# data[].attributes.headline
Summary of writing measurable goals for the IEP

# data[].attributes.subject
Summary of writing measurable goals for the IEP

# data[].attributes.body
"Writing legally defensible annual IEP goals means the IEP team is developing cohesive IEP plans that connect the present level of performance, goals, special education services, and methods of progress monitoring.
- "All of these components should work together to create an ambitious, meaningful, and legally defensible IEP to enable a student to make academic and functional "Progress appropriate in light of the circumstances" (Endrew f., 2017, p. 992)

# data[].attributes.headline
Should teachers keep up with peer-reviewed research within the community, for the use of creating goals for the IEP?

# data[].attributes.subject
Should teachers keep up with peer-reviewed research within the community, for the use of creating goals for the IEP?

# data[].attributes.body
DUH! "The intent of the peer-reviewed research requirement of the IDEA was to ensure IEP teams' selection of educational approaches reflected sound practices that had been validated empirically whenever possible"

# data[].attributes.body
Absolutely! "Ultimately, a crucial element for ensuring a student receives FAPE under the Endrew F. standard is the development of meaningful and measurable goals"

# data[].attributes.headline
Video on understanding Measurable goals on the IEP

# data[].attributes.subject
Video on understanding Measurable goals on the IEP

# data[].attributes.attachment_link.title
IDEA: Understanding Measurable Goals on the IEP

# data[].attributes.headline
Article about designing measurable goals and reporting progress toward mastery of annual goals

# data[].attributes.subject
Article about designing measurable goals and reporting progress toward mastery of annual goals

# data[].attributes.attachment_link.readable_text
By Dale P. Pennell, C.A.S.

February/March 2013

After IEP teams write annual goals and objectives, they must determine who, how, and how often the local education agency will assess and report student progress toward achieving the goals and objectives (IDEA §300.320). IDEA does not require that all IEP teams write corresponding short-term objectives for annual goals. Nevertheless, IEP teams must still determine how to measure progress toward mastery of annual goals. IEPs that include observable, relevant, and assessable objectives that describe the frequency and means of determining their mastery provide, in effect, a monitoring and evaluation plan for the annual goals to which they correspond.

Purpose for Measuring and Reporting Progress and Mastery

Systematic, ongoing assessment and reporting of student progress enables educators to "substantiate what the student is learning, the effectiveness of materials and methods being used during instruction, and the efficacy of the IEP" (Gleckel & Koretz, 2008, p. 211). If periodic assessments reveal that students are not making adequate progress, educators have ample opportunity to try alternate interventions. Eventually, data collected on a regular basis may indicate the need for IEP teams to reconsider the appropriateness of the annual goal(s) in question.
Measuring Progress and Mastery
Gleckel and Koretz (2008) suggest several questions IEP teams may use to guide the development of monitoring and evaluation plans. Three of these questions follow.

1. What evidence will document student progress toward and mastery of objectives and stated goals?

2. What tools will generate this evidence?

3. How often will educators collect data and report progress?

Appropriately written annual goals, as well as the short-term objectives that support goal achievement, describe how to determine mastery of goals and objectives. (See Link Lines article entitled Designing Meaningful IEPs - Selecting and Writing Annual Goals and Short-Term Objectives (November/December, 2012)for further information about the content of annual goals and objectives.) Additionally, IEP teams must specify the ways in which progress will be monitored. These methods generally fall into the following three categories, which include various assessment strategies:

Direct measures "provide valid and reliable indications of student progress" (Etscheidt, 2006, p. 58) and include:

Behavior observation, such as frequency recording, duration recording, interval recording, and time sampling (Maag, 2004)

Curriculum-based assessment, a process whereby teachers directly observe student performance and repeatedly record student responses (Hargrove, Church, Yssel, & Koch, 2002)

Indirect measures that supplement direct measures, including:

Rubrics, scales that describe performance in quantitative or qualitative terms

Attainment scaling, a process in which teachers rate student responses on a five-point scale of best-to-worst performance

Student self-monitoring, whereby students are taught to monitor and record their own performance(Etscheidt, 2006)

Authentic measures, including:

Anecdotal notes of informal interviews with students

Portfolios of student work samples

Video recordings of student performance
(Etscheidt, 2006)

Following are illustrations of several devices and formats that are useful for monitoring and recording academic and functional skill attainment.
Frequency Recording
Frequency recording involves measuring the number of times a behavior occurs within a given period.

Example: Annual Goal (Functional Area - Communication): By March 2013, when given an augmentative communication device, David will communicate his needs in 3 or more environments (e.g., cafeteria, school store, and community-based site) at least 4 times per school day for at least 3 out of 5 consecutive school days.

For each date that David is observed:

Record each observation location.

Record with a hash mark each time the behavior occurs while in the location.

Curriculum-Based Assessment
Curriculum-based assessment involves direct observation of student performance and repeated recording of student responses in relation to specific academic tasks.

