Bella is a 7th-grader with a learning disability. Her IEP includes the following PLAAFP statement for reading:

Question

reading rate includes many incorrect words. When asked comprehension questions about fictional text, she is able to identify broad concepts such as main characters and events. However, she has difficulty identifying main ideas and supporting details in content area texts (e.g., science, social studies). She struggles with abstract concepts, inferences, deductions, and connecting what she has read to real-world examples.
a This is not an example of a high-quality PLAAFP statement. Identify the elements that are missing or incomplete. For those that are incomplete, discuss information that should be included.
b Based on the PLAAFP statement, Bella’s IEP team developed the following annual goal: When given a textbook passage at the 4.2 grade level, Bella will read the passage aloud at a rate of 100 wpm by the end of the school year.
? Does this annual goal contain all of the required elements? If not, identify any missing element(s).
? Does this annual goal meet the SMART criteria? Explain your answer.
? Is this annual goal sufficient to meet all of Bella’s needs in reading? Justify your answer.

c Bella’s IEP team is ready to develop the statement of the individualized services and supports for her IEP. List and briefly describe the six elements that should be included in this statement.

Answer 1

a This is not an example of a high-quality PLAAFP statement. Identify the elements that are missing or incomplete. For those that are incomplete, discuss information that should be included.
The provided PLAAFP statement only speaks to Bella’s reading abilities. Even when they are stating her strengths and weaknesses they aren’t very specific. From the statement, I do not know what time of the year this IEP was written or where the standard is at this point of time in the year. This PLAAFP statement also does not include how her disability affects her involvement in the general education curriculum.

b Based on the PLAAFP statement, Bella’s IEP team developed the following annual goal: When given a textbook passage at the 4.2 grade level, Bella will read the passage aloud at a rate of 100 wpm by the end of the school year.
? Does this annual goal contain all of the required elements? If not, identify any missing element(s).
No, this annual goal does not contain all of the required elements. It doesn’t contain anything relating to the comprehension of her reading, how she can relate any of the ideas to her own life, or inferencing, etc (all of these are MUCH more important than how many words per minute (WPM) she can get).

? Does this annual goal meet the SMART criteria? Explain your answer.
I do not believe that this annual goal meets the SMART criteria. Like I said earlier, it is not specific enough. It is somewhat measurable, but I do not believe that they are measuring all that they should. It does not explain how Bella is going to reach the goal and if she needs any necessary help. I do believe that the annual goal is actively phrased. With this being said, the goal seems to be realistic to me and is set within a reasonable amount of time that Bella could most likely reach.

? Is this annual goal sufficient to meet all of Bella’s needs in reading? Justify your answer.
I would argue that no, this annual goal is not sufficient to meet all of Bella’s needs in reading. The statement does not include anything about the comprehension of her reading, how she can relate any of the ideas to her own life, or inferencing.

c Bella’s IEP team is ready to develop the statement of the individualized services and supports for her IEP. List and briefly describe the six elements that should be included in this statement.
First, the IEP needs to have a type of service. This consists of addressing all of the students annual goals, including the extra-curricular activities. There needs to be a frequency and duration. This consists of the amount of time and how often a student needs intervention or special services (this does NOT include the service availability, but it DOES include thee students need). The IEP also needs to include the person responsible. This is the person who will provide the services and support of the student (needs to be properly trained and collect/analyze data). The IEP needs to include the appropriate environment for the student. Identifying a placement for the student is important because the general education setting with aids needs to be exhausted before moving the student into more secluded environments. Lastly, the IEP must include the start and end dates for the services. All IEP’s should begin immediately and normally lasts for a full school year. Special circumstances may change these dates.