PLAAFP and Goals Templates 6-12-1

IEP PLAAFP and Goals Templates and Cheat Sheets Reading, Writing, Math, (Transition for 6 th -12 th Grade Only) Self-Contained: Math PLAAFP Template (“He”) Student Name-The highlighted areas need to be changed to the student's name According to ( name of formal achievement test ) administered on ( date of achievement testing -last evaluation within 3-6 years ) Studentname achieved a standard score of _______ in the area of ____________which places him in the _________ range. Based on ( UNIQUE/ESSENTIAL ELEMENTS Benchmarks/DIBELS ) administered on _________ Studentname can __________________ with ___% accuracy and Studentname can __________________ with ___% accuracy. Studentname attends live class connects ___% of the time and when he comes he __( how does the student participate in class?-[actively participates during class discussions and lessons via whiteboard tools, chat, mic, and completes all his assignments] )______. His current progress in _( the Unique Curriculum/Math class/ELA class )__, is ____% for block ____. According to the Utah Essential Elements, students by the end of __ grade should be able to ___. Studentname’s baseline on this Essential Element is __%. According to ( name of formal cognitive test ) administered on ( date of cognitive testing ), Studentname’s ( lower than average/borderline/extremely low ) abilities in the area of Verbal Comprehension cause him to have difficulty utilizing and applying his acquired knowledge. This impacts his ability to learn and identify math vocabulary, retrieve math facts, determine operations in word problems, and understand the relationships between number symbols and words. Studentname’s ( lower than average/borderline/extremely low ) abilities in the area of Visual Spatial cause him to have difficulty with differentiating objects based on their individual characteristics. This impacts his ability to sequence ideas, organizing and solving math problems, solve geometry math problems, and understanding fractions and part- to-whole relationships. Studentname’s ( lower than average/borderline/extremely low ) abilities in the area of Fluid Reasoning cause him to have difficulty thinking flexibly and problem solving. This impacts his ability to apply math skills in different areas, determining the best solution to a word problem, and represent a problem in an equation. Studentname’s ( lower than average/borderline/extremely low ) abilities in the area of Working Memory cause him to have difficulty temporarily storing and performing a set of cognitive operations. This impacts his ability to solve multi- step math problems, keeping track of steps within math problems, and solve mental math. Studentname’s ( lower than average/borderline/extremely low ) abilities in the area of Processing Speed cause him to have difficulty fluently and automatically performing cognitive tasks. This impacts his ability to work problems quickly on paper, rapidly recall math facts, and quickly solve mental math problems. This may also impact his academic success in instructional settings in the __ grade UNIQUE Curriculum and State Essential Elements ( with/requiring ) __( how will this impact the student's progress in the other classes? )__ such as English language arts, math, science, and history. IEP Goal Template: Studentname will , when given _________________ , (solve, write, read, answer, circle (measurable action))__________________ with 80% accuracy across 3/3 trials , as measured by the special education teacher during live instruction, completion of coursework, or progress monitoring ABCD’s of goal writing: Audience , Behavior , Criteria , Degree A: Studentname will (Goalview automatically puts “student will” when writing the goal, so you don’t have to copy and paste this part into Goalview) C: when given _________________ B: solve, write, read, answer, circle (measurable action)___________ D: with 80% accuracy across 3/3 trials

IEP PLAAFP and Goals Templates and Cheat Sheets Reading, Writing, Math, (Transition for 6 th -12 th Grade Only) applying his acquired knowledge. This impacts his ability to learn and identify math vocabulary, determining operations in word problems, and understand the relationships between number symbols and words. Elliot’s lower than average abilities in the area of Working Memory cause him to have difficulty temporarily storing and performing a set of cognitive operations. This impacts his ability to solve multi-step math problems, keeping track of steps within math problems, and solve mental math facts. Elliot’s borderline abilities in the area of Processing Speed cause him to have difficulty fluently and automatically performing cognitive tasks. This impacts his ability to work problems quickly on paper, and compute math facts quickly. This may also impact his academic success in other instructional settings in the 8th grade curriculum requiring the ability to learn and retain new vocabulary, follow multi-step directions, and complete class work quickly such as math, science, ELA, and history. Example Goal: Elliot will, when given 5 mathematical problems involving solutions to linear equations, solve math problems with at least 80% accuracy in 3/3 trials as measured by the Special Education teacher in live instruction, review of coursework, and progress monitoring. Self-Contained Example PLAAFP: According to the WJIII administered on 11/25/13, Terry received a standard score of 22 in broad math and standard score of 51 in math fluency. Based on UNIQUE benchmarks administered in August 2016, Essential Elements Assessment administered in September 2016 and in class essential elements assignments done throughout the school year, Terry can do math skills such as numbers/counting to 20 with 100% accuracy and shapes with 100% accuracy, and identify the attributes of: perpendicular lines, parallel lines, line segments, angles and circles with 66% accuracy. Terry can do problem solving skills such as add/subtract with 100%, use the commutative, associative, and distributive properties with 86% accuracy, determine the value of a quantity that is squared or cubed with 100% accuracy, solve real world problems using addition/subtraction of decimals with an average of 50% accuracy, and data analysis with 27% accuracy. Terry attends live class connects 97% of the time and when she comes she actively participates in class via whiteboard tools, chat box, and microphone; and completes her in class assignments. According to the Utah Essential Elements, students by the end of 10th grade should be able to solve real-world problems involving addition & subtraction of decimals, using models when needed. Terry’s baseline on this Essential Element is 50%. According to the Wechsler Intelligence Scale for Children, 4 th Edition administered on 3-29-2011, Terry’s borderline abilities in the area of Perceptual Reasoning causes her to have difficulty thinking flexibly and problem solving. This impacts her ability to apply math skills in different areas; determine the best solution to a word problem; and represent a problem in an equation. Terry’s borderline abilities in Processing Speed causes her to have difficulty fluently and automatically performing cognitive tasks. This impacts her ability to work problems quickly on paper; slow mental math skills; and low fluency related to math facts. Terry’s borderline abilities in Verbal Comprehension causes her to have difficulty utilizing and applying her acquired knowledge. This impacts her ability to learn and identify math vocabulary; do word problems in general depending on complexity of language used; and determine operations in word problems. Terry’s extremely low abilities in Working Memory causes her to have difficulty temporarily storing and performing a set of cognitive operations. This impacts her ability with multi-step problems; keeping track of steps within math problems; and with mental math. This may also impact her academic success in instructional settings in the 10th grade UNIQUE Curriculum and State Essential Elements requiring high levels of math fluency and completion of complex math tasks with multi-step processes and reasoning such as math and science. Example Goal and Objectives: Goal : Terry will, when given a real-world problem using addition and subtraction of decimals, identify the facts, the correct operation, write an equation, and solve, using a calculator when needed, with 80% accuracy over 3 consecutive data sessions as measured by the special education teacher during live instruction, student work samples, or progress charting.  Obj. #1 : Terry will, when given a real-world problem using addition and subtraction of decimals, identify the facts with 80% accuracy over 3 consecutive data sessions as measured by the special education teacher during live instruction, student work samples, or progress charting.