Example: Annual Goal (Academic Area - Literacy): By October 2013, when assigned literary works of fiction, Anita will correctly answer inferential comprehension questions that address the elements of main idea, setting, characters, and plot with at least 80% accuracy for each story element in 2 out of 3 consecutive trials.

Before the assessment trial begins, the assessor records the open-ended (uncued) and targeted (cued) inferential comprehension questions he or she will ask Anita for each story element. Each time Anita answers a question correctly, the assessor indicates this by placing a check mark in the appropriate column.
Rubrics
A rubric is a scale that describes performance in quantitative or qualitative terms. Rubrics vary widely and can be used for any subject or functional performance task.

Example: Annual Goal (Functional Area - Social Competence): By May 2013, when working in cooperative learning groups, Grady will accept group rules for making decisions and complete his roles agreeably (without incident or argument) in at least 3 of 4 consecutive opportunities.
Student Self-Monitoring
Before the assessment trial begins, the assessor records in the "Expectation" column desired behaviors targeted in the annual goal. Next, the assessor records in the "Consistently Demonstrates" column descriptors that illustrate how these desired behaviors look when Grady exhibits them. The three columns between the "Expectation" column and the "Consistently Demonstrates" column describe the continuum of behaviors Grady might exhibit as he progresses toward the performance criteria described in the "Consistently Demonstrates" column. The assessor observes Grady during small-group activities and records the number that reflects Grady's performance for listening, cooperating, and respecting others.

Student self-monitoring involves students evaluating and recording their own behaviors or performance.

Annual Goal (Functional Area - Adaptive Behavior): By November 2013, when Kirk does not understand instruction during his mathematics class, he will express frustration/confusion by raising his hand, waiting for the teacher to acknowledge him, and either letting the teacher know he does not understand or asking clarifying questions in 4 out of 5 consecutive class periods for two weeks.

Each time Kirk monitors his progress on this goal, he will receive this self-monitoring template from the assessor, who will ask him to record how he responds each time during the class period when he doesn't understand what his teacher is teaching or asking him to do.
Student Interviews

Student interviews refer to the process of recording information provided by students during informal interviews.

Annual Goal (Academic Area - Literacy): By February 2013, when asked to identify strategies that she finds most helpful for learning content-specific vocabulary, Marketa will describe 2 strategies she has used most effectively to learn new vocabulary (correlated to weekly vocabulary quiz results in science and history/social science classes) for 2 consecutive units of study in each course.
Reporting Progress and Mastery

1. The interviewer meets with Marketa once her unit test has been scored and asks her to determine how often she has used each of the listed (taught) strategies to learn the vocabulary assessed on the test.

2. Then the interviewer and Marketa review her performance on the vocabulary portion of the unit test. The interviewer asks Marketa to identify the strategies she used to learn the words she defined correctly on the test.

While annual goals and objectives provide target dates for mastery, they do not include schedules for periodic progress monitoring, nor do they describe how student performance will be reported to educators, families, and students. IDEA requires that educators report the results of progress monitoring activities at least as often as assessment data are reported for students without disabilities. However, this may not be often enough to inform the revision of instructional strategies or the need to adjust annual goals and objectives. Etscheidt (2006) offers the following guidelines to help IEP teams determine how often progress should be measured and recorded:

Progress-monitoring data may be shared with the student, other staff members, and the student's family in a variety of ways. These include:

Face-to-face conferences,

Phone calls,

Copies of data summaries, such as charts, graphs, data-collection templates, and

Computer technologies, such as e-mail and video-conferencing.

Parents who are members of the IEP team should be invited to identify their preferred means of receiving these data.
References
Once the IEP team determines how it will assess progress toward mastery of annual goals, it may begin to identify structures the local education agency will employ to move the student forward. These structures - specially designed instruction, related services, supplementary aids and services, modifications, and supports for school personnel - will be addressed in the March-April 2013 edition of Link Lines.

Etscheidt, S. K. (2006). Progress monitoring: Legal issues and recommendations for IEP teams. TEACHING Exceptional Children, 56-60.

Gleckel, E. K., & Koretz, E. S. (2008). Collaborative individualized education process. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.

Hargrove, L. J., Church, K. L., Yssel, N., & Koch, K. (2002). Curriculum-based assessment: Reading and state academic standards. Preventing School Failure, 46(4), 48-51.

Individuals with Disabilities Education Improvement Act (IDEA) Public Law 108-446. (2004). Retrieved October 10, 2010, from http://idea.ed.gov/download/statute.html.

Maag, J. W. (2004). Behavior management: From theoretical implications to practical applications (2nd ed.). Belmont, CA: Wadsworth.

Tieghi-Benet, M. C., Miller, K., Reiners, J., Robinett, B. E., Freeman, R. L., Smith, C. L., Baer, D., & Palmer, A. (2003). Encouraging student progress (ESP), student/ team book. Lawrence: University of Kansas.

