Things needed in PLAAFPS
1. Student’s current eligibility for services
2. Current Academic Setting
3. Current classroom accommodations
4. Statement about ability:
______________(child’s name) can _____________at _________ grade level as measured
by________________
5. Need a statement for each skill in each academic area:
a. Reading Comprehension
b. Reading Fluency
c. Basic Reading
d. Math Problem Solving
e. Math Calculation
f. Writing
g. Grammar and Spelling
6. Prior to Annual, it is good practice to measure skills and list the
assessment measure in your PLAAFPS statement
7. Identify academic/behavior/functional area of need and how it is being
supported
Example 1 (Elementary)
Reading
Max is a 3rd grade student with a Specific Learning Disability in Basic Reading and
Reading Fluency. He currently receives in class support and his classroom
accommodations are: oral administration of tests, reading assistance, preferential
seating, and extra time to turn in assignments.
Decoding
Max can decode words at a second grade level as measured by the Texas second
grade sight word list. On his recent benchmark, Max identified 95% of the words.
Fluency
Max’s oral reading rate was 25 words per minute, which was at a second grade level,
as measured by a curriculum based reading assessment.
Comprehension
With reading assistance, Max is able to answer comprehension questions on grade
level as measured by curriculum based reading passages.
Areas of need:
Decoding:
Max is currently working on decoding third grade sight words using ABC Mouse
activities and small group flash card activities. His progress is being measured using
a third grade word list.
Fluency:
Max continues to work on increasing his reading rate using ABC Mouse activities
and curriculum-based activities. His progress is measured using curriculum-based
assessments.
Reading Comprehension
Max is working on independently reading passages and answering questions using
ABC Mouse and curriculum based activities. His progress is measured using weekly
reading comprehension assessments.
Additional Information:
Current DRA level:
Current I-Station Information:
TPRI-2 Data:
Example #2 (Secondary)
Luke is an 8th grade student with a Specific Learning Disability in Math Calculation
and Math Problem Solving. He is currently in a resource classroom with IEP’s
addressing his math difficulties. His current classroom accommodations are: use of
a calculator, math journal, extra time on assignments, and preferential seating.
Math Calculations
Using his calculator, Luke is able to solve addition, subtraction, multiplication and
division problems as measured by weekly curriculum based assessments.
Math Problem Solving
Using his calculator, Luke can solve one to two step word problems at a fifth grade
level as measured by 2014 STAAR released problems.
Area of Need
Math Calculations
Luke is currently working on solving fractions and algebraic equations. His
supports include math tutorials and access to CM in the AM. His progress is
measured using curriculum-based assessments.
Math Problem Solving
Luke is currently working on solving six grade word problems. His support is math
tutorials and access to CM in the AM. His progress is measured using 2013 released
STAAR problems.
Additional Data:
STAAR benchmark score:
Current Average:
Example #3 (Functional)
Steven is a fifth grade student with Autism and an Intellectual Disability. He is
currently in the Life Skills classroom working on functional academic and living
skills IEP’s
Basic Reading
Steven currently can identify all of his letters and sounds as measured by the
benchmark assessment on the UNIQUE curriculum.
Reading Fluency
Due to the severity of his disability, Steven’s reading fluency cannot be accurately
measured. He is able to blend some sounds together to produce words a-t=at. His
progress is measured using the UNIQUE curriculum benchmarks.
Reading Comprehension
Steven can follow along with a story on the computer and using pictures can answer
basic questions about the story. His progress is measured using the UNIQUE
curriculum benchmarks.
Math Calculations
Using manipulatives, Steven is able to sort items by amount up to 10. He is able to
count to 30 and identifies numbers up to 15. His progress is measured using the
UNIQUE curriculum benchmarks.
Math Problem Solving
Using pictures, Steven is able to match a number with the correct amount of items
up to 8 items (matches the number 8 to 8 dogs). Using visuals, Steven is able to take
“one” away and add “one” to a group. His progress is measured using the UNIQUE
curriculum benchmarks.
Spelling
Using visuals, Steven can match two identically spelled words. Steven can orally
spell two letter words such as “an, be, to, and he” His progress is measured using the
UNIQUE curriculum benchmarks.
Writing
Steven can copy his first name, address, and phone number. His progress is
measured using teacher create assessments.
Functional
With assistance and visual supports, Steven can inform the staff when he needs to
use the restroom and can attends to his toileting needs independently.
At lunch, with visual supports, Steven can request preferred items in the lunch line.
With support, Steven can complete classroom chores such as wiping tables,
organizing stations, and stacking the chairs at the end of the day.
His progress is measured using the UNIQUE curriculum benchmarks.
Behavior
With visual prompts and reminders, Steven can stay focused on a group activity for
10 minutes
With visual supports and reminders, Steven remains in his classroom line when
navigating the school building.
At recess, with visual supports, Steven attempts to engage his peers in play
His progress is measured using the UNIQUE curriculum benchmarks.
Area of Need
Basic Reading
With assistance and using the UNIQUE curriculum, Steven is working on identifying
2 to 3 letter words off the kindergarten word list. His progress will be measured
using the UNIQUE curriculum benchmarks.
Reading Fluency
With assistance and using the UNIQUE curriculum, Steven is working on blending
sound patterns together to create words. His progress will be measured using the
UNIQUE curriculum benchmarks.
Reading Comprehension
With assistance and using the UNIQUE curriculum, Steven is working on listening to
a story and answering basic questions while fading the visual supports. His
progress will be measured using the UNIQUE curriculum benchmarks.
Math Calculations
Using manipulatives, Steven is working on sorting items by amounts up to 25. He is
working on counting to 60 and identifying numbers up to 40. His progress will be
measured using the UNIQUE curriculum benchmarks.
Math Problem Solving
Using pictures, Steven is working on matching a number with the correct amount of
items up to 16 items (matches the number 16 to 16 dogs). Using visuals, Steven is
able to take “5” away and add “5” to a group. His progress is measured using the
UNIQUE curriculum benchmarks.
Spelling
Using visuals, Steven is working on circling the correctly spelled words in a group of
three. Steven is working on spelling three letter words such as “two, had, fan, and
sad”. His progress is measured using the UNIQUE curriculum benchmarks.
Writing
Steven is working on independently writing his first name and orally telling the staff
his address and phone number. His progress is measured using teacher create
assessments.
Functional
With assistance and visual supports, Steven is working on letting staff know his
wants and needs such as wanting a drink of water, wanting a particular game or toy,
and wanting to use the computer.
With assistance and visual supports, Steven is working on telling the staff what task
he is engaged in and using his schedule, telling them what task will be next.
Behavior
With visual prompts and reminders, Steven is working on staying focused on a
group activity for 20 minutes
Using his visual supports, Steven is working on initiating conversations with his
peers in the classroom.
His progress is measured using the UNIQUE curriculum benchmarks.