TEKS BASED IEPs
PLAAFPS
GOALS & OBJECTIVES
Brownsville ISD
bbRE
Special Services Department
Fall 2010
Training Outcomes
TEKS-Based IEPs’ Decision Making Process
Analyze 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
Definition
of
PLAAFPs
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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
• Identify needs of the student so
that all service providers know the
PLAAFPs
level at which the student is
SHOULD………
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.
PLAAFP
These 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 Technology
 Transition Assessments
 Other essential information
 Effect of the disability
 Post-secondary Expectations for living, Learning
and Working
 Course of Study
The Three Elements of PLAAFPs
1. A narrative
2. A statement of
3. A description of
summary of the
how the disability
area(s) of
baseline data. What
impacts the
educational need.
are the sources of
student’s
What are the
information upon
involvement/progre resulting priority
which the statement
ss in the general
educational needs
is based including the education
to be addressed in
strengths and what
curriculum.
the ANNUAL
the student is
GOALS?
currently able to do?
Sample PLAAFP
READING
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.
©2006. Division of Curriculum and Instruction, Region One Education Service Center
8
Sample PLAAFP
Math
Baseline Data
Impact
Need
His math teacher
observed that Johnny
struggles to process
mathematical
information in
a sequential way, which
is critical to the linear
nature of
algebra. Johnny
can complete singlevariable equations with
fractions with like
denominators.
Overall, because of his
disability in math
reasoning, Johnny is
not achieving in the
general curriculum on a
level equivalent to
his grade peers in the
area of math.
Johnny will need specific
algebraic models/
examples and
be expected to complete
additional practice
problems over time.
He requires additional
specialized instruction,
with material
presented in an
alternate format to aid
comprehension and
application
©2006. Division of Curriculum and Instruction, Region One Education Service Center
9
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
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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.
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.
12
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
13
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
14
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
15
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.
©2006. Division of Curriculum and Instruction, Region One Education Service Center
16
Examples
Goal
Timeframe
Condition
Behavior
Within 36
instructional weeks
using decoding skills Joseph, a 3rd grade
and oral practice
student, will read
within a 3rd grade
passage
Criteria
70 words per
minute with fewer
than 10 errors
Objective
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
Sample Goal & Objective
Goal
Behavior
Timeframe
Condition
By June 2, 2011
given a 4th grade
story prompt and
30 minutes to write
Linda, a 4th grade
student, will write
Criteria
a three paragraph
essay using
transition words in
sentences and
between
paragraphs with 5
or less errors.
Objective
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
Timeframe
Condition
Behavior
By the end of the
2010-2011 school
year
given mixed fraction Jose, a 6th grade
problems using all
student, will solve
operations
Criteria
85% of all assigned
problems correctly.
Objective
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
with 100% accuracy.
student, will
identify 20 fractions
that represent more
than a whole
number on a
worksheet in three
minutes or less
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