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How to write legally compliant PLAAFPs

How to write legally compliant PLAAFPs. Present Levels of Academic Achievement and Functional Performance. Step 1-Send out teacher reports. Elementary. Secondary. Example. Step 2-Collect Baseline Data.

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How to write legally compliant PLAAFPs

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  1. How to write legally compliant PLAAFPs Present Levels of Academic Achievement and Functional Performance

  2. Step 1-Send out teacher reports Elementary

  3. Secondary

  4. Example

  5. Step 2-Collect Baseline Data Math Reasoning: Rubric: Mathematics (K - Algebra I, II, and Geometry) with rubric http://www.escweb.net/tx_bm/math/ Early Numeracy: Curriculum-based Measurement (CBM): Number Fly http://www.interventioncentral.org Addition, Subtraction, Multiplication & Division CBM: http://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.php Addition, subtraction, Mixed Addition and Subtraction, Multiplication, Division, Order of Operations, Fractions, Percentages, Greater than / Less than, Odd or Even?, Rounding, Averages, Exponents, Factorials, Is It Prime? (tool), Telling Time, CBM: http://www.superkids.com/aweb/tools/math/ Rubrics for all areas: Rubistar 4 Teachers http://rubistar.4teachers.org/ Irubrichttp://www.rcampus.com/indexrubric.cfm Phonics and phonemic awareness https://dibels.uoregon.edu/ (Initial Sounds - Letter Naming - Phoneme Segmentation - Nonsense Word) Fluencyhttps://dibels.uoregon.edu/ (Oral Reading Fluency) Vocabularyhttps://dibels.uoregon.edu/ (Word use) Comprehensionhttps://dibels.uoregon.edu/ (Retell Fluency) Curriculum-Based assessments: http://www.interventioncentral.org/cbm_warehouse Resources

  6. Step 3-Review Various Sources of Data • Teacher reports • Parent information • Anecdotal Records • Case manager notes • Goal data collection worksheets • Accommodations and modifications • State assessment • Benchmark Tests • TPRI • Current grades • Work samples • Observations

  7. The PLAAFP must: • Address IEP goal progress • Reflect a review of the FIE and incorporation of FIE data • Include information about the amount of progress over the past year • Include “with” and “without” information • Include information from a variety of sources in a variety of different settings • Be measureable and observable with baseline data included • Show how the disability affects involvement and progress in the same curriculum as nondisabled peers • Focus on student’s area of critical need • Be one summary statement for each area of identified need • Be backed up with specific data

  8. Guides for gathering teacher data • What do you want to know from your general education teacher?

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