# data[].attributes.attachment_link.description
By Dale P. Pennell, C.A.S. February/March 2013 After IEP teams write annual goals and objectives, they must determine who, how, and how often the local education agency will assess and report student progress toward achieving the goals and objectives (IDEA §300.320). IDEA does not require that all IEP teams write corresponding short-term objectives for annual goals.

# data[].attributes.headline
Can you build a solid foundation for an IEP without good PLAAFP statements?

# data[].attributes.subject
Can you build a solid foundation for an IEP without good PLAAFP statements?

# data[].attributes.body
No! "Without good PLAAFP statements that address all of a student's needs, there is not a solid foundation on which to build a student's IEP"

# data[].attributes.attachment_link.readable_text
, QDA Special Services Director

Published on

1. 1. Standards-Based IEPs Module 3: Present Levels of Academic Achievement and Functional Performance

2. 2. IEP Development Process Desired Outcomes/ Instructional Results Write Measurable Goals Select Instructional Services & Program Supports Implement & Monitor Progress General Curriculum Expectations Current Skills and Knowledge Area of Instructional Need PLAAFP Statements on IEP Form Developing PLAAFP Statements

3. 3. Process of Developing Standards-Based IEPs Determine general education curriculum expectations Identify current skills, knowledge and area(s) of instructional need Conduct data/gap analysis and develop impact statement * NxGCSOs/Support for SB-IEPs (ELA, Math) * NxGECEs/Community Readiness * Unwrap the Standards * What is the big picture? * Which are most important? * Which are critical needs? * Develop student data profile * Review student data profile * Review Grade-Level CSOs * Review Learning Progressions * Determine Gap * Where student is and where student needs to go

4. 4. Develop student data profile which is an overview of student's functioning in all areas relevant to the IEP. The profile should include general information regarding: * Strengths * Needs * How the exceptionality affects involvement/progress in the general education curriculum including Career and Technical Education * Assessment/Evaluation * Status of prior IEP goals * Teacher/Parent/Student input * Transition needs (at least by age 16) * Learning Style (UDL) Step 2: Identify current skills, knowledge and area (s) of instructional need

5. 5.  Provide instructional accountability and access to general curriculum  Support instruction in least restrictive environment  Link the IEP to the general curriculum Standards Drive IEPs

6. 6.  Essential for closing the achievement gap  Promote a single system of education and consistency across schools and the district  Are best for kids - assume more, not less Standards Drive IEPs

7. 7.  Refer to standards to determine expectations at grade-level  Use the standards as a guide to determine what is important for the student to learn or be able to do  Conduct an analysis to determine the gap between grade expectations and the student's current skills/knowledge What Does it Mean to Connect IEPs to Standards?

8. 8. * What is meant by the general education curriculum?  The full range of courses, activities, lessons, and materials routinely used by the general population * What is meant by access?  Participation in the knowledge and skills that make up the general education curriculum Accessing the General Education Curriculum

9. 9. Developing Present Level Statements General Curriculum Expectations Current Skills and Knowledge Areas of Instructional Need PLAAFP Statements on IEP Form

10. 10. * Academic * Social emotional * Communication * Recreation/Leisure * Health, Physical, Medical * Technology * For secondary consider:  Jobs/job training  Post-secondary education  Community participation  Home/independent living Collect Data Current Skills/Knowledge Consider the Whole Child

11. 11. * Academic  Tests  Work samples  Curriculum based assessments  Statewide assessments  Evaluation results  Classroom observation  Formative assessment  IEP Progress Reports  Social/emotional behavior  Classroom reports  Observation  Office referral data  Family input  Attendance Collect Data Current Skills/Knowledge

12. 12.  Communication  Reports  Observation  Language evaluation  Language skills (including English Language Learners ELLs with exceptionalities)  Health/Physical  Family reports  Comprehensive evaluation  In-school nurse reports  Physical education  Self-report Collect Data Current Skills/Knowledge

13. 13. * Recreation/Leisure  Family reports  Physical education  Self-report  Extracurricular participation * Jobs & Job training  Vocational training records  Vocational/Transition assessment results  Student interview Collect Data Current Skills/Knowledge

14. 14.  Post-secondary Education  Counselor and student interviews  Transition assessments * Community Participation  Family report  Student self-report  Transition assessments Collect Data Current Skills/Knowledge

15. 15. * Home/Independent Living  Family report  Student self-report  In-school observations  Transition assessments * Other reports (use of assistive technology, accommodations, modifications)  Family  Teacher  Student Collect Data Current Skills/Knowledge

16. 16. * What:  Can the student do in school; at home?  Accommodations have helped in the past?  Is the student's performance level on state assessments and in the classroom? Present Performance or Current Skills/Knowledge

17. 17. Activity 3.1

18. 18. Present Level Statements: More than One Step General Curriculum Expectations Current Skills and Knowledge Areas of Instructional Need PLAAFP Statements on IEP Form

19. 19. Selecting the Standard Discuss intent of standards:  What are the knowledge and skills necessary for the student to achieve to a level that is expected in the standards?  What are the prerequisite skills?

