The Role of the PLAAFP in the IEP

The Role of the PLAAFP in the IEP Present Levels of Academic and Functional Performance Pam Loper ESC 14 Center for Teaching and Learning ploper@esc14.net 325-675-8633 1

OBJECTIVES Gain an understanding of the PLAAFP as the heart of IEP development. Review the legal requirements for PLAAFP and measureable annual goals Examine the components of a quality PLAAFP Statement Link the PLAAFP to measureable annual goals, accommodations and assessment

LEGAL FRAMEWORK Region 18 Education Service Center http://framework.esc18.net/display/webforms/landingpage.aspx

What the Law says: 20 United States Code 1414. Evaluations, eligibility determinations, individualized education programs, and educational placements. (d) Individualized education programs (1) Definitions In this chapter: (A) Individualized education program (i) In general The term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in accordance with this section and that includes (I) a statement of the child s present levels of academic achievement and functional performance, including (aa) how the child s disability affects the child s involvement and progress in the general education curriculum; (bb) for preschool children, as appropriate, how the disability affects the child s participation in appropriate activities; and (cc) for children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives;

AND 34 Code of Federal Regulations 300.320. Definition of individualized education program. (a) General As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with 300.320 through 300.324, and that must include (1) A statement of the child s present levels of academic achievement 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); or (ii) For preschool children, as appropriate, how the disability affects the child s participation in appropriate activities;

Assessment Assessment= How we evaluate student learning. Formative o (ongoing in classroom) o (for monitoring and instruction adjustment) Summative o (Final evaluation of learning) o (Tests) o (Task Analysis) Instruction Instruction = How we teach students Materials Units Lesson plans Student projects Activities Scope and Sequence Strategies CSCOPE Curriculum = What we expect students to learn Curriculum State Standards Texas Essential Knowledge and Skills (TEKS) Specific statements of what students are expected to know Student Expectations Adapted from: lead4ward, LLC TCASE Presentation: John Fessenden

Meet Anthony A 4 th grade student Included in the general education setting with accommodations and supports Inattentive and distractible Reads at a 3 rd grade level Working on 4 th grade math, social studies, and science standards Likes schools Accommodations include: Frequent breaks Preferential seating Behavior interventions (signal and positive reinforcement for on-task behavior)

STEP 1: KNOW TEKS ://www.tea.state.tx.us/index2.aspx?id=614 8&menu_id=720&menu_id2=785 What the state expects the student to know or do.

STEP 1: KNOW TEKS Consider the grade-level content standard in which the student is enrolled. 6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to: (A) sequence and summarize the plot's main events and explain their influence on future events; (B) describe the interaction of characters including their relationships and the changes they undergo; and (C) identify whether the narrator or speaker of a story is first or third person.

Taking Apart a TEK ELA 4.6 : Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding.

Directions for Content/Process Activity Underline CONTENT in blue Underline PROCESS in red

STEP 2: DATA SOURCES Brainstorm the data sources you have available on your campus to determine the student s present level of performance.

STEP 2: DATA SOURCES READING ELEMENTARY (K-3) ELEMENTARY (3-6) ELEMENTARY (6-8) HIGH SCHOOL (9-12) (Think PLAAFP in regards to the 5 areas of reading): 1. Phonological Awareness 2. Phonics/Word Study 3. Fluency 4. Vocabulary 5. Comprehension TPRI Word lists/sight word lists Letter sound assessment (intervention central.org) Oral Reading Fluency CBM Classroom assignments/ observations AIMSWeb Isteep Parent input STAAR Benchmarks AIMSWeb ISteep Dibels Reading inventories Quick Phonics Screener Oral Reading Fluency CBM Classroom assignments WebCat STAR testing Parent input TMSFA STAAR Benchmarks AIMSWeb ISteep Dibels Reading inventories Quick Phonics Screener Vocabulary CBM Classroom assignments WebCat STAR testing Sight word lists/graded word lists Parent input EOCs Benchmarks AIMSWeb ISteep Dibels Reading inventories Quick Phonics Screener Vocabulary CBM Comprehension CBM Classroom assignments WebCat STAR testing Sight word lists/graded word lists Parent input

