1. Individualized Education Program Present Levels Performance and Annual Goals Sept. 2009

2. Session Objectives Identify the state/federal required components of the Present Level of Academic and Functional Performance Identify the state/federal required components of measurable Annual Goals. Write a Present Level of Performance and measurable annual goal for a given student.

3. Policy and Resource References North Carolina Policies Governing Services for Children with Disabilities (November 1, 2007) Department of Education Federal Register (August 14, 2006) http://IDEA.ed.gov

4. Individualized Education Program 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 and that must include— NC Policy 1503-4.1

5. Present Level of Academic Achievement and Functional Performance (PLAAFP) (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; or (ii) For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities;

6. Academic Achievement Academic achievement generally refers to a child’s performance in academic areas (e.g. reading, language arts, and math).

7. Functional Performance Functional performance generally refers to skills or activities that may not be considered academic or related to a child’s academic achievement. Functional is often used in the context of routine activities of everyday living and are varied depending on the individual needs of the child. Functional performance can impact academic achievement

8. Present Levels of Performance Functional performance must be addressed for all students within the present level of performance, and in the annual goals as appropriate.

9. The PLAAFP Must be… Current Relevant Objective Measurable Understandable

10. Major Components of PLAAFP Data-based student specific information related to current academic achievement and functional performance Strengths of the student Needs resulting from the disability Effects of the disability on involvement and progress in the general education curriculum

11. Data-Based Student Specific Information Note: A variety of sources must be documented that may include: Current and relevant formal evaluation data Current and relevant informal data –Observations and supporting anecdotal records –Work samples –Progress toward last year’s goals –Concerns of parents –Student’s desired school/post-school outcome goals –Input from related service providers

12. Data-Based Student Specific Information The PLAAFP should be written in objective measurable terms. Data from the child’s evaluation would be one source of such information. Test scores that are pertinent to the child’s diagnosis might be included, if appropriate. Scores should be self-explanatory or an explanation must be included.

13. Data-Based Student Specific Information The PLAAFP should be comprehensive for each skill area or domain (academic/functional). Test scores must be explained. The PLAAFP should be jargon-free.

14. Strengths of the Student Reflects specific skills or behavior the student has mastered Reflect specific skills in which the student performs well for the domain or area targeted

15. Needs Resulting from the Disability Needs are determined by consideration of… The important skills and behaviors that are critical for the student to learn in order to be able to participate and make progress in the general curriculum.

16. Effects of the Disability The PLAAFP… Describes how the disability impacts the student’s involvement in the general curriculum. Conveys the unique challenges or barriers that exist for the student as a result of the disability. Describes the current level of independence, and need for assistance.

17. Present Levels of Academic Achievement and Functional Performance Activity # 1

18. PLAAFP ComponentPLP Statement 1. Data-based student specific information about the student’s current academic achievement and functional performance 2. Strengths of the student 3. Needs resulting from the disability 4. Effects of the disability on involvement and progress in the general education curriculum

19. SAMANTHA Present Level of Educational Performance: A review of speech/language anecdotal log of observations indicate that Sam speaks using words and phrases. She doesn’t use complete sentences or questions when speaking. She initiates and responds to greetings appropriately. She doesn’t verbally express herself to gain others attention. Instead she grabs others and/or their clothing (e.g. hats, jackets) to initiate conversation or join in a group. These skill deficits affect her ability to communicate within the general education setting and develop appropriate social skills.

20. Anthony Present Level of Education Performance: A review of curriculum based measures indicate that Anthony, a ninth grade student, can read 150 words per minute of connected text with 100% accuracy, which is within the range of words per minute established for typical peers in the fifth grade. Anthony demonstrates a relative strength in determining the meaning of unknown words by reading words in context and applying word structures (prefix, base words, suffix). Anthony’s difficulties with reading fluently affect his ability to focus on the details of reading passages/assignments, which affects his ability to comprehend grade level content area subjects.

21. The measurable annual goal is a statement that links directly to the areas of need identified in the present levels of academic achievement and functional performance.

22. Developing Measurable Annual Goals NC Policy requires that the Individualized Education Program include: (2)(i) A statement of measurable annual goals, including academic and functional goals designed to- A.Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and NC Policy 1503-4.1

23. Annual Goals (B) Meet each of the child’s other educational needs that result from the child’s disability; (ii) For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives. Policy 1503-4.1

24. Measurable Annual Goals Creating Standards-based IEPs Title 1/No Child Left Behind requires that students with disabilities assessed through modified achievement standards have annual goals aligned to grade level competencies. In NC, students in grades 3-8 & 10 who are assessed via the Extend 2 are subject to this requirement. ESEA 1111(h) IDEA 612 (a)(15 )

25. Measurable Annual Goals Standards Based While state standards are not required to be documented on the IEP for all students, in developing annual goals for all students, consideration must always be given to the state standards set forth in the general education curriculum. Connecting the standard to the annual goal maintains high expectations and improves results.

