IEP ISSUES FROM MONITORING 2007

Introduction

ESER

PLAAFP

Repeat Errors

Goals & Objectives

Closing

  

PLAAFP
Present Levels of Academic Achievement & Functional Performance

Select this link to read what the Alaska State Handbook says to include in PLAAFPs.

Overview

The PLAAFP is the link between the ESER and the goals and objectives. Specific needs identified in the ESER should match the specific needs described in the PLAAFP. The PLAAFP should be:

  • clear
  • concise
  • free from educational jargon

The PLAAFP paints the picture for parents and other educators of the student's current levels of functioning in the identified areas of need.

The following five errors must be corrected in all future IEPs:

1

The specific needs identified in the PLAAFP must match the specific needs identified in the ESER

2

The PLAAFP must include a narrative synopsis of the student's academic achievement and functional performance in the identified areas of need

  • do not just list grades or test scores

Example:

Zeke qualifies as a student with a specific learning disability in reading and written expression. His limited reading skills interfere with decoding and comprehending texts, class materials, and written directions. Zeke's writing skills impact the organization of his written work and the time it takes him to complete written assignments...

 

3

The PLAAFP must include a narrative synopsis of any current assessment data, including results from state and districtwide assessments. Test scores must be accompanied by an interpretation

  • clarify what the test scores mean
  • tie the scores to the student's performance

Example for Woodcock-Johnson Scores:

Instead of doing this:
   
Do this:

BROAD READING
Letter-Word Identification
Reading Fluency
Passage Comprehension

75
77
71
76

5

READING: When tested on the Woodcock-Johnson on 2/3/06, Zeke scored far below his grade level in being able to recognize words and understand what he has read.

BROAD WRITTEN LANGUAGE
Spelling
Writing Fluency
Writing Samples		 74
85
71
72		 5 WRITING: Zeke's writing on the 2/3/06 Woodcock-Johnson demonstrates that he is far below his peers in the organization of his writing and his speed when creating written work.

Example for Statewide and Districtwide Assessment Scores:

Instead of doing this:
 
Do this:

READING
Standards Based Assessment


210

READING: Zeke's difficulties in reading were demonstrated on the 2006 Standards Based Assessment (SBA) when he scored far below proficient (210).

(be certain to include all other state and districtwide assessment information as well)

WRITING
Standards Based Assessment
251		 WRITING: Zeke's steady improvement in his ability to correctly punctuate, capitalize, and spell are represented in the increase of his SBA scores from far below proficient in 2005 to below proficient (251) in 2006.

Note: Visit this site to learn how to access your students' statewide and districtwide test scores.
4

For students 16 years and older**, the PLAAFP should include:

  • a review of the desired post-school outcomes
  • identification of transition needs

* or younger, if appropriate

Example:

Zeke's goal is to earn his high school diploma and attend college after high school. he is steadily earning credits and improving on standards-based assessments, both of which will help him reach his goal.

5 For preschool-aged children, the PLAAFP should state the effect of the disability on the participation of the child in age-appropriate activities

Example:

Petra's delays in social skills, communication, and fine motor skills interfere with her participation in typical activities for children her age. She has difficulty following directions and doesn't attempt to interact with other children...