STEP 2: DATA SOURCES MATH ELEMENTARY (K-3) ELEMENTARY (3-6) ELEMENTARY (6-8) HIGH SCHOOL (9-12) (Think PLAAFP in regards to the 6 areas of math): 1. Numbers, operations, and quantitative reasoning 2. Patterns & Algebraic reasoning 3. Geometry & Spatial Reasoning 4. Measurement 5. Probability & Statistics 6. Mathematical Processes & Tools mclass easycbm.com Intervention Central probes AIMSWeb STEEP Classroom assignments/ observations STAAR Benchmarks easycbm.com Intervention Central probes AIMSWeb STEEP Classroom assignments/ observations Middle School Screening on TMSDS through MSTAR academies STAR testing STAAR Benchmarks easycbm.com Intervention Central probes AIMSWeb STEEP Classroom assignments/ observations Middle School Screening on TMSDS through MSTAR academies STAR testing EOCs Benchmarks WebCat easycbm.com Classroom assignments/ observations

STEP 2: DATA SOURCES WRITING ELEMENTAR Y (K-3) ELEMENTAR Y (3-6) ELEMENTAR Y (6-8) HIGH SCHOOL (9-12) (Think PLAAFP in regards to the 6 areas of math): 1. Numbers, operations, and quantitative reasoning 2. Patterns & Algebraic reasoning 3. Geometry & Spatial Reasoning 4. Measurement 5. Probability & Statistics 6. Mathematical Processes & Tools easycbm.com Intervention Central probes AIMSWeb STEEP Classroom assignments/ observations STAAR Benchmarks WebCat easycbm.com Intervention Central probes AIMSWeb STEEP Classroom assignments/ observations STAAR Benchmarks WebCat easycbm.com Intervention Central probes AIMSWeb STEEP Classroom assignments/ observations EOCs Benchmarks WebCat easycbm.com Classroom assignments/ observations

STEP 2: DATA SOURCES SOCIAL STUDIES/ SCIENCE ELEMENTAR Y (K-3) ELEMENTAR Y (3-6) ELEMENTAR Y (6-8) HIGH SCHOOL (9-12) Classroom assignments/ observations Report card grades Classroom assignments/ observations Science STAAR scores Report card grades Classroom assignments/ observations Science STAAR scores TMSDS Report card grades Classroom assignments/ observations TMSDS Science/Social Studies STAAR Report Card grades

STEP 2: DATA SOURCES FUNCTIONAL Examples: Social, emotional, communication and executive skills (time management, selfadvocacy/determination), and behaviors. The amount of time a student can remain on task The number of times a student raises his/her hand The amount of time it takes for a student to begin work on an assignment after the teacher gives directions The amount of time a student is rocking within a certain timeframe The number of times a student brings his/her notebook, textbook, and pencil to class Observations-documentation forms available on interventioncentral.org Baseline to goal with progress noted in between Likert scale for observation (1 to 5 for behavior) Frequency/duration interval type documentation Checklists Gradebook checks (ex. turning in homework assignments) Discipline referrals

STEP 2: EXAMINE DATA SOURCES Anthony Academic: Classroom, district, state assessments Weekly quizzes Teacher observation Oral Reading Fluency probes (CBM) Functional Teacher observation Behavior chart

STEP 3: DEVELOPING PLAAFP Where the student is currently functioning. What the state expects the student to know or do.

