1. The Individualized Education Program (IEP) Development
EXCEPTIONAL CHILDREN DIVISION
The Individualized Education Program (IEP) Development
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
and
Measurable Annual Goals
Regardless of the student’s disability category, the IEP team must consider the specific needs of the student in developing the IEP.

2. Common Errors in Writing Present Levels and Annual Goals
Overreliance on test scores from the initial and three-year special education evaluation.
Vague descriptions on how the disability affects involvement and progress in the general education curriculum.
Absence of appropriate baseline data for developing the PLAAFP and Annual Goal/s.
Before we begin discussing specifics regarding the writing of PLAAFP and Annual Goals, I’d like to discuss 3 common errors that we’d like to avoid as we begin developing PLs and AGs
First-We know that there is value in the formal test scores (Psy. Achievement, etc.) that we get from evaluations. However, we must keep in mind that often these scores have more relevance in diagnosis and eligibility decisions but may not provide accurate descriptions of the student’s present levels. Just knowing a standard score or a grade level on a particular subtest, does not tell you want a student can and cannot do in that area. In order to develop an appropriate PL statement baseline and progress monitoring data are needed. The present levels should describe specifics skills and/or behaviors that define where instruction must begin.
Second-In determining eligibility the IEP team has determined that the disability has an adverse impact on the student’s education performance and that the student requries spe ed. In the present level, the team must determine How disability impacts. What are the spexcific demands in the classroom or in the curriculum that will present barriers to the student’s involvement and progress in the curriculum based on characteristics of the student’s disability. The must be specifically stated. Impacts goals and accommodations and mods.
Third-In order to develop a measurable goal, you must have data. You must discuss behaviors or skills in measurable terms.
Adapted from Delivering IEPs that Stand Up to the Law and Serve Students Better by Carol Kosnitsky, Jose Martin, Jan Tomsky.

3. Individualized Education Program (IEP)
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 must include …
So let’s go on and talk about the specifics… According to the regulations and the policies… NC

4. Present Levels of Academic Achievement and Functional Performance (PLAAFP)
(1) A statement of the child’s present levels of academic achievement and functional performance
(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;…
Read
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5. Academic Achievement
Academic achievement generally refers to a child’s performance in academic areas (e.g. reading, language arts, and math); or
For preschool children, age appropriate developmental levels.
Read.
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6. 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 educational achievement.
1. Last bullet…functional performance may be working in a large group, which will impact academic achievement.
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7. The PLAAFP Must be… Relevant Objective Measurable Understandable
Current
Relevant
Objective
Measurable
Understandable
Based on the the results of the most recent assessments or evaluations.
Providing an accurate picture of what the child can and cannot do in a specific academic/functional area establishes a baseline for monitoring of progress. . In order to develop an appropriate PL statement current baseline and progress monitoring data are needed.
The information must be relevant. Related to the skill area. Talking about the child’s disability category is not necessarily relevant. What is relevant is the individual needs in that particular skill area based on the disability.
Not based on what someone thinks, but based on data
Again speaks to the necessity for data . Something countable
Must be jargon free. Not jus a reiteration of scores. Clearly explaiing what the child can and cannot not do
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8. 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.
Data based
Strengths –what can do
Needs – what s cannot do
How it affects involvement and progress in the G. curriculum.
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9. Data-Based Student Specific Information
Use objective measurable terms when writing the PLAAFP.
Data from the child’s evaluation is 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. If not, an explanation must be included.
1. Other sources of data might be referral information, classroom performance/informal measures and formal measures.
The use of test results should reflect the impact of the disability on the child’s performance. Thus, raw scores and grade levels would not be sufficient in and of themselves.
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10. Data-Based Student Specific Information
Note:
A variety of sources must be documented.
Current and relevant formal evaluation data; and/or
Classroom and curriculum-based assessments:
Observations and supporting anecdotal records,
Work samples,
Progress toward last year’s goals,
Concerns of parents,
Student’s desired school/post-school outcome goals, and
Input from related services providers.
1.Current and relevant is the key here. Regs. nor Policy define current and relevant, as it is based on each student’s individual information. The information is judged to be current and relevant by the IEP Team.
Refer to “Using Assessment to Determine PlOP from Angie C.
Using “observation” as the only current and relevant data would not accurately describe a student’s present level…it would also not hold up in court.
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11. Strengths of the Student
Reflect specific skills or behaviors the student has mastered.
Reflect specific skills in which the student performs well for the domain or area targeted.
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12. 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.
1. Special factors include behavioral needs….
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13. Needs Resulting from the Disability
Special factors:
Needs are addressed through goals, supports and services, and/or accommodations.
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14. Effects of the Disability
The PLAAFP…
Describe how the disability impacts the student’s involvement in the general curriculum.
Convey the unique challenges or barriers that exist for the student as a result of the disability.
Describe the current levels of independence and any need for assistance.
Describe the impact the disability has on the student’s academic and functional performance in school. We know that there are some characteristics of specific disabilities. Don’t assume that teachers have knowledge of different disabilities. They may not realize that certain demands placed on students may create a barrier for a student. Therefore certain skills may need to be taught (academic or functional). Or specific accommodations or modifications may be needed. The impact may cross content areas and settings. Any class that relies on text-driven assignments will have an adverse effect on the student with a reading disability. So reading assignments written on the board, reading questions on a written exam, etc. this should be explicit in the IEP. Other examples.
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15. The PLAAFP answers …
Where does the child stand in terms of academic and functional performance?
How does the child’s disability affect his/her involvement and progress in the general education curriculum ?

