Sanger Independent School District

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 needs

The 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.


Narrative summary of the baseline data 
 In understandable terms, explain the data, areas of need, and how the disability affects success in the general education curriculum. The narrative summary must be sufficient to provide a starting point for instruction and transition planning.

Baseline data may be obtained from criterion referenced tests, standardized achievement tests, diagnostic tests, classroom performance, rubrics, curriculum-based measurement, systematic observations, state or district-wide assessments, checklists, progress reports, student input, parent input, or any combination of the above.

A statement of how the disability impacts the student's involvement/progress in the general education curriculum.
This statement must address specific needs including, but not limited to, working independently, earning credits toward graduation, need for assistance, behavior supports, and/or organizational skills.

A description of area(s) of educational strengths and needs.
Areas of educational need include academic subject areas (such as math, reading, social studies or language arts), functional areas (such as self-care, social skills, behavior, or adaptive skills), or an area of disability (such as speech/language, or motor functioning).


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?



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.



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.


*  Must be measurable (See attached list of action verbs) with four components: timeframe, condition, behavior, criterion
*  Must be designed to enable the student to be involved in and progress in the general education curriculum to the greatest extent possible
*  Must include at least one academic goal and one functional goal.

*  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. 



To provide intermediate steps that the student will take in reaching the annual goal. Short-term objectives should be achievable within a shorter period of time  than the annual goal.
At least 2 for each annual goal if the student has content modifications or an alternate curriculum.

*  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.



Integrate prepare

prescribe organize

produce propose

plan specify


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