20. 20.  Determine which standards are most important for each student (based on progress in the general education curriculum)  Compare standard(s) with student's areas of need and the impact of the disability/giftedness  Use data to determine the areas in which the student will need additional supports Selecting the Standard

21. 21. Think about...Essential Knowledge and Skills  Leverage-standards in one subject that support student's success in other subjects  Endurance-standards that help students across the years rather than respond to the testing of a single grade level  Readiness-essential for the next grade/standards that help students prepare for the next level of learning

22. 22. Which standards:  Can be met with accommodations in the general classroom?  Require specialized instruction? Impact Considerations

23. 23. Which standards are most essential to:  Accelerate the ability to progress in the general curriculum?  Result in educational benefit? Impact Considerations

24. 24. 1. Consider the target grade level standards  Identify critical knowledge and skills within the standards  Use a data analysis process to conduct a drill down Identifying Instructional Need

25. 25. ELA.6.R.C1.5 determine a central idea of an informational text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

26. 26. 2. Of these skills, where does the student demonstrate proficiency? (These could become descriptors in the Present Level Statements)  Formal assessment  Informal assessment Data Analysis, continued

27. 27. 3. Can the standard(s) be achieved with an accommodation?  For example, can the student:  Demonstrate the central idea of a text if given orally rather than being asked to read the items independently?  Summarize the text when it is read orally? Data Analysis, continued

28. 28. 4. Given these responses:  What skills need to be taught explicitly to demonstrate proficiency on the targeted standards?  Which skills/knowledge can be acquired in the general classroom with an accommodation/assistive technology? Data Analysis, continued

29. 29. Consider other functional skill areas that may not be directly connected to the academic standards, and determine which areas need specialized instruction through the IEP. Data Analysis, continued

30. 30.  Just as a review, we have already talked about:  Identifying critical standards  Collecting/analyzing data relative to the student's current academic performance  Collecting/analyzing data relative to the student's functional performance  Identifying instructional need  Present Level Statements Let's review...

31. 31. Assignment: 1. Review the selected objective for English Language Arts 2. Make notes of critical expectations 3. Document the student's current skills and knowledge specific to the objective 4. Conduct an analysis of data using the process we have just been talking about and document results Practice Data Analysis Activity 3.2

32. 32. Impact Statement Answers the question of how the child's exceptionality affects (impacts) his/her involvement and progress in the general education curriculum. * Discuss learner characteristics and examine how the characteristics affect student learning. * Do not use student's exceptionality to explain how the disability/giftedness affects involvement/ progress in the general curriculum. 33

33. 33. Learner Characteristics Consider the learner characteristics typical of the student's exceptionality and through observation how these characteristics may affect progress in learning the content state standard.

34. 34. Activ Learner Characteristics Activity Activity 3.3

35. 35. Examples of Learner Characteristics * Easily distracted * Difficulty processing information in specific ways * Difficulty organizing materials/time * Difficulty completing written tasks * Difficulty with problem-solving

36. 36. What is a Gap Analysis? A gap analysis is used to measure the difference between the student's current levels of performance and grade-level content standard expectations.

37. 37. Karen's Impact Statement Karen's deficit in reading fluency causes her to have difficulties in summarizing and identifying the main idea of a text. This adversely affects her in classes when she has to read lengthy text materials, summarize them, and provide central idea of a text. What areas are affected due to the exceptionality? How does the student's exceptionality impact the student's involvement in the general education curriculum? What academic areas are impacted due to the exceptionality? 38

38. 38. Sample Impact Statements Eli's tendency to reverse numbers will impact his ability to accurately write numbers and will also impact computation/problem solving in mathematics. Samantha's difficulties with reasoning skills affect her ability to draw inferences from literary and informational passages and impact all other academic areas.

39. 39. Sample Impact Statements Ann's disability in the areas of auditory processing an auditory memory cause her to have difficulty processing problems and remembering information presented orally. This impacts her ability to follow multi-step directions, to comprehend and recall complex concepts. This also impacts her academic success with oral presentations in all instructional settings, reading, written language, and math, and to a lesser degree, science and social studies.

40. 40. Jane's exceptional intellectual ability and achievement as shown in Part V Assessment Data indicates that she may be under- challenged in the grade-level content instruction normally provided in the general education classroom. This impacts her educational progress in that she may need grade-level curriculum enriched to include more depth and complexity. Sample Impact Statements

41. 41. Unacceptable Impact Statements What is missing? * Lisa has difficulty organizing her materials and beginning assignments because she has an attention deficit disorder. * Ethan's learning disability impacts his phonemic awareness.