PLAAFP: Basis of the IEP Where the student is now 12 months Measureable Annual Goal(s) PLAAFP [Present levels of academic and functional performance] How the student s levels relate to grade-level expectations. How the students disability is impacting him/her in attaining grade-level expectations. Data Source for Next Year Where the student can reasonably be expected to be in 12 months ASSESS & REPORT PROGRESS How will progress be measured? When will progress be reported? Without the PLAAFP, the IEP does not have any data showing the student s present performance or the impact of the student s disability on him/her, and thus, cannot appropriately determine where the student s needs currently exist or where he/she can reasonably be expected to be within one year. Footer Text 10/12/2012 20

PLAAFP: The Star of the IEP The PLAAFP is so critical because it is the: CORNERSTONE OF THE IEP Description of the student s present levels in relation to: o Academic Achievement Based on enrolled grade-level content standards o Functional Performance Source that drives the other IEP components Statement that links all IEP components together Footer Text 10/12/2012 21

Areas to consider in constructing a quality PLAAFP Evaluation

Areas to consider in constructing a quality PLAAFP Evaluation Classroom Data Data sources may include, but are not limited to: Performance on previous IEP goals Behavior data (periodic progress reports on behavior Learning style preferences Class-room based assessment Work Samples Portfolios Anecdotal records Student input

Areas to consider in constructing a quality PLAAFP Evaluation Classroom Data What has been provided? What works AND does not work? Does the accommodation and/or modification truly help the student? Accommodations/ Modifications

Areas to consider in constructing a quality PLAAFP Parents bring a unique perspective and can provide information about: Evaluation Behavior in a variety of settings Changes in home environment Outside trainings/tutorials Etc. Classroom Data Parent Information Accommodations/ Modifications

Areas to consider in constructing a quality PLAAFP Evaluation Additional Supports Classroom Data Additional supports may include but are not limited to: Related Services Speech Therapy Assistive Technology Parent Information Accommodations/ Modifications

Areas to consider in constructing a quality PLAAFP Evaluation Additional Supports Classroom Data Parent Information Accommodations/ Modifications

Current Performance in Content Area: READING [According to Data Sources] Needs to improve reading fluency which will improve comprehension Can read 80 words/min of connected texts with 100% accuracy (range of 2 nd grader) Determining the meaning of unknown words by reading words in context is relative strength Behaviors associated with Anthony s disability (limited attention span/distractibility) can detract from completing assigned tasks, focusing on details of the reading passage and remaining on task.. ANTHONY

Current Performance in Content Areas: (Reading) in Science and Social Studies Currently answers multiple-choice and short answer questions based on the science and social studies passages with an average of 70% accuracy on timed weekly classroom assessments. Teachers report that he often answers questions quickly without thinking through his answer and is unable to explain why he selected the answer. Needs work on identifying the details of a passage and drawing conclusions. Currently uses a partially completed graphic organizer to fill in missing details during reading passages/chapters. Demonstrates 30% improved scores on science tests orally administered and 26% improved scores on Social Studies assessments orally administered. ANTHONY

Current Performance Content Area: Math State, district, and classroom assessment data show that skills in the area of number operations are on grade level. Has difficulty reading and interpreting data displays. 3 rd grade state assessment indicate 1 correct answer out of 4 tested on probability and statistics. ANTHONY Can read and interpret simple line plots and tally charts but cannot generalize and draw conclusions from charts/graphs. Teacher suggested that he collect data on minutes he remains in seat and use that data to create a graph

Current Functional Performance Has a history of getting out of his chair during class. Current data indicates that out-of-seat behavior is precipitated by distractions in the environment. Currently seated in an area that is relatively free from distraction and is reinforced for ignoring distractions. Can remain in his seat for approximately 20 minutes if allowed scheduled breaks after an interval of on-task behavior. Anthony and teacher have an agreed upon signal for breaks. Out-of-seat behavior negatively impacts completion of assignments and assessments. ANTHONY

PLAAFP WHAT IT IS o Describes student s current performance in relation to grade-level standards using measureable, objective terms o Describes how the student s disability impacts him/her in the general curriculum o Identifies current area(s) of need o Is based on current, relevant data from a variety of sources WHAT IT IS NOT o Only Grade or age-levels o Only Standard Scores o Subjective observations Footer Text 10/12/2012 32

