PLAAFP goal alignment

Impact statement:

The student has a specific learning disability in basic reading due to dyslexia, which affects their phonemic awareness, phonics, word recognition, and comprehension. Additionally, they have ADHD, leading to challenges with regulating their actions, organizing ideas, retaining information, staying still, and taking turns. These disabilities hinder their ability to access grade-level curriculum in all subjects independently and successfully.

• Need: The student struggles with reading fluency, which will be addressed in dyslexia therapy. He also needs help restating questions and citing evidence, scoring only 20% on related assessments and 0% on making inferences. His critical need is using text evidence to support answers, to be addressed through inclusion support and progress monitoring.
  

• • 
    Need: He can mimic letter names and sounds when given, but he struggles to independently recall them when prompted.
    

Which goal addresses the following students area of need?

The student struggles with reading fluency, which will be addressed in his dyslexia therapy. He also has difficulties with restating questions and citing evidence for open-ended responses. In his second assessment, he only answered 1 out of 5 questions correctly, scoring 20%. Additionally, he answered 0 out of 4 questions correctly on making inferences and using evidence. His most critical need is to use text evidence to support his answers, which will be addressed through inclusion support and progress monitoring. Baseline data: Two week TEK 3.7C check points "The Little Seed" - 63 % with a graphic organizer, "The Lost Chick" - 50% without a graphic organzier and "Frogs" - 44%; 2nd Common assessments - TEK 3.7C - 20%, TEK 3.6F - 0%. overall baseline data is 35%.

• • Goal: From annual to annual given a graphic organizer and a reading passage at his level, the student will use text evidence to support his answer in 3 out of 4 questions at a rate of 50%. 

• • Goal: The student will get to explore letters and sounds.

• Which area of need aligns with the following impact statement?

• Student's articulation impairment interferes with his ability to share curriculum knowledge and participate in cooperative peer activities as the student struggles with demonstrating certain sounds. This difficulty in communication not only impacts his academic performance but also diminishes his social interactions within the classroom. Consequently, tailored support strategies must be implemented to enhance both his speech skills and peer engagement.

• • Needs: The student continues to demonstrate patterns of gliding and vowelization of the /r/ sound, particularly evident during both structured reading tasks and unstructured activities. Currently, in a controlled reading environment, the student achieves an accuracy rate of only 50% when attempting to produce vocalic /r/ sounds. Meanwhile, in more casual or unstructured settings, the same student shows an even lower accuracy rate of 38% for producing vocalic /r/. These performance levels suggest a consistent challenge with the articulation of this particular sound in various contexts.

• Need: The student still has trouble with saying sounds correctly when reading and doing other activities. We noticed that they get it right about half of the time when reading, and about 38% of the time during other activities.

• Which goal best addresses the following need?

• shows a deficit in letter names, and sounds. 

• Per previous IEP dated 09/29/2023 at Russell County Schools: 

• is currently unable to identify all letters of the alphabet 

• and identify their sounds. When provided with letter names and sounds he is able to mimic, but struggles to recall when asked to produce a response independently. 

• Baseline Data: Previous IEP, Observations 

• The student will get to explore letters and sounds.

• • Student will use more words.

• Not enough information to develop a goal.

Which goal best aligns with the following students impact statement and PLAAFP

The student's disability affects her ability to recall basic facts needed to solve multi-step problems.

Need: Needs:  struggles with solving multi step problems involving addition and subtraction.

Baseline data: Student solved 0 out 5 word problems correctly on math assessment 1 and 2.

• 
  

  From Annual to Annual, given a one-step or two-step addition or subtraction word problem within 100, Student will calculate the sum or difference by using a problem-solving strategy (e.g., creating a visual representation, writing an equation, using math manipulatives), for (3 out of 4) word problems, on (3 out of 4) progress monitoring assessments.

  
  

• Over the course of the year, given a word problem, Student will solve the problem for (3 out of 4) word problems.

• Not enough information

The following is a clear impact statement?

The disability of a Specific Learning Disability in Reading Fluency may impact the students' ability to read grade-level written text fluently and with accuracy. This makes it difficult for them to focus and understand important information.

• True

• False

The following is a clear impact statement:

Given student's eligibility of Specific Learning Disability (SLD) in the area of Basic Reading with a condition of Dyslexia and Other Health Impairment (OHI) due to ADHD, student’s disability impacts her ability to read grade-level written text fluently and with accuracy. This then impacts her ability to comprehend written text, and write with grade-level appropriate spelling skills. The student's weakness in phonological awareness and in sustaining attention impacts her ability to ignore extraneous sounds and maintain attention to classroom instruction.  Additionally, it is crucial for the educator to offer targeted training focused on key skills such as sound discrimination, blending of sounds, and segmentation of words. By doing so, the teacher can effectively enhance students' phonemic awareness, allowing for a more robust understanding of reading and writing.

• True

• False

• Not enough information

The following PLAAFP supports the annual goal:

Need: struggles with communicating appropriately with peers.

Baseline data: observations

Goal:

From annual to annual when provided with visuals, student will express their wants and needs in 2 out of 3 trials. 

• True

• False

What makes an effective impact statement?

• An effective IEP impact statement clearly describes how a student's disability impacts their access to the general education curriculum, providing specific examples and measurable data to demonstrate the challenges they face in learning, participating in classroom activities, and interacting with peers, thus guiding the development of targeted interventions and supports within the IEP. 

• A statement that tells us what disability the student has and why they have it.

• I dont know

What makes an effective PLAAFP?

• An effective PLAAFP (Present Levels of Academic and Functional Performance) statement is one that clearly outlines a student's strengths, weaknesses, specific needs, and how their disability impacts their ability to access the general education curriculum, using objective data and measurable language to establish a baseline for developing appropriate IEP goals and interventions

• A report on the student's grades in class.