Refresher: PLAAFP’s and Annual Goals

1. Refresher:PLAAFP’s and Annual Goals November 16th and 17th

2. Objective • To provide supporting guidance in developing and writing compliant Present Levels of Academic Achievement and Functional Performance and Annual Goals.

3. PLAAFP Statement on DEC 4 • Include specific descriptions of what the student can and cannot do in relationship to this area. Include current academic and functional performance, behaviors, social/emotional development, other relevant information and how the student’s disability affects his/her involvement and progress in the general curriculum.

4. Required Components for a PLAAFP • Data-based student specific information about the student’s current academic achievement. • Data-based student specific information about the student’s current functional performance. • Strengths of the student (academic/functional dependent upon target area). • Need(s) resulting from the disability (academic/functional dependent upon target area). • Effects of the disability on involvement and progress in the general education curriculum.

5. PLAAFP Component Chart

6. Where do I find the data? • Previous attained IEP objectives • Class/teacher assessments • Prior year and current EOG scores, benchmarks, Predictive Assessments, baseline assessments, and CFA’s. • K-2 Assessments (DRA and DIBELS) • Brigance • Psychological/Related Service Evaluations • Parent and Regular Education Teacher Input • Anecdotal Notes • Progress Monitoring • Work Samples

7. Where do I find the data? • Basic Reading: K-2 Assessment, Running Records, Reading Logs, Sight Word Lists, Teacher Test, Benchmark Test, Corrective Reading, Reading Mastery • Reading Comprehension: K-2 Assessment Retelling, Running Records Retelling, Reading Logs, AR, Student Work Samples, Reading Response Logs, Benchmark Tests

8. Where do I find the data? • Math Calculation: K-2 Assessment, K-5 Math Observation Profiles, Chapter Tests, Teacher Tests, AM • Math Reasoning: K-2 Assessment, K-5 Math Observation Profiles, Chapter Tests, Teacher Tests, AM

9. Where do I find the data? • Written Expression: Student Journal Entries, Student Work Samples, Research Logs, Student Response Logs, Final Drafts, Teacher Tests

10. Relationship between PLAAFP and Annual Goal • PLAAFP Data: 3rd grade student reads first grade material at 20-30 wpm with 5-10 errors, guesses at all unknown words. • Annual Goal: Student will read third grade material at 80-100 wpm with 0-2 errors.

11. Relationship between PLAAFP and Annual Goal • PLAAFP Data: Several times (five to ten) daily student draws or talks inappropriately about bodily functions. • Annual Goal: Student will not draw or talk inappropriately about bodily functions for 4 out of 5 days. • Benchmark 1: By February 1, student will have fewer than 3 inappropriate drawings or vocalizations per week. • Benchmark 2: By April 15, student will maintain fewer than 2 inappropriate drawings or vocalizations per week.

12. What’s Missing? • Table Talk • Work in table groups to discuss the PLAAFP assigned to your table. As a group, read through to determine which of the 4 required components is missing. • Determine as a group how you would correct the PLAAFP to ensure it is compliant. • Tables will share out after 5 minutes.

13. Required Components for an Annual Goal • Given/Conditions • Skill/Curriculum/Behavior Area or Domain • (Academic/Functional) • Observable Learner Performance (Action) • Desired Level of Achievement/Outcome • Measurable Criteria

14. Annual Goal Component Chart

15. Misuse of Percentages • Example: Karen will improve her handwriting by 80%. • If 80% of words in a writing assignment, 1 in 5 would not be legible; therefore, this is not an acceptable target. • Example: Levi will have acceptable behavior 80% of the time. • Imagine what it would be like to be around a child whose behavior was unacceptable 20% of the time.

16. NOT Real Annual Goals • Joe will have a better attitude towards school 80% of the time. (not measurable) • Sara will make wise choices in her use of leisure time. (How would this be documented?) • Max will be 75% successful in the general education classroom. (Misuse of percentage) • Beth will show an appropriate level of upper body strength. (not measurable)

17. REAL Annual Goals • Joe will have no more than 5 unexcused absences/tardies this year. • Sara will participate weekly in supervised extracurricular activity. • Max will maintain a C+ average in his general education classrooms. • Beth will pass upper body strength items on the Physical Fitness Test.

18. Example 1 PLAAFP: • Math Computation: Student has good class attendance. He completes class and homework assignments. An informal assessment indicates that he can count from 1 to 100, count coins with 80% accuracy. He can add and subtract using single-digit numbers with 80% accuracy. He needs to develop and apply skills to add and subtract using two- and three-digit numbers, know his multiplication facts, and perform operations of multiplication. These skills affect his ability to perform math computations on 3rd grade level efficiently.

19. Example 1 Annual Goal: • Student will solve computational problems with two- and three-digit numbers with 80% accuracy on three of four assignments.

20. Example 2 PLAAFP: • Reading: Student participates in reading groups and will read when called upon. She can transition between classes. According to informal based assessments, she uses knowledge of basic sight words when reading. She decodes three or four syllable words independently, if she is somewhat familiar with the general topic of the text. When faced with an unknown word in unfamiliar text she pauses and attempts to sound out initial sounds but usually has to have someone help pronounce the word for her. She does not try to solve out the entire word independently. These deficits impact her ability to read on an 11th grade reading level.

21. Example 2 Annual Goal • When given a reading assignment student will decode multi-syllable words in 8 out of 10 trials.

22. Example 3 PLAAFP: • Speech/Language: Student follows directions and gets along with her peers. The TMAC is a measure of a minimal developmental expectations for articulation. Student presented the following errors: frontal lisp for s and z, /w/ for l and r, and /lr/ blends, distorted vocalic /r/, and cluster reduction for /s/ blends. Her total score was an 87 which corresponds to a mild to moderate delay on the developmental articulation index. Overall intelligibility in the conversation was judged to be fair. Student can pronounce /th/ in all positions of words. Student demonstrates multiple articulations errors which impedes her ability to communicate with her peers and teachers in the regular classroom. She needs to improve production of the /l/, /l/ blends, /s/ blends and /r/ phonemes.

23. Example 3 Annual Goal • Student will accurately produce the phonemes /l/, /l/ blends, /s/ blends and /r/ phonemes in words in at least 8/10 trials to improve her speech intelligibility.

24. Pitfalls to be avoided with PLAAFP’s/ Annual Goals • Omitting critical need • Using the category of eligibility as the PLAAFP • Stating only vague PLAAFP’s • Insufficient progress projected • Misuse of percentages

25. Use Your Data • Using the data you brought with you today, work on developing PLAAFP’s and Annual Goals.