26. Measurable Annual Goals The annual goals in the IEP are statements that describe what a child with a disability can reasonably be expected to accomplish within the duration of the IEP.

27. Measurable Annual Goals Major Components Any important givens/conditions (when, with what, where)…as applicable. A skill/domain area (academic, behavioral, functional). An observable learner performance (what the learner will be doing, an action). Measurable criteria which specify the level at which the student’s performance will be acceptable (e.g., speed, accuracy, frequency)

28. Measurable Annual Goals What exactly does “measurable” mean? Unfortunately, IDEA doesn’t define it. Characteristics of Measurability: Reveals what to do to measure whether the Goal has been accomplished. To measure something is to do something. Yields the same conclusion if measured by several people. A measurable goal allows us to know how much progress has been made since the last measured performance. A measurable goal can be measured as written, without additional information. Measurable goals contain givens (if necessary), the learner performance, and the criterion (level of performance to be reached).

29. Measurable Annual Goals Criterion or Level of Performance (How well the learner must do) Frequently used examples of criteria: 4 of 5 trials 3 consecutive days % accuracy

30. Measurable Annual Goals Use of percentage: “The history of how this strange use of percentage began appears to be lost. But we should know not to aspire to have Josh cross the street safely 80% of the time.” Excerpt taken from: Writing Measurable IEP Goals and Objectives; Bateman & Herr, 2006

31. Measurable Annual Goals “ The use of percentage needs to be carefully limited to a narrow range of goals” Appropriate use of %: Jane will correctly spell 95% of the 6 th grade spelling words dictated to her. Inappropriate use of %: Jane will improve her behavior 80% of the time with 90% accuracy.

32. Measurable Annual Goals Observable means: Clearly defined Visible Countable behavior

33. Measurable Annual Goals Non-Measurable Measurable John will use at least two strategies to take responsibility for his anger management with 80% accuracy. Given verbal prompts by the teacher, John will display no more than one verbal outburst per day. Given ten words, Alex shall group letters and pronounce letter sounds in words with 80% accuracy. Given ten unfamiliar, regular CVC words, Alex will decode nine of ten correctly.

34. Measurable Annual Goals Annual Goal ComponentAnnual Goal Statement 1.Given/Conditions (when or under what conditions), as applicable 2.Skill/Curriculum/Behavior Area or Domain (Academic/Functional) 3.Observable Learner Performance (Action) 4.Desired Level of Achievement/Outcome (Measurable Criteria…how well, how many times)

35. SAMANTHA Present Level of Academic Achievement and Functional Performance A review of speech/language anecdotal log of observations indicate that Sam speaks using words and phrases. She doesn’t use complete sentences or questions when speaking. She responds to greetings appropriately. She doesn’t verbally express herself to gain others attention. Instead she grabs others and/or their clothing (e.g. hats, jackets) to initiate conversation or join in a group. These skill deficits affect her ability to communicate within the general education setting and develop appropriate social skills. Annual Goal: Given non-instructional activities Sam will improve expressive language skills to initiate and/or join in conversations with others, an average of 3 times per week. Integrated Goal: Yes

36. ANTHONY Present Level of Academic Achievement and Functional Performance A review of curriculum based measures indicates that Anthony, a ninth grade student, can read 150 words per minute of connected text with 100% accuracy which is within the range of words per minutes established for typical peers in the fifth grade. Anthony demonstrates a relative strength in determining the meaning of unknown words by reading words in context and applying word structures (prefix, base words, and suffix). Anthony’s difficulties with reading fluently affect his ability to focus on the details of reading passages/assignments, which affects his ability to comprehend grade level content area subjects. Annual Goal: Given a reading passage, Anthony will identify 3-5 critical details in the passage on 4 of 5 attempts. 4 th Grade Competency Standard: Students will apply the basic features of reading to achieve fluent oral reading.

37. Present Levels of Academic Achievement and Functional Performance BOTTOM LINE……… The present level of performance is the cornerstone of the IEP. It is the source that drives other IEP components. It is the statement that links all components of the IEP together.

38. Measurable Annual Goals “The IEP is the heart of the Individuals with Disabilities Education Act (IDEA), and measurable goals developed from appropriate present levels of academic achievement and functional performance, are the heart of each IEP” “A child is the root of the heart” Bateman & Herr

39. Herbie As a table group, use the Teacher Input for Developing PLAAFP to: –Develop a PLAAFP –Write Annual Goal(s)

40. Questions Plus/Delta/Issue Bin