Decoding
PLAAFP: According to weekly progress monitoring, Joey can produce phonemes
(sounds) for three letters words and nonsense-words, ex: (s)(a)(t), (n)(o)(z) with
90% accuracy. When asked to produce phonemes for consonant blends, digraphs,
long vowels, and r-controlled vowels, Joey’s accuracy dropped to 46% accuracy.
Joey’s weakness in phonics awareness impacts his ability to decode and read
words. Joey needs to decode single syllable words using consonant blends,
digraphs, long vowels, and r-controlled vowels using knowledge of letters and
sounds to read words, in order to progress in the general education curriculum.
Goal: Joey will, when given a list of single syllable words using consonant blends,
digraphs, long vowels, and r-controlled vowels, will decode with 90% accuracy
over three consecutive trials, as measured by weekly progress monitoring probes.
Sight Words
PLAAFP: According to curriculum-based assessments, Alex is able to produce
sounds for all letters of the alphabet with 85% accuracy. He struggles with reading
basic sight word, with 45%. Alex’s weakness in the area of phonics and word
recognition impacts his ability to read common sight words. Alex needs to
demonstrate the skills of phonics and word recognition to read 107 sight words,
to progress in the general curriculum.
Goal: Alex will, when given a basic sight word list, read the first 50 sight words
with 85% accuracy, in 4 out of 5 trails, as measured by biweekly sight word
probes.
Math Computation
PLAAFP: According to weekly math probes, Lenard can add and subtract single
digits with 93% accuracy on given opportunities. When presented with a probe
with multi-digit addition and subtractions without regrouping, Lenard’s accuracy
drops to 22% on given opportunities. Lenard’s weakness in base ten skills impacts
his ability to understand operations and algebraic thinking. Lenard needs to
demonstrate the skill of adding and subtracting without regrouping, using place
value understanding and properties of operations, in order to progress in the
general curriculum.
Goal: Lenard will, when given ten problems, compute multi-digit addition and
subtraction problems with and without regrouping with 85% accuracy on 4/5
weekly math probes.
Math Application
PLAAFP: Based on current math application data, Janna can independently read
and solve single step real world math word problems using addition and
subtraction with 92% accuracy and single multiplication and division word
problems with 84%. When given multi-step real world math problems that
require multi step single digit multiplication and division, her accuracy drops to
34%. Janna’s weakness operations and algebraic thinking impacts her ability to
use the four operations to solve problems. To progress in the general curriculum,
Janna needs to compute multi-digit addition and subtraction real world problems
to read, write and interpret numerical expressions.
Goal: Janna will, when given a variety of 10 multi-step real world problems and/or
tasks that requires multi-digit multiplication and/or division, independently
compute the answers
Writing Sentences
PLAAFP: Based on classroom writing CBA, Mike can accurately write basic single
syllable words with 87 % accuracy. Mike struggles with his sentence structure
(consistency using spacing, capitalization and punctuation). When writing a basic
sentence his accuracy with sentence structure accuracy drops to 23%. Mike’s
weakness in the area of the process of writing impacts his ability to produce
correct sentence structure. In order to progress in the general curriculum, Mike
needs to increase the use of his basic sentence structure to write, produce and
expand sentences in response to a prompt.
Goal: Mike will, when given a visual or verbal prompt, write a basic sentence using
correct capitalization, punctuation and spacing, with 85% accuracy in 3 out of 4
trials, as measured by a sentence writing rubric.
One Paragraph
PLAAFP: According to weekly writing samples, Maggie can write a basic sentence
on a given topic with 93 % correct capitalization, punctuation and spacing. Maggie
struggles with writing an organized paragraph. When given a prompt to write a
paragraph with 5 sentences, Maggie struggles to write 2 sentences with 71 %
accuracy. Maggie’s weakness in the writing process impacts her ability to produce
a complete paragraph. Maggie needs to increase her ability write an organized
paragraph to produce numerous pieces about a topic using and topic sentence,
reasons, facts, or details and a conclusion, in order progress in the general
curriculum.
Goal: Maggie will, when given a topic, write a 5-sentence paragraph including a
topic sentence, reason, details, facts and conclusion with 85% accuracy on 3 out
of 4 opportunities, as measured by a writing rubric.
1. When given a writing assignment, [student]
independently creates a keyword outline. He will have
the main topic and [number of] supporting points as a
basis for the essay.
2. [Name] will use the keyword outline process to create a
written composition that contains [number of]
paragraphs of at least [number of] sentences each, an
introduction, conclusion. [student] will include at least
[number of] supporting points in [number of] separate
paragraphs. [student] will demonstrate this ability in all
content areas and all settings.
3. The [student] will independently develop his ideas for
assigned essays. [student] will create five-paragraph
essays with proper essay structure using [name of]
software to dictate ideas to the computer. [student] will
demonstrate the ability to use [name of] voice-to-
text software to dictate essays in all class subjects.
4. [student] will write and edit a five-sentence paragraph
that addresses a given subject in the general curriculum.
Each paragraph will include a topic sentence, at least
[number of] details, and a conclusion. [student] will earn
a score of [desired score goal] or higher on a writing
rubric for each writing assignment. There will be at least
four writing assignments per quarter.
5. For each essay assignment, [student] will independently
develop his ideas fully. [student] will write passages that
contain well-developed main ideas. [student] will give at
least [number of] details in each paragraph. [student]
will demonstrate this ability in all content areas and all
settings for all essay assignments in the general
curriculum.
6. When given writing assignments in the general
curriculum, [student] will edit his writing for spelling,
punctuation, and grammar. [student] will have fewer
than [number of] overlooked errors per [number of]
words without assistance. [student] will demonstrate this
ability across all settings.