How to write a plaafp

THE IEP PROCESS

Step 1: Present Levels of Academic Achievement and Functional Performance

Step 2: Measurable Annual Goals

Step 3: Special Education Services

Step 4: Progress Monitoring

(Yell, n.d.).

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STEP 1

Write the Present Levels of Academic Achievement and Functional Performance Statement (PLAAFP)

(Yell, n.d.).

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PLAAFP STATEMENT

The PLAAFP statement is a brief, but detailed, description of all areas of academic achievement and functional performance that are affected by a student’s disability.

(Yell, n.d.).

Accurate PLAAFP statements provide the starting point for all decisions regarding a student’s IEP

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TWO PARTS OF THE PLAAFP

The educational need arising from a student’s disability
Effect on a student’s involvement in the general education curriculum
(Yell, n.d.).

Based on a full and individualized assessment, the IEP team:

determines a student’s unique educational needs to which special services must be directed
and explains the effects of the student’s disability on his or her learning and involvement in the general education curriculum.
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PLAAFP STATEMENT EXAMPLE: ACADEMICS

Jeremy is a fourth grade student with a severe reading problem. He currently reads at an average rate of 24 words per minute out of his grade level reading textbook; his peers read at an average rate of 62 words per minute in the same book. Jeremy’s reading problems make it difficult for him to work successfully in general education classes that require him to learn by reading.

(Yell, n.d.).

See the educational need mentioned and the involvement in the GE curriculum statement?

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GATHERING DATA

Determine how the student’s academic and functional needs are discrepant from expected levels of academic and functional skills. Use:

•Norm-referenced tests; statewide assessments

•Curriculum-based measurement

•Classroom performance information from all teachers

•Intervention results (RTI)

•Observational data

•Behavioral data (i.e. checklists, rating scales, discipline referrals)

•Functional behavioral assessments

(Yell, n.d.).

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PLAAFP CAUTIONS AHEAD!!!

(Yell, n.d.).

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PLAAFP CAUTIONS

•Are the PLAAFPs understandable & clear to everyone on the team?

•Do the PLAAFPs identify all areas of need?

•Are the PLAAFPs precise enough to lead to measurable annual goals?

•Do the PLAAFPs describe only the unique needs that will be addressed in the IEP?

•Do the PLAAFPs lead to an annual goal, special education service, or both?

(Yell, n.d.).

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COMMON PLAAFP ERRORS

•Writing vague descriptions of academic and/or functional needs

•Writing statements that are not related to a student’s disability

•Writing statements based solely on a standardized battery of tests

•Writing PLAAFP statements that are not individualized

•Using a student’s disability as the PLAAFP statement

(Yell, n.d.).

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IDEA REGULATIONS (1997)

“There should be a direct relationship between the present levels of performance and the other components of the IEP. Thus, if the statement describes a problem with the child’s reading level and points to a deficiency in reading skills, the problem should be addressed under both (1) goals and (2) specific special education and related services provided to the child.” (Question 36) 54

(Yell, n.d.).

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STEP 2

Develop the Measurable Annual Goals

(Yell, n.d.).

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The annual goals tell us

what we expect the student to learn or be able to do in 1 year, and

how we will know when they have learned or can do it.

(Yell, n.d.).

•Goals should include academic and functional areas, if needed

•Goals should be directed at meeting a student’s needs related to the disability so he/she may be involved in and progress in the general curriculum

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CHARACTERISTICS OF GOALS

The essential characteristics of IEP goals are that they must be measurable and be measured
If a goal is not measurable, it violates the IDEA and may result in the denial of FAPE (Bateman & Herr, 2006)
If a goal is not measured, that [also] violates the IDEA and may result in the denial of FAPE (Bateman & Herr, 2006)
(Yell, n.d.).

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WRITING A MEASURABLE ANNUAL GOAL

Three components of a measurable goal:

1. Target behavior

What do we want to change?

2. Stimulus material or conditions

How will we measure change?

3. Criterion for acceptable performance How we will know if the goal has been achieved?

(Yell, n.d.).

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TARGET BEHAVIOR

Observable, MEASURABLE, verifiable, & repeatable
–To write, to read aloud, to initiate interactions

NOT invisible or open to many interpretations
–To understand, enjoy, improve, develop

(Yell, n.d.).

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CONDITION OR GIVEN
• How you will MEASURE the target behavior?

–The context, materials, or environment

(Yell, n.d.).

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CRITERION FOR ACCEPTABLE PERFORMANCE

•How you will know when the child has ACHIEVED the goal?

–May be stated in terms of accuracy, speed, quality, fluency

–Collect data, NOT subjective opinion

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THE GOOD!!!
In 32 weeks, when presented with a passage from the 2nd grade reading text, Jeremy will read aloud 48 words per minute with less than 2 errors.

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THE BAD!!!

Jeremy will improve written language skills as measured by increased scores on the language section of WJPB.
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AND THE UGLY!!!

When required to problem solve on a daily basis, Doug will reduce by 50% the following behaviors: Abandonment issues, verbally assaultive, depression, impulsivity, sibling related difficulty, destroying property, lying, unruly/ungovernable, difficulty with authoritative figures, hyperactivity, low self esteem, cruelty to animals, excessive self blame, excessive anxiety, poor ego strength, poor intellectuality, poor academics, poor reality contact, excessive aggressiveness, poor social conformity, poor anger control, excessive sense of persecution, and excessive resistance as measured by teacher observation.

