Standards-Based IEP Goals
The Present Level of Academic Achievement and Functional Performance (PLAAFP) is the foundation for writing connected IEPs. The PLAAFP statement should accurately describe the student's performance in all areas of education that are affected by the disability . This could include academics, social emotional, transition, organizational skills, speech, language, motor skills, physical education, or any other area affected by the disability and appropriate to the student's unique educational or vocational needsThe present level of academic achievement and functional performance determines approaches for ensuring involvement in, or adaptations/modifications to, the general curriculum. Each area of identified need related to the disability must be addressed in at least one of the following: annual goals, supplementary aids/services/personnel supports, or secondary transition services. It also is the foundation for decisions determining the student¡¯s participation in State- and District-wide assessments.
Using the PLAAFP information, the IEP Team determines appropriate supplementary aids/service/personnel support, annual goals and short term objectives, state and district-wide assessments and, when age appropriate, transitional services. In other words, it is the foundation for every decision made by the IEP team.
The big picture of an individualized education plan should create a circular link between the PLAAFP, goals, objectives, transitional services, supplementary aids and services. Ultimately, the appropriate program and related services will allow the student to make progress in the general curriculum.
Present Level of Academic Achievement and Functional Performance (PLAAPF)
To accurately describe the student's performance in all areas of education and a description of functional performance that is affected by the student's disability, including the student's current status/progress in relation to their desired post-school outcomes.
A statement of how the disability impacts the student's involvement/progress in the general education curriculum.
The rest of the IEP decisions should have a direct link back to the PLAAFP statement.
To General Education Curriculum:
The present level determines approaches for ensuring involvement in, or adaptations or modifications to, the general curriculum. How has the student been progressing in the general education curriculum? What benchmarks have he/she mastered, or is working on?
SUPPLEMENTARY AIDS AND SERVICES
Aids, services, program modifications, and/or supports for school personnel that are provided in regular education classes or other education-related settings to enable students with disabilities to be educated with their non-disabled peers.
Must be supported by a need identified in the PLAAFP statement and a direct connection to an identified need.
Supplementary aids and services include instructional supports such as peer tutors, paraprofessionals, interpreters, as well as any other instructional supports provided in conjunction with general education.
May also include technological devices and services, such as calculators, tapes, tape recorders, or print-to-speech software.
May be provided through either general education or special education.
MEASURABLE ANNUAL GOALS
To describe what a student can reasonably be expected to accomplish within twelve months with specifically designed instruction and related services. Annual goals enable the student to be involved in and progress in the general education curriculum and should be based on the Grade Level Content Expectations or Course Content Expectations. (They are also intended to meet the educational needs that result from the student's disability.)
NOTE: Goals are not required to contain ALL curriculum standards. Non-disabled students do not achieve 100% mastery of curriculum standards/benchmarks. Look for standards/benchmarks that, if mastered, will increase the student's potential for success in the general education curriculum and are core areas.
NECESSARY ELEMENTS of Annual Goals
* Must meet each of the student's other educational needs that result from the student's disability except those addressed through the Supplementary Aids and Services
* Must be reasonably constructed to be accomplished in one year
* Must be accompanied by at least two short-term objectives, if the student has content modifications or an alternate curriculum.
* Must be aligned to TEKS.
* Must be measurable with four components: timeframe, condition, behavior, and criteria.
* Intermediate steps between the present level of academic achievement and functional performance and the annual goal.
ACTION VERBS TO ASSIST IN WRITING GOALS & OBJECTIVES
analyze group generalize
arrange infer explain
combine order formulate
construct relate develop
create separate transform
design summarize detect
apply solve examine
calculate use illustrate
classify utilize employ
complete related practice
associate distinguish discuss
classify estimate translate
compare extrapolate differentiate
compute interpret predict
contrast interpolate describe
count recall write
define recite read
draw recognize trace
identify record quote
list repeat tabulate
name state point