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Refresher: PLAAFP’s and Annual Goals

Refresher: PLAAFP’s and Annual Goals. IDEA §300-320. Requires ARD committee to include measurable annual goals, including academic and functional goals

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Refresher: PLAAFP’s and Annual Goals

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  1. Refresher: PLAAFP’s and Annual Goals

  2. IDEA §300-320 • Requires ARD committee to include measurable annual goals, including academic and functional goals • For students who take alternate assessments aligned to alternate achievement standards (TAKS-Alt), requires both annual goals and short-term objectives • Requires appropriate measureable postsecondary goals beginning with the first IEP in effect when the student reaches the age of 16.

  3. It All Starts with the Present Levels of Academic Achievement and Functional Performance(PLAAFP) What is it? • A summary statement which describes the student’s current academic achievement and functional performance in the areas of need as determined by evaluation.

  4. What is the purpose of the PLAAFP? • To identify and prioritize specific needs of a child • To establish baseline performance in the general curriculum which is used to develop individualized, meaningful and measureable goals. • To identify how the disability affects performance.

  5. Academic Achievement (PLAAFP) focuses on what specific kinds of academic information and skills you child has mastered . (examples: reading at a certain grade level, or performing certain mathematical calculations). Functional Performance (PLAAFP) refers to other areas of achievement that are not academic. (examples: social skills, communication skills, and other activities of daily living.)

  6. The PLAAFP is the foundation on which the ARD committee will write goals for the student’s educational year. Objectives/Benchmarks Measurable annual goals Present Levels of Performance

  7. PLAAFP Components • Data based student specific information about current academic performance • Data based student specific information about current functional performance • Strengths of student (academic or functional dependent upon target area) • Need(s) resulting from the disability (academic or functional dependent upon target area) Note: Any academic or functional need listed in PLAAFP must be addressed in the Annual Goals. • Effects of the disability on involvement and progress in the general education curriculum.

  8. Example:

  9. Where can you find data? • Performance Series • Running Records • Reading Logs • DCA’s • Student Work Samples • Sight word lists • Chapter tests • Teacher made tests • Previous attained IEP objectives • Hands – on performance • DRA and TPRI • Psychological /Related services evaluations • Parent / Teacher Input • Anecdotal Records • Progress Monitoring • Benchmarks • State assessments • Student Journals • Rubrics • Portfolios

  10. Activity 1. With a partner review the PLAAFP examples and determine which components, if any are missing. 2. Rewrite any PLAAFP that is missing components. Be prepared to share. 10 Minutes

  11. Once the PLAAFP is written – it’s time for the Annual Goal What is it? A statement that describes what a child with a disability can reasonably be expected to accomplish within a twelve-month period in the child’s special education program. There is a direct relationship between the PLAAFP and the annual goal.

  12. Measurable Annual Goals must: Be related to meeting the child’s needs (academic /functional) that result from the disability to enable him/her to be involved in the general curriculum.

  13. Annual Goal Components

  14. Relationship between PLAAFP and Annual Goal PLAAFP Data: Stephanie is a ninth grade student whose strengths include excellent listening comprehension skills; ability to use teacher-generated outlines and study guides to comprehend text and lectures. She depends on study guides and outlines to locate information for science and social studies classes. Ongoing progress monitoring measures Stephanie reading 100 words a minute with 3-5 errors on grade level materials. Her slow fluency effects her overall reading comprehension and her ability to complete assignments in the general ed. classroom. Annual Goals: Within 36 instructional weeks, given grade level science and social studies text, Stephanie will read at a fluency level of 135 wpm with 0-3 errors, as measured by timed oral reading of grade level science and social studies text.

  15. Relationship between PLAAFP and Annual Goal PLAAFP Data: Based on teacher and district benchmark assessments, Sylvia can add and subtract two and three digit numbers without regrouping, without the use of manipulatives, 100% of the time. She understands only ones place value. Sylvia (grade 5) lacks the understanding of place value and regrouping in both addition and subtraction, therefore inhibiting her progress in the general curriculum. Annual Goals: Within 36 instructional weeks, using manipulatives , Sylvia will use place value to read, write, compare and order whole numbers through the ten thousands place with 90% accuracy. Annual Goals: Is another goal needed based on PLAAFP?

  16. The Stranger Test Goals written in a fashion where anyone unfamiliar with the child could read it and follow it. The goal leaves no room for interpretation.

  17. You Make the Call • Within 36 instructional weeks, given 100 high frequency spelling words, Darleen will correctly spell 75/100 words, 4 out of 5 times tested.

  18. You Make the Call • In 36 instructional weeks, Barbara will use proper conventions addressing the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, paragraph breaks, and legibility with 1-2 verbal cues.

  19. You Make the Call Given 5 – three digit X three digit multiplication problems with regrouping, Mariah will multiply to determine the correct product with 100% accuracy in 4 of 5 opportunities, but the end of the sixth six weeks.

  20. Rules to Remember • ** Goals which use participation as criteria or focus on a one-time event are not appropriate. • Johnny will participate in the field trip on Thursday. • ** Annual Goals must reflect observable behavior that can be objectively measured. • Examples: read, name, write, solve • Non- examples: increase, know, understand

  21. **Goals are not measurable if they do not contain objective conditions and criteria for success. Thomas will improve his communication skills. Taylor will engage in problem solving with 85% accuracy. **Measurable annual goals must be based on appropriate standards. Two year old Sarah, will count from 1 to 100 with 80% accuracy

  22. Be Careful of Percentages • If you say a student will do something 80% of the time…80% of what? A 24 hour day? • Must state accountability. 80% of 15 minute period, 80% of writing assignments, etc. • Using a percentage alone does not mean measurable.

  23. Misuse of Percentages • Example: Levi will exhibit acceptable behavior 80% of time. • Imagine what it would be like to be around a child whose behavior was unacceptable 20% of the time.

  24. Q & A Work Session

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