TEKS BASED IEPsPLAAFPS

GOALS & OBJECTIVES

bbREBrownsville ISDSpecial Services DepartmentFall 2010

Training Outcomes

Understan

d the process of

creating PLAAFPs

Understan

d the different

factors in determining

appropriate data driven

PLAAFPs Learn the process for writing

TEKS- based IEP goals

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TEKS-Based IEPs’ Decision Making ProcessAnalyze assessment information to determine student strengths, needs and interests.[TAKS-A, TAKS-M, TAKS-ALT, benchmark tests, student work, etc.]

Incorporate parent concerns and considerations for current and future conditions.

Using assessment information and the Texas Essential Knowledge and Skills, identify areas of need. Collaboration between general and special education teachers is a critical

component.

Determine the present level of performance for each priority area in specific and measurable terms.

Develop measurable goals that allow the student to be involved in and progress in the general curriculum; deconstruction of the TEKS/SEs and Scope and Sequence of the curriculum

Identify supplementary aids and supports necessary to accomplish the goals.

Evaluate progress on goals to determine necessary adjustments or revisions.

©2006. Division of Curriculum and Instruction, Region One Education Service Center

Definition of

PLAAFPs

Cornerstone of the IEP Describes child’s strengths in relation to

state standards (TEKS) Source that drives the other IEP

components Statement that links all IEP components Contain current, relevant information

Provides the basis for: IEP goals/objectives Measuring progress

The PLAAFPs

SHOULD………

• Identify needs of the student so that all service providers know the level at which the student is functioning and so the team can set appropriate, meaningful annual goals for the student.

Prioritize and identify needs that will be written as GOALS

Provide a baseline data for each need.

PLAAFPThese sections include:Student’s Strengths, Interests, and Preferences Parent Concerns regarding their child’s education Special Considerations * Behavior * Communication * Limited English Proficiency * Health * Braille * Assistive TechnologyTransition AssessmentsOther essential information Effect of the disabilityPost-secondary Expectations for living, Learning and WorkingCourse of Study

The Three Elements of PLAAFPs 1. A narrative

summary of the baseline data. What are the sources of information upon which the statement is based including the strengths and what the student is currently able to do?

2. A statement of how the disability impacts the student’s involvement/progress in the general education curriculum.

3. A description of area(s) of educational need. What are the resulting priority educational needs to be addressed in the ANNUAL GOALS?

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Sample PLAAFP

©2006. Division of Curriculum and Instruction, Region One Education Service Center

Baseline Data Impact Need

According to results from XYZ test of reading fluency, John is able to read 27 words per minute with 2-3 errors. (A typical 4th grader is expected to read 50 words per minute with zero errors. )

This impacts his ability to complete grade-level reading assignments in a timely fashion. This impacts his ability to be successful in grade-level reading activities.

John will need accommodations (extended time, chunking, 14 font min, etc. ) and specialized instruction to complete grade-level reading assignments and tests.

READING

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Sample PLAAFP

©2006. Division of Curriculum and Instruction, Region One Education Service Center

Baseline Data Impact Need

His math teacher observed that Johnny struggles to process mathematical information ina sequential way, which is critical to the linear nature ofalgebra. Johnnycan complete single-variable equations with fractions with like denominators.

Overall, because of his disability in math reasoning, Johnny isnot achieving in the general curriculum on a level equivalent tohis grade peers in the area of math.

Johnny will need specific algebraic models/ examples andbe expected to complete additional practice problems over time.He requires additional specialized instruction, with materialpresented in an alternate format to aid comprehension andapplication

Math

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What are annual goals? Annual goals are statements that describe what a child with a disability can reasonably be expected to accomplish within a twelve month period in the child’s special education program. These goals are skills and/or knowledge that will be mastered, not an activity.

©2006. Division of Curriculum and Instruction, Region One Education Service Center

What is a measurable annual goal?

Measurable goals are defined as statements that contain four critical components: timeframe, conditions, behavior and criterion. A measurable goal includes the behavior or skill that can be measured at periodic intervals against a criterion of success.

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What are the four critical components of a measurable goal?

• A. Timeframe identifies the amount of time in the goal period and is usually specified in the number of weeks or a certain date for completion.

• B. Conditions specify the manner in which progress toward the goal occurs. Conditions describe the specific resources that must be present for a child to reach the goal. The condition of the goal should relate to the behavior being measured. For example, a goal relating to reading comprehension may require the use of a graphic organizer. The graphic organizer is the condition.

• C. Behavior clearly identifies the performance that is being monitored. It represents an action that can be directly observed and measured.

• D. Criterion identifies how much, how often, or to what standard the behavior must occur in order to demonstrate that the goal has been achieved. The goal criterion specifies the amount of growth that is expected.

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What is the Timeframe ?

In 8 weeks, given a bag full of folded newspapers and a neighborhood street, be able to throw a paper onto the roof of each house.

©2006. Division of Curriculum and Instruction, Region One Education Service Center

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What is the condition ?

In 8 weeks, given a bag full of folded newspapers and a neighborhood street, be able to throw a paper onto the roof of each house.

©2006. Division of Curriculum and Instruction, Region One Education Service Center

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What is the behavior?

In 8 weeks, given a bag full of folded newspapers and a neighborhood street, be able to throw a paper onto the roof of each house.

©2006. Division of Curriculum and Instruction, Region One Education Service Center

What is the criterion?

• In 8 weeks, given a bag full of folded newspapers and a neighborhood street, be able to throw a paper onto the roof of each house.

16©2006. Division of Curriculum and Instruction, Region One Education Service Center

Objective

GoalTimeframe Condition Behavior Criteria

Within 36 instructional weeks

using decoding skills and oral practice within a 3rd grade passage

Joseph, a 3rd grade student, will read

70 words per minute with fewer than 10 errors

Timeframe Condition Behavior Criteria

By the end of the first six weeks

using decodable texts

Joseph, a 3rd grade student, will read and pronounce 50 frequently used words

with 10 or fewer errors

Examples

Timeframe Condition Behavior Criteria

By June 2, 2011 given a 4th grade story prompt and 30 minutes to write

Linda, a 4th grade student, will write

a three paragraph essay using transition words in sentences and between paragraphs with 5 or less errors.

Timeframe Condition Behavior Criteria

In three instructional weeks

with guided practice Linda, a 4th grade student, will correctly use transition words to connect simple and compound sentences

with 75% accuracy

Sample Goal & Objective

Goal

Objective

Objective

GoalTimeframe Condition Behavior Criteria

By the end of the 2010-2011 school year

given mixed fraction problems using all operations

Jose, a 6th grade student, will solve

85% of all assigned problems correctly.

Timeframe Condition Behavior Criteria

By October 1 using prompts that decrease the assistance provided (most-to-least prompting) and through repetitive practice

Jose, a 6th grade student, will identify 20 fractions that represent more than a whole number on a worksheet in three minutes or less

with 100% accuracy.

Sample Goal & Objective

PLAAFP/SBIEP TEACHER TOOL

Developed by Special Services to aid teachers in writing

appropriate PLAAFPs and SBIEPs

TEACHER TOOL w/SAMPLE

TEACHER TOOL (BLANK)

They are available on our webpage.

QUESTIONS?

PLAAFPS

IEPs