(Yell, n.d.).

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SAMPLE ANNUAL GOAL : READING

In 36 weeks, when given a randomly selected grade 4 passage, Doug will read aloud 84 words correctly in one minute.

(Yell, n.d.).

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SAMPLE ANNUAL GOAL : WRITING

In 36 weeks, when given a story starter and 3 minutes to write, Stacey will write 32 correct word sequences.

(Yell, n.d.).

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SAMPLE ANNUAL GOAL: MATH

In 36 weeks when given a worksheet of 40 randomly selected multiplication and division problems, Tony will write 58 correct digit sequences.

(Yell, n.d.).

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SAMPLE ANNUAL GOAL: BEHAVIOR

In 36 weeks Jeremy will successfully complete 90% of the homework assigned in his social studies and science classes. (To be successfully completed, assignments must be 90% correct.)

(Yell, n.d.).

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GOAL CAUTIONS

•Are the goals measurable (3 components)?

•Are the goals too broad or vague?

•Do the goals misuse percentages?

•Are the goals ambitious, but realistic?

•Do the goals align with the PLAAFPs/ services?

(Yell, n.d.).

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STEP 3

Determine the Services that will be Provided

(Yell, n.d.).

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The service statements are what the LEA will do to help a student meet his or her goals

(Yell, n.d.).

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SERVICE STATEMENTS

Service statements answer the question:

What will we do in response to the student’s needs?

•Special education services

•Related services

•Supplementary Services

•Program Modifications

•Special factors (e.g., assistive technology)

(Yell, n.d.).

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PEER-REVIEWED RESEARCH

IEPs must include “a statement of special education services and supplementary aids and services based on peer reviewed research” (IDEA 2004).

Peer-reviewed research and evidence-based practices are related.

(Yell, n.d.).

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EXAMPLES OF SERVICE STATEMENTS: ACADEMICS

Jeremy will attend resource room for reading remediation five days a week for one hour each day. Programming will involve direct instruction on the five essential elements of reading as identified by the National Reading Panel (http://www.nationalreadingpanel.org/).

(Yell, n.d.).

See the reference to EBP and PRR?

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SERVICE STATEMENT CAUTIONS AHEAD!!!

(Yell, n.d.).

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SERVICE STATEMENT CAUTIONS

Be certain all team members understand what services will be offered.
Be certain all team members understand the logistics of the services to be offered.
Ensure that services are based on legitimate research.
Ensure that all services are tied to a PLAAFP statement and an annual goal.
(Yell, n.d.).

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STEP 4

Monitor the Student’s Progress

(Yell, n.d.).

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“Progress monitoring is a scientifically based practice that is used to assess students' academic and functional performance and evaluate the effectiveness of instruction” (OSEP Center on Progress Monitoring, n.d.)

(Yell, n.d.).

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LEGAL REQUIREMENTS FOR PROGRESS MONITORING

Measure a student’s progress toward his/her goal (formative evaluation)
Report a student’s progress to his/her parents (reporting schedule)
Revising the special education program if a student is not making progress
Continue to monitor progress
(Yell, n.d.).

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PROGRESS MONITORING CAUTIONS AHEAD!!!

(Yell, n.d.).

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PROGRESS MONITORING CAUTIONS

A data-based method for monitoring student progress is essential to ensure that a student receives meaningful educational benefit.

(Yell, n.d.).

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PROGRESS MONITORING CHECKLIST

Was the student’s progress toward each of his or her goals measured at least as often as students in general education get report cards?
Was a student’s progress toward the goals reported to his or her student’s parents at least as often as students in general education get report cards?
(Yell, n.d.).

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PROGRESS MONITORING CHECKLIST

Was the method of monitoring progress and the schedule/format for reporting a student’s progress to his or her parents included in the IEP?
If the data showed that a student might not meet his/her goals, were needed instructional changes made to the student’s program and did the teacher continue to monitor progress?
(Yell, n.d.).

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Checking the IEP

(Yell, n.d.).

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BRINGING IT ALL TOGETHER

PLAAFP

Goal

Services

Progress Monitoring

(Yell, n.d.).

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BRINGING IT ALL TOGETHER

PLAFFP

Goal

Services

Jeremy currently reads at an average rate of 24 words per minute out of his grade level reading textbook; his peers read at an average rate of 62 words per minute in the same book.

In 32 weeks, when presented with a passage from Houghton Mifflin Reading Book 2, Jeremy will read aloud 48 words per minute with less than 2 errors.

Jeremy will be taught the five essential elements of reading as identified by the National Reading Panel.

Progress Monitoring

(How & When)

Curriculum Based Measurement in reading, twice a week.

(Yell, n.d.).

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(Yell, n.d.).

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Accurate PLAAFP statements provide the starting point for all decisions regarding a student’s IEP

*

Based on a full and individualized assessment, the IEP team:

determines a student’s unique educational needs to which special services must be directed
and explains the effects of the student’s disability on his or her learning and involvement in the general education curriculum.
*

See the educational need mentioned and the involvement in the GE curriculum statement?

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•Goals should include academic and functional areas, if needed

•Goals should be directed at meeting a student’s needs related to the disability so he/she may be involved in and progress in the general curriculum

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See the reference to EBP and PRR?

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