42. 42. Activity 3.4 Karen Shaw

43. 43. Develop Present Levels of Academic Achievement and Functional Performance Choose content standard and objective(s) Write measurable goals and objectives * Collect Data * Identify Strengths * Identify Needs * Develop Impact Statement * What standard(s) and objective(s) best address the gap? * What standard(s) and objective(s) are critical for accelerating student learning? * Develop 4-Point Goal * In what length of time (Timeframe) * Under what context (Conditions) * The student (Who) - Will do what (Behavior) * Through what assessment (Evaluation) - To what degree/level (Criterion) * Accommodations/Modifications/Specially Designed Instruction

44. 44. Step 4:Develop Present Levels of Academic Achievement and Functional Performance The present level provides a summary of baseline information that indicates the student's academic achievement on specific standards or skills. The present level must be data-based. Components of Present Levels: * Grade-level expectations * Strengths * Needs * How the student's exceptionality affects involvement/progress in the general education curriculum (for preschool children, how the disability affects the child's participation in age- appropriate activities). * Impact Statement DO NOT use the student's eligibility to explain how the exceptionality affects involvement/progress in the general education curriculum! Remember: the present levels of academic achievement and functional performance set the stage for developing IEP goals!

45. 45. Present Levels of Academic Achievement and Functional Performance (PLAAFP) (1) ". . .a statement of the child's present levels of academic and functional performance, including- (i) how the child's disability affects the child's involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children);....." §300.320(a)(1)

46. 46.  Part I  Description of what the student can do; strengths, based on general curriculum expectations  Part II  Conversation to identify the gaps in skills/knowledge associated with the exceptionality Present Level & the IEP: A Two-Step Process

47. 47. Present Levels of Academic Achievement and Functional Performance Present levels must be: * Measurable-use terms that are observable, specific, and based on evidence * Understandable-use clear language that can be understood by all members of the IEP Team

48. 48. Subjective Statements Objective Statements Richie talks too much. Richie interrupts the teacher during classroom discussions with verbal outbursts Stephanie did not turn in her homework assignments. Stephanie did not turn in her homework assignments 17 out of 20 times this grading period resulting in a grade of "Incomplete" in Math I. Tom has difficulty writing a summary. On 50% of his assignments related to summarizing a passage, Tom will list the main idea instead of providing a summary. Objective vs. Subjective Statements Activity 3.5

49. 49. Components of Present Levels of Academic Achievement and Functional Performance 1. Strengths 2. Needs 3. Impact statement

50. 50. PLAAFP: Component 1 Strengths must be specific to the knowledge/skills that are needed to learn grade level standards. Strengths may include: * Skills related to the state standard(s) * Student's response to learning strategies * Successful Core, Targeted and Intensive Instruction interventions or accommodations

51. 51. PLAAFP: Component 2 Needs should focus on the skill sets the student requires to access and make progress in general education curriculum. The student's needs will inform the IEP Team which measurable annual goals to develop.

52. 52. PLAAFP: Component 3 Impact Statement: Answers the question of how the child's exceptionality affects (impacts) his/her involvement and progress in the general education curriculum. * Discuss learner characteristics and examine how the characteristics affect student learning. * Do not use student's exceptionality to explain how the exceptionality affects involvement/ progress in the general curriculum. 54

53. 53. On the IEP:  The Present Level Statements must include:  Academic and functional performance: strengths, needs and data sources  Affect of the exceptionality in the general education curriculum - The Impact Statement for preschool children, the affect on participation in age appropriate activities Putting it All Together, continued...

54. 54.  Strengths: Student's response to:  Learning strategies  Accommodations  Interventions  Standards instruction Ask...What have we learned about this student's academic skills and knowledge? Putting it All Together, continued...

55. 55.  Needs: Focus on needs that affect progress in the general education curriculum  progress in learning grade-level standards Ask...What prerequisite skills/knowledge does the student need to close the gap between his/her Present Level and the grade-level content standards? Putting it All Together, continued...

56. 56. * Use up-to-date descriptive data: Cory reads 24 wpm, while the benchmark for 2nd graders in the regular curriculum is 60-80 wpm. Cory can say 5 out of 10 short and long vowel sounds. He cannot read multi-syllabic words. Academic Performance Example

57. 57.  Student's:  social/emotional (behavioral) performance  communication skills  performance in areas of recreation/leisure, self- management, independent living, etc. Ask..." What have we learned about this student's ability to function independently and appropriately with peers and adults?" Functional Performance

58. 58.  Use up-to-date descriptive data: In a classroom observation, Cory sat quietly in his seat for 10 minutes. At the 10-minute mark, he began to look around the room, followed by twirling his pencil and playing with his paper. When placed with a partner to complete his work, he was able to remain on task and complete the assignment... Functional Performance Example

59. 59.  How does the disability affect performance?  Consider how it affects progress in learning the grade-level content standards - the Impact Statement. Performance in the General Education Curriculum

