Sanger Independent School District

Points to Consider in PLAAFP Development:

  1. Start with the student’s vision.
  2. Address current functioning in the area of difficulty using current assessment data, observation and classroom performance data.
  3. Identify academic/educational needs and strengths.
  4. Describe performance in areas of education that are affected by the disability.
  5. Use data to support the need for supplementary aids/services.
  6. Address functional performance and areas of need using transition assessment data (ESTR, etc.)
  7. Accurately describe performance in areas affected, including academic and non-academic.
  8. There should be a direct relationship between evaluation information ad PLAAFP statements.
  9. Use objective terms that are measurable, to the extent possible.
  10. Where scores are used, ensure that they are self-explanatory or an explanation is included.

    Potential strengths / concerns / need areas to consider:

    1. Health consideration
    2. Communication
    3. Motor
    4. Social or emotional
    5. Assistive devices
    6. Academic
    7. Accommodations / Modifications
    8. Least Restrictive Environment
    9. Recreation & Leisure
    10. Community Participation
    11. Adult Living
    12. Career and Employment
    13. Post-Secondary Training or Learning
    14. Mobility
    15. Work experience
    16. Critical thinking / problem solving 

    Tools for assessing areas of current function:

    1. Criterion referenced test (measured against defined and objective criteria)
    2. Standardized achievement test
    3. Curriculum based assessment
    4. Diagnostic test
    5. Outside evaluator results
    6. Transition assessment
    7. Medical / Health information
    8. Behavior Intervention Plan results
    9. Most recent state or district wide assessment results
    10. Grades and comments from report cards
    11. Progress Reports on previous goals and objectives
    12. General curriculum progress
    13. Classroom performance
    14. Systematic observations of student behavior
    15. Attendance records
    16. Disciplinary records

      Sample Strength Statements:

      1. Demonstrates organization in work behavior.
      2. Completes tasks within allotted time.
      3. Initiates interaction with adults and peers.
      4. Takes part in extra-curricular activities.
      5. Communicates personal information.
      6. Understands savings accounts.
      7. Demonstrates good attendance.
      8. Understands factors which influence job retention, dismissal, and promotion.
      9. Responds appropriately to authority figures.
      10. Responds to verbal correction.
      11. Adapts to changes in routine or schedule.
      12. Makes effort to do his/her best.

         

        Sample Concern Statements:

        1. Has difficulty adjusting to changes in routine.
        2. Struggles with making appropriate decisions regarding work related tasks.
        3. Does not initiate involvement in rec / leisure activities.
        4. Unable to complete job application form independently.
        5. Does not maintain appropriate work habits when supervisor is not present.
        6. Negatively responds to verbal correction.
        7. Exhibits difficulty with fine motor skills.
        8. Needs to learn how to access community resources.
        9. Needs to improve understanding of community signs.

          Sample Portions of Present Level (PLAAFP) Statements:

          1. Based on the vocational assessment and teacher observations, STUDENT is able to deposit and withdraw money from the bank. She does not participate in the following money management tasks: managing checkbook/savings account, paying bills on time, making large purchases, performing simple budgeting. This impacts her ability to independently manage her money and pay her monthly bills which could also lead to bouncing checks and an insufficient bank account.
            1. Based on the vocational assessment and teacher observation, STUDENT has exhibited excellent attendance and demonstrates skills related to school citizenship. STUDENT lacks the knowledge to access various resources for assistance with job searches. He does not understand the factors that influence job retention, dismissal and promotion. He needs to improve the quality of filling out job application forms. This impacts his ability to attain and maintain a job within his interest level.

            PLAAFP Examples

             

            Work records indicate that Matt has good attendance and is almost always on time.  However, he does not maintain appropriate work habits when the supervisor is not present.  His completion rate is less than 50% in the supervisor’s absence.  Also of concern, Matt will respond negatively to the supervisor’s verbal correction at least twice a week.  These work habits will negatively influence Matt’s ability to sustain employment despite his job skills.

             

            Goal: During the IEP year, when provided with a checklist of appropriate work habits,  Matt will improve his work habits by 20% as demonstrated by employer's evaluation reports.

            Objectives

            1.  Within 18 weeks, at his job site, when the supervisor is not present, Matt will complete the assignment within the specified time on 4/5 documented trials.

            2.  Within 24 weeks, when provided with a checklist of appropriate work habits,  Matt will have one or fewer documented incidents of responding negatively to his supervisor’s corrections (2 of 3 months).

             

             

             

            Based on the vocational assessment and teacher observations Sara is able to deposit and withdraw money from the bank. She does not participate in the following money management tasks: managing checkbook/savings account, paying bills on time, making large purchases, performing simple budgeting. This impacts her ability to independently manage her money and pay her monthly bills which could also lead to bouncing checks and an insufficient bank account.

             

            Goal: From annual to annual, when provided with instruction on money management, Sarah will improve her money management skills as evident by no insufficient funds on her bank account statements,

             

                             Objectives

                      1. Within 12 weeks, when presented with a monthly income and

                          expenditures, Sara will create a personal budget

                          that is complete and void of over-expenditure

                         (4/5 trials).

                       

                      2.  Within 18 weeks, when provided with her bank statement, Sara will write checks, calculate a balance and reconcile an account with a bank statement with  no errors (2/3 trials).

             

            Another example:
            Adam’s difficulty in the area of written expression is evidenced by his inability to construct a three paragraph essay without significant errors in sentence structure, grammar and spelling.  Also, on classroom tests requiring answers in written narrative, his average score is 68%.  Resource Room support for written expression is needed to help ensure success in his academic classes and in college which is his post-secondary goal.