Refresher: PLAAFP’s and Annual
Goals
IDEA §300-320

Requires ARD committee to include measurable
annual goals, including academic and functional goals

For students who take alternate assessments aligned
to alternate achievement standards (TAKS-Alt),
requires both annual goals and short-term objectives

Requires appropriate measureable postsecondary
goals beginning with the first IEP in effect when the
student reaches the age of 16.
It All Starts with the Present Levels of Academic
Achievement and Functional Performance
(PLAAFP)
What is it?

A summary statement which describes the
student’s current academic achievement and
functional performance in the areas of need as
determined by evaluation.
What is the purpose of the PLAAFP?
To identify and prioritize specific needs of a
child
 To establish baseline performance in the
general curriculum which is used to develop
individualized, meaningful and measureable
goals.
 To identify how the disability affects
performance.

Academic Achievement
(PLAAFP) focuses on
what specific kinds of
academic information
and skills you child has
mastered .
(examples: reading at a
certain grade level, or
performing certain
mathematical
calculations).
Functional Performance
(PLAAFP) refers to
other areas of
achievement that are
not academic.
(examples: social skills,
communication skills,
and other activities of
daily living.)
The PLAAFP is the foundation on which
the ARD committee will write goals for
the student’s educational year.
Objectives/Benchmarks
Measurable annual goals
Present Levels of Performance
PLAAFP Components
Data based student specific information about
current academic performance
 Data based student specific information about
current functional performance
 Strengths of student (academic or functional
dependent upon target area)
 Need(s) resulting from the disability (academic or
functional dependent upon target area)

Note: Any academic or functional need listed in PLAAFP
must be addressed in the Annual Goals.

Effects of the disability on involvement and progress
in the general education curriculum.
Can
What the student can do before the intervention – Data based
and specific strengths (academic and functional). Include any
conditions that are required for student to show strength.
Can’t/
Doesn’t
What the student can’t or doesn’t do that needs intervention;
Data based needs resulting from disability (academic and/or
functional) Prioritized needs
Impact
How the skill the student can’t do effects involvement and
progress in the general education curriculum.
* Functional impact – how skill the student can’t do effects how
he functions in real world.
Example:
Can
According to DRA and benchmark assessment, Ophelia’s instructional level in
reading is 6th grade. She can fluently read 130 wpm with 90% accuracy at
this level and can correctly answer more than 70% of factual information
comprehension at the sixth grade reading level. Using graphic organizers
and with oral assistance, she can answer more than 70% of factual
information questions on grade level text in science and social studies.
Can’t/
Doesn’t
Ophelia is only able to answer 40% of inferential questions based on benchmark
testing. She participates in class but often requires up to two reminders to
turn in her work. She requires graphic organizers and organizational skills to
be successful in the general education classroom.
Impact
Her difficulty in reading comprehension inhibits her progress with assignments
in all subjects that require independent grade-level text reading and
comprehension. Her lack of organizational skills makes it difficult for her to
keep up with assignments.
Where can you find data?
Performance Series
 Running Records
 Reading Logs
 DCA’s
 Student Work Samples
 Sight word lists
 Chapter tests
 Teacher made tests
 Previous attained IEP
objectives
 Hands – on performance

DRA and TPRI
 Psychological /Related
services evaluations
 Parent / Teacher Input
 Anecdotal Records
 Progress Monitoring
 Benchmarks
 State assessments
 Student Journals
 Rubrics
 Portfolios