60. 60.  Do not use the student's exceptionality to explain how the disability/advanced learning affects involvement/progress in the general education curriculum when developing the Impact Statement.  What not to write: Marley's learning disability affects his progress in the general curriculum.  What to write: Marley's weakness in applying strategies, such as making inferences and complex predictions, affect his progress in comprehending sixth-grade literary materials. Caution

61. 61. Activity 3.6 Karen Shaw

62. 62. Rosie has trouble controlling her behavior. She gets easily upset when interacting with peers and does not take direction from authority. Once off task it is really hard to reengage her. Can you improve this Present Level statement? Activity 3.7

63. 63. Rosie enjoys socializing with peers, and will play cooperatively with them some of the time. Her teacher reports that more often, Rosie is off task and interacts inappropriately with her peers. Observations of Rosie indicated that when interacting with peers, Rosie became upset (cried, threw material, left the group) 55% of the time within the first five minutes of a group activity. Once off task, it took up to 20 minutes for her to reengage in the activity. One way...

64. 64.  Rosie has improved in mathematics since last year. She can add and subtract and do some multiplication. She has difficulties solving word problems. Rosie currently has a grade of 71% in math. Putting it all together Activity 3.7 (Continued)

65. 65. Curriculum Based Assessments indicate Rosie can add and subtract within 100 to solve one-step words problems, involving "adding to", "taking from", etc. She has memorized the multiplication facts for 0 - 5 and 10. She is able to use a multiplication table for facts she does not have memorized. Classroom assessments demonstrate that Rosie can apply the correct operation when presented with the terms or symbols for "multiply", and "divide". Rosie cannot describe a context in which a total number of objects can be expressed as a multiplication problem, such 35 = 5 groups of 7 objects. She is not able to interpret a multiplication equation as a comparison when given word problem, such as: "A pack of pencils costs 9 times as much as a single pencil, which costs 5 cents. How much is a pack?" Rosie's disability impacts her ability to use multiplication equations to solve real world problems. One way...

66. 66. Review of Present Level Statements 1. Are they related to the vision (desired outcome) for this student? 2. Do they reflect what the student knows in relation to the general curriculum or standards expectations? 3. Are they stated in measurable terms? 4. Do they include strengths, needs, and exceptionality affect on access to the general curriculum? 5. Are they self-explanatory?

67. 67. Review of Steps to Develop PLAAFP 1. Review NxGCSOs for student's grade level 2. Review various data sources to determine the student's strengths and needs 3. Determine what the priorities are for the student in relation to the grade-level standards 4. After the strengths and priority needs have been identified, now write the Present Levels statement for each relevant area

68. 68. PLAAFP Reading Example-Grade 4 Strengths Sally can identify 1-2 details from text read. She can identify the main idea when reading content area passages. She can verbally explain events in chronological order. She can compare and contrast events from text using a Venn diagram. Needs However, Sally is unable to write a complete summary and will often add her opinion. She has difficulty identifying author's evidence or purpose in text read, she only states why she likes the text. In addition, Sally can not determine the cause or effect of a situation. Impact Statement Sally's inability to understand key components of reading literature affects her progress in the 4th grade general education curriculum.

69. 69. PLAAFP Phrase Examples Vague Verb Phrases Specific Verb Phrases Received a math score of 90 Can count to 25 Knows his letters Can verbally identify 23/26 letters Can add Using a calculator, solves double-digit addition problems Expressive language is at 27 Communicates wants and needs in 2- 3 word sentences Can read Can locate 2 -3 details in a reading selection Knows fractions Can reduce equivalent fractions Can measure Can accurately use various types of measurement tools such as rulers, weights, and volume (liters)

70. 70. Present Levels: Instructional and Grade Levels It is critical that the PLAAFP and annual goals include both the instructional AND grade levels. Why? 1. Instructional level alone does not meet the criteria of the general education curriculum. 2. Grade level alone does not meet the criteria of an IEP based on identified skill deficits.

71. 71. Present Levels: Instructional and Grade Level * The two levels together (instructional and grade) allow the student to make progress in the general education curriculum, while also addressing skill deficits (needs).

72. 72. Present Levels: The End Result Instructional Level and Grade Level The information then translates into content for goals and specially designed instruction in order for the student to work toward mastery in the general education curriculum. 74

73. 73. Present Level Remember... The Present Levels of Academic Achievement and Functional Performance set the stage for developing IEP goals!

74. 74. Let's Review PLAAFP Reminders Activity 3.9

# data[].attributes.attachment_link.description
QDA Special Services Director Published on 1. Standards-Based IEPs Module 3: Present Levels of Academic Achievement and Functional Performance 2. IEP Development Process Desired Outcomes/ Instructional Results Write Measurable Goals Select Instructional Services & Program Supports Implement & Monitor Progress General Curriculum Expectations Current Skills and Knowledge Area of Instructional Need PLAAFP Statements on IEP Form Developing PLAAFP Statements 3.