16. General Curriculum Expectations/Considerations
What do I want to know—
state/district standards expectations?
regular classroom and grade level expectations?
instructional strategies or approaches used or being used in the general classroom?
social/emotional expectations at this grade level?
extracurricular activities or events a part of school life for students at this grade level?

17. Connecting IEPs to State/District Standards Means…
Referring to standards to determine expectations at grade level
Using the standards as a guide to determine what is important for the student to learn or be able to do
Conducting an analysis to determine the gap between grade expectations and student’s current skills/knowledge

18. Present Levels of Academic Achievement and Functional Performance
Case Study of Kara
Remember Kara? Green Card with additional information about Kara.
Remember some of the needs discussed in her Case Study. We have developed
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19. Present Levels of Academic Achievement and Functional Performance
Kara
Present Levels of Academic Achievement and Functional Performance
Based on a review of curriculum-based measures and data collected from teacher observations, given one minute to read a 4th grade passage, Kara reads 48 words correctly (70% accuracy). Given a 3rd grade passage, Kara reads 50 words correctly (80% accuracy).
She is able to read basic sight words and uses picture clues to identify words in a text. She decodes simple one syllable words with short vowels but has difficulty reading words with multiple syllables. She fails to use word attack strategies to read unknown words in a passage.
Kara’s oral reading is below beginning 4th grade reading level. Therefore, she has difficulty reading 4th grade level material independently. Due to these reading deficits, Kara has difficulty completing assignments independently in reading, math, science, and social studies. Her independent work is often incomplete and inaccurate. `
We have developed a PLAAFP statement for Kara. Take a minute to read this statement. And discuss whether the required components are contained here. As you read highlight any areas that could contain more specificity.
Allow 5 minutes and ask for input.
Components-?
More specificity is need ?
Could include specifics about sight words, type of syllables, specific vowel patterns that she can read.
Let’s review this statement and discuss what components are there?
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20. PLAAFP Component PLAAFP Statement
1. Data-based student specific information about the student’s current academic achievement and functional performance
Teacher observation and
Curriculum based measures
2. Strengths of the student
3. Needs resulting from the disability
4. How the disability affects involvement and progress in the general education curriculum
Reads sight words, one syllable words and uses clues from pictures
Kara needs to use word identification strategies to decode multi-syllabic words
She has difficulty completing assignments independently in all content areas. Her work is often incomplete and inaccurate.
Let’s l.
Look at a summary of the components Summarize the data-based student specific information in documenting the student’s strengths and weaknesses.
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21. Activity 1 Writing Present Levels of Academic Achievement and Functional Performance for Kara
Given the green cards, chart paper and markers. Refer to the 4th grade SCS objectives
Read the card and take an area to write a PLAAFP statement. Assign groups Reading,
Math, study skills.
Give 20 minutes?

