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Writing PLAAFP Statements

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by

Carl Liaupsin

on 10 February 2015

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Transcript of Writing PLAAFP Statements

Putting It All Together
Needs are determined by considering:
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

Special factors
Needs are addressed through goals, supports and services, and/or accommodations
Needs Resulting from the Disability
Data-based student specific information related to current academic achievement and functional performance
Strengths of student
Needs resulting from the disability
Effects of the disability on progress and involvement in the general education curriculum
4 Major Components
Given (condition), the student will (do what behavior), (to what extent) (over what period of time) as measured by (data collection method). Baseline: (where student is now)

Given a writing prompt, the student will write a 5-paragraph essay that includes an introduction, 3 supporting paragraphs, and a conclusion for 4/5 essays during a semester as measured by permanent product. Baseline: 1/5 essays
Remember the Goal Format?
Communication
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 what the current levels of independence and any need for assistance
Effects of the Disability
Reflect specific skills or behaviors the student has mastered
Reflect specific skills in which the student performs well for the domain or area targeted
Student Strengths
Shows use of data in decisions
Identifies strengths and needs
Demonstrates need for special education
Used to identify IEP goals
Why do we need it?
Academic Achievement
Gaining requisite skills and knowledge for success in school
We address reading, writing, and math because they are foundational for achievement in the other areas
Academic AND Functional Performance
It is a brief, detailed description of a student’s achievement and performance at the time the IEP is written and includes all areas affected by the disability.
It includes all areas affected by the disability
What is a PLAAFP? Statement?
Present Levels of Academic Achievement and Functional Performance
First PLP, Then PLEP, Now PLAAFP
Candace Lane
Carl Liaupsin
University of Arizona

