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

2. 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)

4. 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

5. 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.

6. 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

8. 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 (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
© Division of Curriculum and Instruction, Region One Education Service Center

9. 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 (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
© Division of Curriculum and Instruction, Region One Education Service Center

10. 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 (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
© Division of Curriculum and Instruction, Region One Education Service Center

11. 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.

12. 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.
© Division of Curriculum and Instruction, Region One Education Service Center

13. 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
© Division of Curriculum and Instruction, Region One Education Service Center

14. 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
© Division of Curriculum and Instruction, Region One Education Service Center

15. 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
© Division of Curriculum and Instruction, Region One Education Service Center

16. 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
© Division of Curriculum and Instruction, Region One Education Service Center

17. 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

18. 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

19. Sample Goal & Objective
Timeframe
Condition
Behavior
Criteria
By the end of the 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.

20. 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.

21. QUESTIONS?
IEPs
PLAAFPS