# data[].attributes.body
Teams should develop comprehensive PLAAFP statements by incorporating multiple sources of data, from a variety of resources, and reporters. They should also use a variety of assessment activities across all academic achievement and functional performance domains.

# data[].attributes.headline
What Should a well-crafted PLAAFP include?

# data[].attributes.subject
What Should a well-crafted PLAAFP include?

# data[].attributes.body
"A well-crafted PLAAFP statement should summarize all aspects of a student's present levels of performance in order to identify the strengths and needs of the student as well as the student's baseline of functioning or progress"

# data[].attributes.body
"In all IEPs the baseline data in the PLAAFP should provide the basis goal for development and progress monitoring"

# data[].attributes.headline
Should behavior, social skills, or emotional factors be apart of the PLAAFP?

# data[].attributes.subject
Should behavior, social skills, or emotional factors be apart of the PLAAFP?

# data[].attributes.body
Yes. "When behavior, social skills, or emotional factors significantly impede functioning within the school setting, the educational team is required to conduct an assrssmrny of these areas of concern"

# data[].attributes.headline
Video on how to craft a well written PLAAFP

# data[].attributes.subject
Video on how to craft a well written PLAAFP

# data[].attributes.attachment_link.title
IEP - PLAAFP - Present Level of Academic Achievement and Functional Performance

# data[].attributes.headline
Examples of how to craft a High Quality PLAAFP

# data[].attributes.subject
Examples of how to craft a High Quality PLAAFP

# data[].attributes.attachment_link.readable_text
Page 6: High-Quality PLAAFP Statements

Make sure that all of the student's educational needs identified in the evaluation stage are included in the present levels of academic achievement and functional performance section of the IEP.

One of the fundamental components of an IEP, a present levels of academic achievement and functional performance (PLAAFP) statement summarizes the student's current levels of functioning. State and district documentation of this information varies. For example, some PLAAFP statements are written as a single comprehensive summary that covers all areas in which the student needs support; others are written as multiple smaller descriptions that address each area of need separately.

Regardless of the way it is organized, the PLAAFP statement must contain information for each identified area of need based on the results of the student's evaluation (the second step in the IEP process). The PLAAFP statement serves as the foundation from which all other components of the IEP will be built.

At a minimum, the PLAAFP statement must contain information that:

Describes the student's needs in an academic and/or functional skill area

States the impact of the student's disability on her involvement in the general education curriculum

Documents the student's current levels of performance, which will serve as baseline data to measure her subsequent progress
baseline data
The measure of the level of a student's academic or behavioral performance before a change (e.g., instructional or behavioral practice or intervention) is implemented. This information can be compared to data collected after the change has been implemented to evaluate student progress.

Informs the annual goals and the appropriate special education services and supports required to meet those goals

Alphabet Soup

Historically, IEPs contained information about a student's present levels of performance (PLOP), also referred to as present levels of educational performance (PLEP) in some schools or districts. When Congress reauthorized IDEA in 2004, this was changed to the present levels of academic achievement and functional performance (PLAAFP). The new term highlights the need for special education to address all of a student's needs. The addition of functional performance -nonacademic skills necessary for independent living (e.g., behavior, social skills, communication, independent living skills, and mobility)-reflects an awareness that students with disabilities require more than academic supports if they are to meet their individual goals for long-term success.

PLOP: present levels of performance

Legislation and Litigation

Developing a High-Quality PLAAFP Statement

The IEP team can begin the process of developing a high-quality PLAAFP statement by holding a discussion that centers around the four elements outlined above: student needs, effect on progress in general education, baseline information, and connection to goals and/or services. By doing so, they will begin to assemble the elements that will become the student's PLAAFP statement. The table below poses some questions that can help guide that conversation.

Student Needs

Information on the student's current academic and/or functional needs

What are:

The student's strengths?

The main areas of concern (e.g., academic, functional) and how do these concerns relate to district or state standards and benchmarks and the student's postsecondary interests?

The parents' concerns?

The student's instructional preferences?

The results from the evaluation (e.g., standardized tests, progress monitoring data)?

Ways in which the student's strengths can help address the identified areas of concern?

Effect on Progress in General Education

An explanation of how the disability affects the student's involvement and progress in the general education curriculum

How does the student's disability affect her:

Involvement in general education?

Access to the general education curriculum?

Progress in the general education curriculum?

Baseline Information

Baseline data for monitoring student progress

Are the data being reviewed to determine whether the student is making progress:

And do these data relate to:

Identified areas of concern?

State content standards?

Connection to Goals and/or Services

Bridge between the PLAAFP statement and an annual goal

Is there enough information in the PLAAFP to develop a challenging, ambitious, measurable annual goal?

Is there enough information in the PLAAFP to determine what special education, related services, accommodations, and program modifications are needed?

