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The PLAAFP and Goals and Objectives

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Chris Shaw

on 26 August 2013

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Transcript of The PLAAFP and Goals and Objectives

The PLAAFP and Goals/Objectives:
It's not as scary as it seems.

IEP Team
What is the purpose of the IEP Team?
Present Levels of Academic Achievement and Functional Performance = PLAAFP
Goals and Objectives
The Way Out of a Scary Place
1. Ask for help.
2. Use your resources, templates, and "cheat" sheets
3. Ask yourself, "If the student moved the day after the IEP meeting and you never had contact again, would the IEP be interpreted correctly?
The IEP Team determines:
1. What are the student's educational needs?
2. What are measurable goals for the student?
3. What services and accommodations will support the student in making progress towards the goals?
Six Components of the PLAAFP

1. Results of Evaluation
2. Description of Strengths
3. Description of Needs
4. Parent Concerns
5. Student Concerns (going away)
6. Impact of Disability

Results of Evaluation

1. Narrative, not a list of scores
2. Accurate interpretation of current assessment data
3. Description of the student’s functional performance
4. Baseline for IEP goals
5. Easily understood by parents and educators who were not at the IEP meeting
6. Use data or direct observation to explicitly describe what the student is doing
7. Include the date of the most recent Eligibility or Reevaluation
8. Include the eligibility category(ies)
9. Include data from the most recent psychological report
10. DO NOT INCLUDE OPINIONS
“Jennifer was reevaluated on March 6, 2010 and continues to qualify for Special Education services under the category of Other Health Impairment based on the information provided in the eligibility report. She demonstrates overall cognitive ability in the average range as measured by the WISC-IV (February 2010).”
For Each Evaluation...

1. Include the date of the evaluation.
2. Include the average range for the evaluation.
Example: “Average range is 85-115”
3. Include grade level expectations (for reading levels, SuccessMaker, etc).
4. Always interpret the score.
“Standard Score – 57, which is in the low range”
5. Use the bell curve to help parents understand the scores.
6. Help parents understand a Standard Score is not “percent correct”.
7. Be aware if you are reporting a Standard Score or a Percentile Rank.
Areas to Consider...

Reading decoding
Reading comprehension
Reading fluency
Written expression
Oral expression
Listening comprehension
Social/Emotional
Math calculation
Math problem solving
On-task behavior
Organization
Self-advocacy
Social Skills
Adaptive Skills
Communication
Cognitive
Gathering Information

1. Formal Assessments
Include info from Eligibility Report
2. Data from previous IEP’s objectives
3. ABC/FBA Data
4. Classroom Data including Running Records, Scored Work Samples, etc.
5. Informal probes and assessments
6. Observations
7. Reports from SLP, OT, PT, General Education Teacher(s), etc.
8. Grades
9. Parent Reports (make sure to indicate it is a parent report when writing the PLAAFP)
Private Evaluations

1. Include any private evaluation or report in the PLAFFP
2. Be sure to indicate the data is from a private evaluation

“Results from a private psychological evaluation dated March 2012 performed by Dr. Emily Ernest indicate overall cognitive function in the average range with a weakness in working memory.”
Results of Evaluation DON'Ts
1. DO NOT list scores only

2. DO NOT use incomplete sentences

3. DO NOT give testing information over 3 years old

4. DO NOT copy over out of date information from previous IEPs
Pros and Cons
Description of Strengths

1. Factual description of academic and functional strengths
2. Information based on achievement/assessment data or teacher report
3. Write a narrative, not a list
4. It is NOT a description of the charming aspects of the student’s personality although you can (and should) share this orally
Description of Needs

1. Factual description of academic and functional needs
2. Information based on achievement/assessment data
3. Write a narrative, not a list
4. Avoid negative language (“lazy”, “rude”, etc.)
5. For every area referenced in the Description of Needs, there must be a corresponding objective.
6. For every objective in the IEP, there must be a corresponding area in the Description of Needs.
Turn to your elbow partner.
Explain how the Description of Needs and IEP Objectives are ALWAYS aligned.
Parental Concerns
1. This can include information from conversations throughout the school year
2. Please write exactly what the parents have said. Do not “put words in their mouths”
3. Return to this section prior before locking the IEP
4. Include positive statements from the parents
5. Do not write, “No Concerns”
6. If the parents do not attend the meeting...
-Use information from emails or correspondence
-Contact them to ask them about their concerns
Impact of Disability

1. Describes the individual characteristics of the student’s disability that affects classroom performance.

2. Explains what classroom activities are impacted by specific deficits.

3. Should be specific and individual. (Do not cut and paste from another student’s IEP)

4. Include information that is directly related to the eligibility, but avoid cutting and pasting.
Student Concerns
1. Will go away.

2. Can include student concerns in the minutes.

3. If the student is 14 or older, they must be included in the IEP meeting.
Writing Goals and Objectives

1. Goals/Objectives address the areas identified in the Description of Needs

2. Is the skill/behavior attainable in one year?

3. Prioritize: What are the most essential skills?

4. How will I measure this knowledge or skill?
Measurable Objectives Include:

1. By When
2. Who
3. Will Do What-Defines a skill/behavior that can be changed, observed and measured.
4. Under What Condition-Describes what must be present for the student to demonstrate the skill or behavior.
5. At What Level of Proficiency (Mastery)-Establishes how the IEP team expects the student to perform by the end of the IEP period.
6. As Measured By Whom with What Measurement-Describes who will be observing and taking data on the skill/behavior and what is used to measure the skill/behavior.
Possible Conditions
Prompts:
Given 2 verbal prompts…”
Independently
Time Frames:
Within 10 seconds of teacher direction
Settings:
In a small group
In the general education setting
Across all school settings
Other:
Given 10 math problems
Given a teacher selected topic

Mastery Criteria

1. Consider baseline data.
Median of three data points
2. Consider what is attainable in one year.
3. Be specific and clear. Will someone who was not at this meeting understand what the IEP team intended?
4. Be specific in describing how the objective will be measured
5. Include a description of mastery criteria in the text of the objective

“with 80% accuracy using informal classroom assessments as measured by the special education teacher weekly.”
Measurable Objectives
can be demonstrated without interpretation.
What do you think about these?
When given a passage, Chris will read and answer inferential questions with 53% accuracy on 4 out of 5 work samples over a 9 week grading period as measured by teachers and/or paraprofessionals.
Deidra will improve her commitment to academic success with 80% accuracy in school.
When given the opportunity, Tamra will listen to instruction 4 out of 5 times during the day to improve understanding as measured by teachers.
WATCH OUT!
Improve, Be Able To, Demonstrate, Refrain From, Understand, Learn, Know, Be Aware Of
Full transcript