22. PLAAFP Component PLAAFP 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. How the disability affects involvement and progress in the general education curriculum
Use the rubric to enter specific components and then write out the PLAAFP statement on the chart paper.
Have participant report out. After all report out….proceed to close this section.
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23. Present Levels of Academic Achievement and Functional Performance
Critical Point…
The present levels of academic achievement and functional performance are 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.
The annual goal originates from the PLAAFP.
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24. Measurable Annual Goals

25. 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.
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26. Measurable Annual Goals
The Individualized Education Program must include…
A statement of measurable annual goals, including academic and functional goals designed to-
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
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27. 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. NC
In NC, this refers to students being assessed via Extend 1.
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28. Measurable Annual Goals: Creating Standards-based IEP Goals
Students with disabilities assessed through modified achievement standards must have annual goals aligned to grade level content standards.
In NC, students in grades 3-8 who are assessed via the Extend 2 are subject to this requirement.
NC (a) (2)(iii)
Handout “A Seven-Step Process to Creating Standards-based IEPs. ??? on this
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29. 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.
Emphasize the one year cycle of the IEP. Goals should be challenging yet reasonable so that the student can successfully accomplish them within the one year time frame of the current IEP.
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30. Measurable Annual Goals
For each area needing specially designed instruction, determine the desired level of achievement or outcome for each goal for a student by considering the following:
Primary concerns stated in the present levels of academic
achievement/functional performance.
Amount of time the student has left in school and the age of the student.
Skills needed to progress to the next level of performance.
Skills needed to achieve transition.
Behavior / skills that will improve with modifications.
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31. Definition of Measurable
When compared to the data in the present level of academic achievement and functional performances, the goal contains specific expectations of attainment.

32. 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).
If you cannot “measure” what is written…then it is not a measurable goal. For example, whether a student can “count to 10 without error” can be readily determined as it is stated. “Will improve counting skills” cannot be assessed without additional information
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33. Major Components of Measurable Annual Goals
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).
1. If you can close your eyes and see it, then it is measurable.
2. “reading orally” is measurable, “improving” something is not measurable.
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34. 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
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35. Measurable Annual Goals
Observable means:
Clearly defined
Visible
Countable behavior
1. Does the observable behavior pass the “dead man’s test=if a dead man can do it, it’s not a behavior.
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36. Measurable Annual Goals
Examples of “observable” behavior
Reading orally
Dressing one’s self
Speaking to adults without vulgarities
Pointing, drawing, identifying, writing, etc.
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37. Measurable Annual Goals
Non-Examples of observable behavior
Becoming independent
Respecting authority
Enjoying literature
Improving, feeling, knowing, etc.
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38. Measurable Annual Goal Statements
Kara
Measurable Annual Goal Statements
Goal 1
Given a 4th grade reading passage, Kara will accurately read 105 words or more per minute in 4 out of five trials.
Goal 2
Given a 4th grade reading passage, Kara will independently read 4 – 5 syllable words with 95% accuracy.
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39. Measurable Annual Goals
Case Study of Kara
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40. What do we Know about Kara’s Performance in Reading?
Deficits
Strengths
Fluency rate is below level as compared to her grade level peers
Has difficulty reading words of multiple syllables
Fails to use word identification strategies to read unknown words
Struggles with comprehension when reading text independently
Reads some basic sight words with success
Sometimes uses picture clues within the text to identify unknown words
Reads