Activity
1. With a partner review the PLAAFP
examples and determine which
components, if any are missing.
2. Rewrite any PLAAFP that is missing
components. Be prepared to share.
10 Minutes
Once the PLAAFP is written – it’s time
for the Annual Goal
What is it?
A statement that describes what a child with
a disability can reasonably be expected to
accomplish within a twelve-month period in
the child’s special education program.
There is a direct relationship between the
PLAAFP and the annual goal.
Measurable Annual Goals must:
Be related to meeting the child’s needs
(academic /functional) that result from the
disability to enable him/her to be involved in
the general curriculum.
Annual Goal Components
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.
For example, “within 36 instructional weeks”
Conditions
Specify the manner in which progress toward the goal occurs.
Conditions describe the specific resources that must be present for the
child to reach the goal. The condition of the goal should relate to the
behavior being measured. For example, a graphic organizer could
be a condition.
Behavior
Clearly identifies the skill or performance that is being monitored.
It represents an action that can be directly observed and measured.
For example, “points to the yellow
object” could be a behavior.
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.
For example, “in 7 out of 10 trials” might be a criterion.
Relationship between PLAAFP and Annual
Goal
PLAAFP Data: Stephanie is a ninth grade student whose strengths
include excellent listening comprehension skills; ability to use
teacher-generated outlines and study guides to comprehend text
and lectures. She depends on study guides and outlines to locate
information for science and social studies classes. Ongoing
progress monitoring measures Stephanie reading 100 words a
minute with 3-5 errors on grade level materials. Her slow fluency
effects her overall reading comprehension and her ability to
complete assignments in the general ed. classroom.
Annual Goals: Within 36 instructional weeks, given grade level
science and social studies text, Stephanie will read at a fluency level
of 135 wpm with 0-3 errors, as measured by timed oral reading of
grade level science and social studies text.
Relationship between PLAAFP and Annual Goal
PLAAFP Data: Based on teacher and district benchmark assessments, Sylvia
can add and subtract two and three digit numbers without regrouping, without
the use of manipulatives, 100% of the time. She understands only ones place
value. Sylvia (grade 5) lacks the understanding of place value and regrouping in
both addition and subtraction, therefore inhibiting her progress in the general
curriculum.
Annual Goals: Within 36 instructional weeks, using manipulatives , Sylvia
will use place value to read, write, compare and order whole numbers
through the ten thousands place with 90% accuracy.
Annual Goals: Is another goal needed based on PLAAFP?
The Stranger Test
Goals written in a fashion where anyone
unfamiliar with the child could read it and
follow it.
The goal leaves no room for interpretation.
You Make the Call

Within 36 instructional weeks, given 100
high frequency spelling words, Darleen
will correctly spell 75/100 words, 4 out of
5 times tested.
Timeline
Condition
Behavior
Criteria
You Make the Call

In 36 instructional weeks, Barbara will use
proper conventions addressing the mechanics
of writing, including capitalization, punctuation,
spelling, grammar and usage, paragraph breaks,
and legibility with 1-2 verbal cues.
Timeline
Condition
Behavior
Criteria
You Make the Call
Given 5 – three digit X three digit multiplication
problems with regrouping, Mariah will multiply to
determine the correct product with 100% accuracy
in 4 of 5 opportunities, but the end of the sixth six
weeks.
Timeline
Condition
Behavior
Criteria
Rules to Remember
** Goals which use participation as criteria or focus on a onetime event are not appropriate.
Johnny will participate in the field trip on Thursday.
** Annual Goals must reflect observable behavior that can be
objectively measured.
Examples: read, name, write, solve
Non- examples: increase, know, understand
**Goals are not measurable if they do not contain
objective conditions and criteria for success.
Thomas will improve his communication skills.
Taylor will engage in problem solving with 85%
accuracy.
**Measurable annual goals must be based on appropriate
standards.
Two year old Sarah, will count from 1 to 100 with
80% accuracy
Be Careful of Percentages

If you say a student will do something 80% of
the time…80% of what? A 24 hour day?

Must state accountability.
80% of 15 minute period, 80% of writing
assignments, etc.

Using a percentage alone does not mean
measurable.
Misuse of Percentages

Example: Levi will exhibit acceptable behavior 80%
of time.
◦ Imagine what it would be like to be around a
child whose behavior was unacceptable 20% of
the time.
Q &A
Work Session