The students previous rate of academic growth Whether the student is on track

The students previous rate of academic growth whether

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The student’s previous rate of academic growth Whether the student is on track to achieve or exceed grade level proficiency Any behaviors interfering with the students’ progress Additional information and input provided by the students’ parents Substantive Requirements o Substantive requirements include: Present levels of academic achievement and functional performance statements Challenging, ambitious, and measurable goals Special education and related services How the student’s progress will be monitored and reported Common substantive errors and how to avoid them Page 6: High Quality PLAAFP Statements Present levels of academic achievement and functional performance (PLAAFP) Substantive Requirement Guideline: make sure that all the students educational needs identified in the evaluation stage are included in the present levels of academic achievement and functional performance section of the IEP Each PLAAFP statement must contain information that: o Describes the students needs in an academic and or functional skill area o States the impact of the studnets disability on her involvement in the general education curriculum o Documents the students current levels of performance, which will serve as baseline data to measure subsequent progress Baseline data: the measure of the level of. Students academic or behavioral performance before a change is implemented. This information can be compared to data collected after the change has been implemented to evaluate student progress Develiping a high quality PLAAFP statement Specific: Clearly stated Objective: based on observable rather than subjective behaviors Measurable: quantifiable by a defined standard, particularly so that any amount of change can subsequently be identified o Sample PLAAF statements: Page 7: Challenging, Ambitious, Measurable Annual Goals
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Measurable annual goods: intended to meet a students disability related needs that enable her to be involved in and make progress in the general education curriculum and other education related areas that arise from the students disability Each measurable annual goal should: o Address acadmic and/or functional needs identified in a PLAAFP statement o Be guided by grade level content standards and therefore tied to participation in the general education curriculum o Include benchmarks or short term objectives o Help IEP team members determine whether a student is making education progress and whether the special education program is providing meaningful education benefit o Lead to a corresponding special education service To begin the process of writing measurable annual goals the IEP team should: o Start with the academic and functional needs identified in the PLAAFP statements o Identify any relevant state academic standards for the students grades o Discuss what the student should be able to achieve during the next 12 months Page 8: Individualized Servicxes & Supports: Services and supports should enable students to o
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