1. IEP’s, PLAAFP’s, Goals & Objectives
Demystifying the world of
SPED!
Jarrell isd
2016

2. Appendix A to Part 300 of IDEA
“What are the major Part B IEP requirements that govern the involvement and programs for children with disabilities in the general curriculum?” “Section (a)(1) requires that the IEP for each child with a disability include a statement of the child’s present levels of education performance, including - (i) how the child’s disability affects the child’s involvement and progress in the general curriculum; or (ii) for preschool children, as appropriate, how the child’s disability affects the child’s participation in appropriate activities.”

3. Implications and Expectations for the IEP -Where in the IEP is the General Education Curriculum to be Addressed?
1. PLAAFP-Present Levels of Academic Achievement and Functional Performance 2. Annual Goals and Objectives (Measurable) 3. Collecting and Reporting Using Real Data

4. Implications and Expectations for the IEP -Where in the IEP is the General Education Curriculum to be Addressed?
1)The PLAAFP must include a statement of how the disability affects the student’s involvement in the general curriculum and a statement of the student’s current measured skill set in the area affected by the disability.
Are you required to provide PLAAFP statements regarding reading, writing, math, behavior, and functional for all students who have an IEP?
NO!

5. Implications and Expectations for the IEP -Where in the IEP is the General Education Curriculum to be Addressed?
2) The general or modified curriculum is addressed in the statement of measureable goals and objectives. Goals are developed using the information noted in the PLAAFP that affect the student’s ability to progress in the general curriculum.
Notice how I keep talking about “general curriculum” as part of the IEP. This is because the IEP is a plan on how the student’s needs can be meet in the least restrictive environment.

6. Remember to keep this in mind when developing the goals. Ask yourself:
Implications and Expectations for the IEP -Where in the IEP is the General Education Curriculum to be Addressed?
3)The quality of your goals and objectives is only as good as the data you have to support them.
Remember to keep this in mind when developing the goals. Ask yourself:
Is this measurable?
What information or work samples will I collect to prove progress?
Are the methods for collecting the data reasonable?

7. Implications and Expectations for the IEP -Where in the IEP is the General Education Curriculum to be Addressed?
NOTE: About developing annual goals…
“goals should reflect the necessary learning that will lead to a curriculum standard rather that a re-statement of the curriculum standard.”

8. PLAAFP Phrase Examples
Specific Verb Phrases:
Vague Verb Phrases:
Greets peer appropriately
Can count to 25
Speaks in one to two word sentences
Writes answers to double-digit addition
Can name five careers and five jobs associated with each
Is friendly
Received a math score of 90
Can’t speak well
Knows his letters
Knows different careers
Talks excessively
Is a loner

9. When writing PLAAFP statements, consider…
What CAN the student do?
In school
At home
What accommodations have helped the student in the past?
What is the student’s performance level on state assessments? In the classroom?
These are the questions you should ask yourself when creating the PLAAFP for the student.

10. When writing PLAAFP statements, consider…
Which areas are most critical to achieving the vision? (It might not be possible to include everything.)
Which areas are most critical to the student’s involvement in the general curriculum.
What functional skills are essential to supporting success in the general curriculum?
What data is available to describe this student in relation to these questions?

11. Measurable Annual Goals
Measurable annual goals are statements that describe what a student reasonably can be expected to accomplish within the designated period in the student’s special education program

12. Choosing a Measure
What are the performance standards used in the general classroom?
What are the performance standards used in the state standards?
What has been the rate of growth for this student in the past?
What will it take for this student to be able to be successful in the general classroom? What is the actual deficit between current skill and desired skill?
What will it take to have confidence that the skill is at a mastery level?

13. Goals/Objectives Not the Same as Standards/Indicators
IEP Goals
Standards/Indicators
IEP goals are annual.
IEP goals point to skills that ultimately lead to application of a standard/indicator.
Program development specifies the steps it will take- the set of skills needed or learning process-for the student to attain the goal.
Indicators can be used to think about possible goals, if individualized to the student.
Standards are broad, general descriptions of what we want students to do.
Benchmarks/Indicators are the primary skills needed to demonstrate a standard (SD goal).
Standards and benchmarks should inform the IEP, but are not the same as the IEP goals & objectives.

14. Measureable Annual Goals Characteristics
A measurable goal is:
specific- tells what to measure to determine whether the goal has been accomplished
objective- yields the same result no matter who measures it
quantifiable- allows a calculation of how much progress it represents
clear- can be understood by all involved without additional information