TEKS BASED IEPs PLAAFPS GOALS & OBJECTIVES Brownsville ISD Special Services Department Fall 2010 bbRE

Training Outcomes Understand the process of creating PLAAFPs Learn the process for writing TEKS- based IEP goals Understand the process of creating PLAAFPs Understand the different factors in determining appropriate data driven PLAAFPs Airsofting: Try to get large parties of people. All out airsoft wars Baseball: played for 6 years 3 years for babe ruth Gaming: Own an xbox 360 playstation 3, and nintendo wii (do a lot of gaming)

Definition of PLAAFPs Provides the basis for: IEP goals/objectives 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 PLAAFPs SHOULD……… Identify needs of the student so that all service providers know the level at which the student is 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

Sample PLAAFP READING Baseline Data Impact Need TEKS Based IEP 10/16/06 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. Trainer’s Notes: From Section 300.347(a)(2) IDEA requirements for each child’s IEP. The IEP does not include goals that relate to areas of the curriculum in which the child’s disability does not affect the child’s ability to be involved in and progress in the general curriculum. If a child with a disability needs only modifications and accommodations in order to progress, the IEP does not need to include a goal for that area, but must specify the modifications and accommodations. ©2006. Division of Curriculum and Instruction, Region One Education Service Center © 2006. Division of Curriculum and Instruction, Region One Education Service Center

Sample PLAAFP Math Baseline Data Impact Need TEKS Based IEP 10/16/06 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 single-variable 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 Trainer’s Notes: From Section 300.347(a)(2) IDEA requirements for each child’s IEP. The IEP does not include goals that relate to areas of the curriculum in which the child’s disability does not affect the child’s ability to be involved in and progress in the general curriculum. If a child with a disability needs only modifications and accommodations in order to progress, the IEP does not need to include a goal for that area, but must specify the modifications and accommodations. ©2006. Division of Curriculum and Instruction, Region One Education Service Center © 2006. Division of Curriculum and Instruction, Region One Education Service Center

TEKS Based IEP 10/16/06 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. Trainer’s Notes: From Section 300.347(a)(2) IDEA requirements for each child’s IEP. The IEP does not include goals that relate to areas of the curriculum in which the child’s disability does not affect the child’s ability to be involved in and progress in the general curriculum. If a child with a disability needs only modifications and accommodations in order to progress, the IEP does not need to include a goal for that area, but must specify the modifications and accommodations. ©2006. Division of Curriculum and Instruction, Region One Education Service Center © 2006. Division of Curriculum and Instruction, Region One Education Service Center

What is a measurable annual goal 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? TEKS Based IEP What are the four critical components of a measurable goal? 10/16/06 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. Trainer’s Notes: As the IEP committee comes together to decide as to the measurable annual goals for the student with disabilities aligned to his/her PLAA or PLFP, the questions on the slide can help guide the IEP in the measurable annual goal decision making process. © 2006. Division of Curriculum and Instruction, Region One Education Service Center

TEKS Based IEP 10/16/06 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. Trainer’s Notes: After the participants respond, (Click mouse) for the answer ©2006. Division of Curriculum and Instruction, Region One Education Service Center © 2006. Division of Curriculum and Instruction, Region One Education Service Center

TEKS Based IEP 10/16/06 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. Trainer’s Notes: After the participants respond, (Click mouse twice) for the answer ©2006. Division of Curriculum and Instruction, Region One Education Service Center © 2006. Division of Curriculum and Instruction, Region One Education Service Center

TEKS Based IEP 10/16/06 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. Trainer’s Notes: After participants respond, (click mouse) for the answer ©2006. Division of Curriculum and Instruction, Region One Education Service Center © 2006. Division of Curriculum and Instruction, Region One Education Service Center

TEKS Based IEP 10/16/06 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. Trainer’s Notes: After participants respond, (click mouse twice) for the answer ©2006. Division of Curriculum and Instruction, Region One Education Service Center © 2006. Division of Curriculum and Instruction, Region One Education Service Center

Examples Goal Objective Timeframe Condition Behavior Criteria Within 36 instructional weeks using decoding skills and oral practice within a 3rd grade passage Joseph, a 3rd grade student, will read 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 Timeframe Condition Behavior Criteria By June 2, 2011 given a 4th grade story prompt and 30 minutes to write Linda, a 4th grade student, will write 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 Timeframe Condition Behavior Criteria By the end of the 2010-2011 school year given mixed fraction problems using all operations Jose, a 6th grade student, will solve 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 student, will identify 20 fractions that represent more than a whole number on a worksheet in three minutes or less with 100% accuracy.

They are available on our webpage. 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? IEPs PLAAFPS