Sammy struggles with word problems. His learning disability in reading comprehension results in a need to have text read aloud to him. o MATH : Sammy s learning disability in reading comprehension results in a need for extended time in many courses where reading is concerned. Specifically, state assessments, classroom data, and benchmark assessments show he average 45% mastery with mathematical word problems. When math word problems are read aloud to him on these same assessments, his mastery level averages 78%. He accurately converts fractions to decimals in 3 of 7 trials in word problems that are not read aloud to him; his accuracy rate is 6 of 7 trials in stand-alone conversions (non-word problems) and one word problems that are read to him 10/12/2012 33

Damien has difficulty reading FUNCTIONAL: Based on classroom behavior charts, Damien s attention difficulties result in him staying on task an average of 7 minutes per assignment during independent work and 12 minutes per assignment during group work. Discipline referrals show Damien has been referred to the office 3 times from August December for disrupting class during independent work. Damien has had no discipline referrals during group work this year. Footer Text 10/12/2012 34

Per Carmen s FIE, the EOWPVT-R shows Carmen s expressive language is at 19 months. The ROWPVT-R administered as part of her FIE measures her receptive language at 26 months. FUNCTIONAL: Based on parent and teacher observations, Carmen uses one-word utterances to communicate wants and needs to know adults. Observational data shows she does not communicate with adults whom she has know less than two weeks. Footer Text 10/12/2012 35

How many? Where? There is NO requirement as to how many PLAAFP statements are included in a student s IEP. Nor is there a requirement as to where in the IEP the PLAAFP should be included. What IS required is that the PLAAFP describes how the student is presently performing/functioning, including how the student s disability is impacting her/her access/progress in the general curriculum. Footer Text 10/12/2012 36

Best Practice Suggestions Address all 4 content areas AND functional performance in PLAAFP statement Footer Text 10/12/2012 37

Have you thought about. Present Levels of Academic and Functional Performance Is it clear how the disability affects involvement and progress in the same curriculum as nondisabled students? Is there consistency between what the PLAAFP reports and what is reported in the FIE? If the information is not clear in the FIE, does the PLAAFP analyze and synthesize the current data to provide this information? Is there information about the amount of progress over the past year? Is there a review or summary of the previous year s IEP? Is progress noted through informal, criterion reference, curriculum based and norm referenced data? Is there evidence of change in performance from last year? If not, is an explanation provided? Is student performance with accommodations and/or modifications reported as well as performance without? Is there information from a variety of different settings? Are measureable /observable baseline data included? How does the student compare to same age peers? Knowing the with and without information provides a justification for why a particular accommodation or modification is necessary to include in the IEP This information will be helpful if an Accommodations Request Form (ARF) must be made to TEA. The accommodations and/or modifications are components of a student s specially designed instruction. A complete and accurate picture is needed How is parent information documented? How are student preference and interest documented? If the information varies or is contradictory, provide an explanation. The baseline must be identified in order to track progress Observable and measureable = can you see it /count it? What is the measurement tool being used to establish the baseline? This is the baseline measure that should be used later in the development of annual goals. You must know what the enrolled grade level peers are doing. If reporting scores obtained on benchmark tests, grades, etc, is there information on how same age peers performed?

PLAAFP drives GOAL Where the student is now 12 months Measureable Annual Goal(s) PLAAFP [Present levels of academic and functional performance] How the student s levels relate to grade-level expectations. How the students disability is impacting him/her in attaining gradelevel expectations. Data Source for Next Year Where the student can reasonably be expected to be in 12 months ASSESS & REPORT PROGRESS How will progress be measured? When will progress be reported? Without the PLAAFP, the IEP does not have any data showing the student s present performance or the impact of the student s disability on him/her, and thus, cannot appropriately determine where the student s needs currently exist or where he/she can reasonably be expected to be within one year. Footer Text 10/12/2012 39