Writing PLAAFP Statements
Let’s Practice
We must document a variety of sources
Current and relevant formal evaluation data
Current and relevant informal data
Observations and supporting anecdotal records
Progress towards last year’s goals
Concerns of parents
Student’s desired school/post-school outcome goals
Input from service providers
Where does the information come from?
From PLAAFP to IEP Objectives
Now what?
Understandable
Measurable
Objective
Relevant
The PLAAFP must be...
Current
Functional Performance
Applying knowledge and skills to meet everyday needs
Includes activities such as feeding, dressing, recreation, social skills, behavior, job skills... Life.
PLAAFP Info
PLAAFP Component
Data-based info
Strengths
Needs resulting from disability
Effect of the disability on gen ed inclusion
Formal checklist/parent and teacher reports
Verbally social, makes friends easily
Difficulty beginning tasks (5-10 verbal prompts to begin)
Requires direct instruction in social skills to participate in general ed
Example: ISABEL
Permission to test
Evaluation Report
PLAAFP
IEP Obj
...makes friends easily
...can determine the main idea of a text
...can multiply one-digit whole numbers by multiples of 10
...cannot provide a concluding statement to an explanatory paragraph
...cannot express whole numbers as fractions
...argues with peers in groups
...requires social skills instruction to succeed in group tasks
...needs supplementary instruction in math to keep pace with peers
...would benefit from self-mediated writing strategies
Putting It All Together
PLAAFP Statement
PLAAFP Component
Data-based info
Strengths
Needs resulting from disability
Effect of the disability on gen ed inclusion
Example: ISABEL
A review of a formal checklist of social emotional skills,
indicates that Isabel is social and successfully makes and maintains friendships.
When required to complete difficult tasks, Isabel often avoids these tasks by talking with her friends, and it often takes 5-10 verbal prompts to get Isabel to begin the task.
Once she begins, she almost always completes the tasks.
When she is frustrated she exhibits extreme emotions: uncontrollable giggling, sobbing, and occasional anger, approximately 5 times per week
(
according to parental and teacher report
).
This inhibits her progress in the general curriculum, as she needs direct instruction of social skills.
PLAAFP Info
PLAAFP Component
Data-based info
Strengths
Needs resulting from disability
Effect of the disability on gen ed inclusion
Example: Erin
Anecdotal log of observations
Language assessment given by speech therapist
Speaks using complete sentences
Initiates and responds to greetings
Struggles to maintain conversation about non-self-selected topics (average of 2 conversational turns before changing subject)
Communication in the general education setting and social skill development
Math
PLAAFP Info
PLAAFP Component
Data-based info
Strengths
Needs resulting from disability
Effect of the disability on gen ed inclusion
Example: Jose
District Assessment
Curriculum based assessments
Weekly quizzes
Read, write, and compare numbers to 100
Skip count by 5s and 10s to 100
Addition and subtraction without regrouping of double digit numbers
Addition with regrouping
Subtraction with regrouping
Multiplication facts
Solving word problems
Requires direct instruction in requisite skills
Affects ability to calculate grade level problems
Reading Fluency
PLAAFP Info
PLAAFP Component
Data-based info
Strengths
Needs resulting from disability
Effect of the disability on gen ed inclusion
Example: Milton
Written Expression
PLAAFP Statement
PLAAFP Component
Data-based info
Strengths
Needs resulting from disability
Effect of the disability on gen ed inclusion
Example: Jesse
Curriculum based assessments
Weekly writing prompts
Able to write in complete sentences with accurate spelling (80% accuracy)
Writes a 5 sentence paragraph with a topic sentence and 4 supporting details in 1/5 opportunities
Direct instruction in written expression
Impacts written assignments in grade level subject areas
Reading Comprehension
PLAAFP Statement
PLAAFP Component
Data-based info
Strengths
Needs resulting from disability
Effect of the disability on gen ed inclusion
Example: Monica
Reading inventories quarterly, teacher observation and assessment weekly
Able to retell stories at grade level 3.0
Able to answer detail-oriented comprehension questions at level 3.0
Able to provide main idea 30% of the time and 2 supporting details 50% of the time
Can describe cause/effect in 1/5 stories
Comprehending grade level text in all subject areas
Direct instruction in reading comprehension
Behavior
PLAAFP Statement
PLAAFP Component
Data-based info
Strengths
Needs resulting from disability
Effect of the disability on gen ed inclusion
Example: Rose
Anecdotal records of teacher
Direct observations by school psychologist
Makes and maintains friendships
Begins tasks when directed
Follows up to 3-step directions
Remains on-task for a maximum of 10 minutes during independent tasks
Leaves seat avg. of 8 times in 60 minutes
Disruptive to peers
Inability to finish given tasks
Reading inventories quarterly,
Standardized achievement tests
Teacher observation
Able to read 100% of 2nd grade sight words and 80% of 3rd grade sight words
Increased reading fluency from level 1.5 to 2.5 in 1 year
Currently 1 grade level behind peers
Unable to accurately read grade level instructions
Difficulty reading text in all grade level subject areas
Requires direct instruction in reading
Use the PLAAFP Info to write a PLAAFP Statement for each scenario
Next we'll learn to create IEP Objectives
Permission to test
Evaluation Report
PLAAFP
IEP Obj
Milton's PLAAFP
Data on Milton’s reading fluency was collected from quarterly reading inventories, standardized achievement tests, and teacher observations. Milton is able to read 100% of 2nd grade sight words and 80% of 3rd grade sight words. In the past year, his reading fluency increased from 1.5 to 2.5. However, Milton is currently 1 grade level behind his peers and unable to read grade level instructions. These reading problems affect Milton in accessing all grade level subject texts and will require direct instruction in reading fluency.
Jose's PLAAFP
Data on Jose’s math difficulties was collected from district assessments, curriculum based assessments, and weekly quizzes. Jose can read, write, and compare numbers to 100. He can skip count by 5s and 10s to 100 and perform addition and subtraction of double-digit numbers without regrouping. Jose has difficulty performing addition or subtraction of double-digit numbers with regrouping. He also shows difficulty with multiplication facts (accuracy and fluency) and solving grade level word problems. These difficulties require direct instruction in skills so that Jose can access the grade level curriculum.
Erin's PLAAFP
A review of anecdotal observation logs and a language assessment by a speech therapist shows that Erin is able to speak complete sentences appropriate for her age. She also responds appropriately to peer and adult greetings. Erin has difficulty maintaining conversations about non-self-selected topics and only averages 2 conversational turns before changing the subject. Her conversational difficulties limit Erin’s ability to engage in conversations during instruction and group work. They also limit her social interaction with peers.
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