Note: These are simple "yes" or "no" questions.

When a student's first IEP is developed, much of the information needed for the PLAAFP is collected in the initial assessment. That information is outdated by the time a student's IEP is ready for an annual review, so school personnel will need to collect data prior to the IEP meeting. In this interview, Tamara McLean shares how personnel at her school collaborate to collect the information and draft PLAAFP statements (time: 1:06).

Transcript: Tamara McLean

In my school when we develop the PLAAFP statements, it's a collaboration of many different people. So if it is an O. T. skill, the O.T. is going to develop the wording, but she will send out an information thing to fill out for the gen ed teacher, for the special ed teacher, on those areas so they can see how it plays out in the classroom versus just their one-on-one setting. The case manager is really only going to develop the areas that they serve. So if a child has an IEP that has math service and it has reading service, the person who delivers the reading service is going to be the person who actually fills in that part of the IEP. But they're going to reach out to the reading teacher as well and get information for how that plays out in the general education classroom. Really, it is a collaboration for all areas because whether it's pre-vocational, whether it's social-emotional, whether it's math, whether it's reading, it's not just going to be one person who has information on that.

After the IEP team has discussed the information above, they can begin to write the PLAAFP statement. As they do so, they should keep in mind that this statement should be written in concise, specific, and clear language that can be easily understood by all members of the IEP team. It should not merely identify the student's disability and list the various assessment scores, but instead should provide enough information to inform the development of the student's annual goals. The table below contains portions of one student's PLAAFP statement that relate to his reading skills and shows how each element is addressed.

Student Needs

K is a 9-year-old, 4th-grade student who is eligible for special education services under the category of Specific Learning Disability. K has strong expressive and receptive language skills and a large vocabulary. As a result, he actively engages in class discussions and performs well on tasks that require auditory comprehension (e.g., following multi-step directions, answering comprehension questions about class discussions or about passages that are read to him). His strong communication skills have also earned him the friendship and respect of his peers, many of whom look to K as a class leader.

K's learning disability negatively affects his decoding skills, which are at a low 2nd-grade level. His broad reading scores on standardized tests are:

In addition to school-based concerns, K's parents worry about the effects of his learning disability outside of school. For example, K avoids games that involve even a little bit of reading, resulting in some conflicts during weekly family game nights, which often involve board games. When the family eats out, K prefers one restaurant whose menu he has memorized and protests if a new restaurant is selected due to anxiety about reading an unfamiliar menu.

Effect on Progress in General Education

The 4th-grade curriculum involves many independent reading activities. K's decoding problems affect his performance in the general education setting because he cannot independently read items like written instructions, worksheets, or content area texts. He is self-conscious about his reading difficulties and works hard to hide his reading struggles from his classmates. As a result, he is unwilling to utilize text-to-speech technologies on his tablet, even with headphones, or partner with a peer reader.

Baseline Information

K is currently reading 54 words correct per minute (wpm) on a 2nd-grade reading probe, which is slightly higher than the 2nd-grade fall benchmark of 50 wpm. The 4th-grade fall benchmark is 95 wpm on a 4th-grade reading probe.

Connection to Goals and/or Services

Yes, there is enough information to determine annual goals and/or services and supports.

Did You Know?

For preschool children, the part of the statement describing how the disability affects involvement and progress in the general education curriculum is different. In their case, that portion of the statement describes how the child's disability affects her participation in appropriate activities.

This toolbox describes additional resources related to the information presented on this page. These resources are provided for informational purposes only for those who wish to learn more about the topic(s). It is not necessary for those working through this module to read or refer to all of these additional resources to understand the content.

This IRIS Case Study describes how to clearly define a student's behavior so that when they occur they can be reliably identified, measured, or counted. It goes deeper into the methods needed to collect baseline data and then determine whether the student has made progress.

Present Levels of Academic Achievement & Functional Performance (PLAAFPs)
Present Levels of Academic Achievement and Functional Performance (PLAAFP) Statements

Both of the Kansas SDE documents above explain each of the elements within a high-quality PLAAFP statement. The first lists additional considerations for infants and toddlers, behavior, severe disabilities, and secondary transition-related issues. The second introduces the connection between the PLAAFP statements and the annual goals, with examples.
Present Levels
This Center for Parent Information & Resources (CPIR) document provides additional detail on both academic and functional skills, as well as examples across a wide range of skill areas.

# data[].attributes.attachment_link.title
IRIS | Page 6: High-Quality PLAAFP Statements

# data[].attributes.attachment_link.description
Make sure that all of the student's educational needs identified in the evaluation stage are included in the present levels of academic achievement and functional performance section of the IEP. One of the fundamental components of an IEP, a present levels of academic achievement and functional performance (PLAAFP) statement summarizes the student's current levels of functioning.

# data[].attributes.body
This stands for present level of academic achievement and functional performance