HOW TO WRITE LEGALLY

COMPLIANT PLAAFPS

Present Levels of Academic Achievement and Functional

Performance

STEP 1-SEND OUT TEACHER REPORTS

Elementary

Secondary

Example

STEP 2-COLLECT BASELINE DATAMath Reasoning: Rubric: Mathematics (K - Algebra I, II, and Geometry) with rubric

http://www.escweb.net/tx_bm/math/  Early Numeracy: Curriculum-based Measurement (CBM): Number Fly http://www.interventioncentral.org Addition, Subtraction, Multiplication & Division CBM:

http://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.php  Addition, subtraction, Mixed Addition and Subtraction, Multiplication, Division, Order of Operations,

Fractions, Percentages, Greater than / Less than, Odd or Even?, Rounding, Averages, Exponents, Factorials, Is It Prime? (tool), Telling Time, CBM:

http://www.superkids.com/aweb/tools/math/  Rubrics for all areas:

Rubistar 4 Teachers http://rubistar.4teachers.org/ Irubric http://www.rcampus.com/indexrubric.cfm

 Phonics and phonemic awareness https://dibels.uoregon.edu/

(Initial Sounds - Letter Naming - Phoneme Segmentation - Nonsense Word) Fluency https://dibels.uoregon.edu/

(Oral Reading Fluency) Vocabulary https://dibels.uoregon.edu/

(Word use) Comprehension https://dibels.uoregon.edu/

(Retell Fluency)  Curriculum-Based assessments: http://www.interventioncentral.org/cbm_warehouse

Resources

STEP 3-REVIEW VARIOUS SOURCES OF DATA Teacher reports Parent information Anecdotal Records Case manager notes Goal data collection

worksheets Accommodations and

modifications

State assessment Benchmark Tests TPRI Current grades Work samples Observations

THE PLAAFP MUST:

Address IEP goal progress Reflect a review of the FIE and incorporation of FIE data Include information about the amount of progress over the

past year Include “with” and “without” information Include information from a variety of sources in a variety of

different settings Be measureable and observable with baseline data included Show how the disability affects involvement and progress in

the same curriculum as nondisabled peers Focus on student’s area of critical need Be one summary statement for each area of identified need Be backed up with specific data

GUIDES FOR GATHERING TEACHER DATA What do you want to know from your

general education teacher?