STEP 4: MEASUREABLE GOAL Purpose of the annual goal? -to identify specific areas where a student needs special education services/specially designed instruction -to address critical needs identified in PLAAFP that keep the student from accessing and/or progressing in the general curriculum Q & A Document 1.1 and 1.2

A measurable annual goal meets the following requirements: Indicates what to do to measure accomplishment of the goal; Yields the same conclusion if measured by several people; Allows a calculation of how much progress it represents; and Can be measured without additional information. Q & A Document 1.8

Academic goal vs. Functional goal Every student who receives special education services MUST have at least 1 annual goal. Academic= learning/progressing in GC Functional= accessing GC Q & A Document 1.12, 1.13, 1.14, 1.15,1.16, 1.26, 3.9

STEP 4: MEASUREABLE ANNUAL GOALS Anthony READING Measureable annual goal related to meeting Anthony s critical needs in reading, as identified in his PLAAFP: o By the end of the fourth grade period, Anthony, using grade level text, will read 105 words of connected text per minute with 100% accuracy on classroom assessments. (Based on content standard 19 TAC 110.15 (b)(1) Reading Fluency. Students read grade-level text with fluency and comprehension. Students are expected to read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing and comprehension.) Q & A Document 1.7

STEP 4: MEASUREABLE ANNUAL GOALS Anthony READING Measureable annual goal related to meeting Anthony s critical needs in reading in Science & Social Studies as identified in his PLAAFP: o By the end of the fourth grade period, using graphic organizers, Anthony will apply reading comprehension strategies to 4 th grade social studies and science passages to answer multiple choice and short-answer questions with 85% accuracy. (Based on content standard 19 TAC 110.15 (b)(11) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences, and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize the main idea and supporting details in text in ways that maintain meaning; (B) distinguish fact from opinion in a text and explain how to verify that is a fact; (C) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, or comparison; and (D) use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents of text and to locate Information.)

STEP 4: MEASUREABLE ANNUAL GOALS Anthony BEHAVIOR: Measureable annual goal related to meeting Anthony s critical needs regarding behavior, as identified in his PLAAFP: By the end of the fourth grading period, with the use of positive reinforcement, Anthony will remain in his seat in a designated area of the classroom for 30 minutes at a time on 9 out of 10 trials.

Now What? Progress Monitor Q & A Document 1.35, 1.36 owhat method will be used to document progress? owho will be responsible? ohow often will data be gathered? Footer Text 10/12/2012 46

Specially Designed Instruction o IDEA 2004 defines special education as: - specially designed instruction, at no cost to the parents, to meet the unique needs of a child with a disability. - 300.39(a)(1) o Specially designed curriculum means adapting, as appropriate to the needs of an eligible child under this part, the content, methodology, or delivery of instruction - To address the unique needs of the child that result from the child s disability; and - To ensure ACCESS of the child to the GENERAL CURRICULUM, so that he or she can meet the education standards within the jurisdiction of the public agency that apply to all children. (Emphasis added) 300.39(a)(3)

Simply put. ARD Committee must identify instructional strategies, accommodation and/or modifications needed to access and progress in the general curriculum BASED on the student s PLAAFP. UNDERSTANDING THE DIFFERENCE

1.19 For a student who receives special education services in a general education (mainstream) setting and does not have modified content in any subject area, can the ARD committee write a mainstream or an inclusion goal for the student to master the TEKS for his/her enrolled grade level? No. A goal that addresses 70% mastery of TEKS simply expresses the standard that is required for all students (not just students who receive special education services), and does not inform the specially designed instruction the student should receive from a special education professional in order to be able to access/progress in the TEKS.

State Assessment Decisions Instruction drives all assessment (including Statewide Assessment decisions) Q/A: 2.6, 2.9, 2.10, 2.11, 2.14 Footer Text 10/12/2012 50

http://www.tea.state.tx.us/student.assessment/special-ed/staarm/partreqs/

Contact info: Pam Loper PHONE: 325-675-8633 EMAIL: ploper@esc14.net