes simple one syllable words with
short vowels but has difficulty reading words with multiple syllables.
She fails to use word attack strategies to read unknown words in a
passage.
Kara’s oral reading is below beginning 4th grade reading level.
Therefore, she has difficulty reading 4th grade level material
independently. Due to these reading deficits, Kara has difficulty
completing assignments independently in reading, math, science, and
social studies. Her independent work is often incomplete and
inaccurate.
`
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Annual Goal Components
Annual Goal Statement
1. Givens and Conditions (when or
under what conditions), if
applicable
2. Skill/Curriculum/Behavior Area or
domain (Academic/Functional)
3. Observable Learner Performance
(action)
4. Desired level of
Achievement/Outcome
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Measurable Annual Goals
“The IEP is the heart of the Individuals with Disabilities
Education Act (IDEA), and measurable goals developed
from appropriate present levels of academic
achievement and functional performance, are the heart
of each IEP”
IEP
Bateman & Herr
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Benchmarks/Short-term Objectives
For children with disabilities who take alternate
assessments aligned to alternate achievement
standards, the IEP must include a description of
benchmarks or short-term objectives;
NC 1503-4.1(2)(ii)
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Benchmarks and Short Term Objectives
Once the IEP team has developed measurable annual
goals for a child, the team can develop strategies that will
be most effective in realizing those goals and must
develop:
• either measurable, intermediate steps (short-term
objectives), or
• major milestones (benchmarks) … to monitor progress
during the year, and, if appropriate, to revise the IEP
consistent with the student’s instructional needs.
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Short-Term Objectives
Short term objectives (also called IEP objectives) are:
•
measurable, intermediate steps between the present levels
of educational performance of a child with a disability and the
annual goals that are established for the child, and
•
developed based on a logical breakdown of the major
components of the annual goals; and can serve as
milestones for measuring progress toward meeting the goals.
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Short Term Objective
Components
Short Term Objective
Statement
1. Givens and Conditions (when or
under what conditions), if
applicable
2. Skill/Curriculum/Behavior Area or
domain (Academic/Functional)
3. Observable Learner Performance
(action)
4. Desired level of
Achievement/Outcome
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Short-Term Objectives
(Components)
•
WHO (Student)
• WHAT (Target Behavior)
• CONDITIONS/CIRCUMSTANCES – WHEN
NEEDED
• CRITERIA (Level To Indicate Attainment)
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Benchmarks
…, IEP teams may develop benchmarks, … describing the
amount of progress the child is expected to make within
specified segments of the year. … benchmarks:
•
establish expected performance levels that allow for
regular checks of progress that may coincide with the
reporting periods for informing parents of their child’s
progress toward achieving the annual goals, and
•
are the major milestones that the student will
demonstrate that will lead to the annual goal.
Benchmarks usually designate a target time
period for a behavior to occur.
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Benchmark Components
Benchmark Statement
1. Who
2. Will do what
3. By When
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BENCHMARKS
(Components)
•
WHO (Student)
• WHAT (Target Behavior)
• WHEN
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BENCHMARKS
(Components)
• WHO (Student)
• WHAT (Target Behavior)
• WHEN
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Q&A