41. Annual Goal Components Annual Goal Statement
Givens and Conditions (when or under what conditions), if applicable
When reading a 4th grade level passage
2. Skill/Curriculum/Behavior Area or domain (Academic/Functional)
Reading
3. Observable Learner Performance (action)
Oral Reading
4. Desired level of Achievement/Outcome
Read 105 words per minute in 4 out of 5 trials.
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42. Annual Goal Components Annual Goal Statement
Givens and Conditions (when or under what conditions), if applicable
Given a 4th grade level passage
2. Skill/Curriculum/Behavior Area or domain (Academic/Functional)
Reading
3. Observable Learner Performance (action)
Oral Reading
4. Desired level of Achievement/Outcome
Read multisyllabic words with 95% accuracy
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43. Activity 2 Writing a measurable Annual Goal for Kara

44. Present Levels of Academic Achievement and Functional Performance
Kara
Present Levels of Academic Achievement and Functional Performance
Based on a review of curriculum-based measures and data collected from teacher observations, given one minute to read a 4th grade passage, Kara reads 48 words correctly (70% accuracy). Given a 3rd grade passage, Kara reads 50 words correctly (80% accuracy).
She is able to read basic sight words and uses picture clues to identify words in a text. She decodes simple one syllable words with short vowels but has difficulty reading words with multiple syllables. She fails to use word attack strategies to read unknown words in a passage.
Kara’s oral reading is below beginning 4th grade reading level. Therefore, she has difficulty reading 4th grade level material independently. Due to these reading deficits, Kara has difficulty completing assignments independently in reading, math, science, and social studies. Her independent work is often incomplete and inaccurate. `
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45. Annual Goal Components Annual Goal Statement
Givens and Conditions (when or under what conditions), if applicable
2. Skill/Curriculum/Behavior Area or domain (Academic/Functional)
3. Observable Learner Performance (action)
4. Desired level of Achievement/Outcome
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46. 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”
Bateman & Herr
IEP
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47. Benchmarks/Short-term Objectives
For children with disabilities who take alternate assessments aligned to alternate achievement standards, the IEP must include a description of benchmarks or short-term objectives;
NC (2)(ii)
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48. Benchmarks and Short Term Objectives
Once the IEP team has developed measurable annual goals for a child, the team can develop strategies that will be most effective in realizing those goals and must develop:
either measurable, intermediate steps (short-term objectives), or
major milestones (benchmarks) … to monitor progress during the year, and, if appropriate, to revise the IEP consistent with the student’s instructional needs.
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49. Short-Term Objectives
Short term objectives (also called IEP objectives) are:
measurable, intermediate steps between the present levels of educational performance of a child with a disability and the annual goals that are established for the child, and
developed based on a logical breakdown of the major components of the annual goals; and can serve as milestones for measuring progress toward meeting the goals.
Make bullets
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50. Short Term Objective Components Short Term Objective Statement
Givens and Conditions (when or under what conditions), if applicable
2. Skill/Curriculum/Behavior Area or domain (Academic/Functional)
3. Observable Learner Performance (action)
4. Desired level of Achievement/Outcome
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51. Short-Term Objectives (Components)
WHO (Student)
WHAT (Target Behavior)
CONDITIONS/CIRCUMSTANCES – WHEN NEEDED
CRITERIA (Level To Indicate Attainment)
ON TARGET
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52. Benchmarks
…, IEP teams may develop benchmarks, … describing the amount of progress the child is expected to make within specified segments of the year. … benchmarks:
establish expected performance levels that allow for regular checks of progress that may coincide with the reporting periods for informing parents of their child’s progress toward achieving the annual goals, and
are the major milestones that the student will demonstrate that will lead to the annual goal. Benchmarks usually designate a target time
period for a behavior to occur.
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53. Benchmark Components Benchmark Statement Who 2. Will do what
3. By When
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54. BENCHMARKS (Components)
WHO (Student)
WHAT (Target Behavior)
WHEN
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55. BENCHMARKS (Components)
WHO (Student)
WHAT (Target Behavior)
WHEN
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56. Q & A