IEP PLAAFP and Goals Templates and Cheat Sheets Reading, Writing, Math, (Transition for 6 th -12 th Grade Only) Mild/Moderate: Reading PLAAFP Template (“She”) Student Name-The highlighted areas need to be changed to the student's name According to ( name of formal Achievement test ) administered on ( date of achievement testing -last evaluation within 3-6 years ) Studentname achieved a standard score of _______ in the area of ____________which places her in the _________ range. Based on a reading fluency measure administered on _________, Studentname can read ____ wpm on an ___th grade text with ___% accuracy. Based on a reading comprehension assessment administered on ______, Studentname can answer literal comprehension questions on an ___th grade text with ___% accuracy and answer inferential comprehension questions on an ___th grade text with ___% accuracy. Based on ( I-ready/DIBELS/In-class CBA etc. ) administered on _________ Studentname can _________________ with ___% accuracy and Studentname can _______________ with ___% accuracy. Studentname attends live class connects ___% of the time and when she comes she __( how does the student participate in class?-[actively participates during class discussions and lessons via whiteboard tools, chat, mic, and completes all her assignments] )______. Studentname’s is currently getting a letter grade of ___ in the _( online platform-OMS/OLS )_ for block ______. According to the Utah State Core Standards, students by the end of __th grade should be able to___. Studentname’s baseline on this standard is_____%. According to ( name of formal cognitive test ) administered on ( date of cognitive testing ), Studentname’s ( lower than average/borderline/extremely low) abilities in the area of Verbal Comprehension cause her to have difficulty utilizing and applying her acquired knowledge. This impacts her ability to comprehend in a variety of ways including inferencing, summarizing, and grasping the main idea, read fluently because of poor word retrieval, and comprehend passages due to limited vocabulary and integration of verbal concepts. Studentname’s ( lower than average/borderline/extremely low ) abilities in the area of Visual Spatial cause her to have difficulty with differentiating objects based on their individual characteristics. This impacts her ability to find and retain important information in reading assignments or tests, to blend letters into words visually, to read with speed and precision, perceive individual letters or words accurately, notice all relevant words in questions, put letters together to form words, track lines of reading texts, track from left to right while reading, and keep her place while reading a passage. Studentname’s ( lower than average/borderline/extremely low) abilities in the area of Fluid Reasoning cause her to have difficulty thinking flexibly and problem solving. This impacts her ability to make predictions and inferences while reading, to grasp the main idea, and to evaluate a writer's point of view and purpose. Studentname’s ( lower than average/borderline/extremely low) abilities in the area of Working Memory cause her to have difficulty temporarily storing and performing a set of cognitive operations. This impacts her ability to remember sounds and words when decoding, resulting in poor reading fluency. It may also result in weak reading comprehension due to poor decoding skills which limit overall memory resources and in low fluency due to poor monitoring of the context of words. Studentname’s ( lower than average/borderline/extremely low) abilities in the area of Processing Speed cause her to have difficulty fluently and automatically performing cognitive tasks . This impacts her ability to read fluently due to slow rapid naming skills, retrieve words quickly, and respond quickly which also affects reading comprehension. This may also impact her academic success in other instructional settings in the __th grade curriculum ( with/requiring ) __( how will this impact the student's progress in the other classes? )__ such as English language arts, math, science, and history. IEP Goal Template: Studentname will , when given _________________ , (solve, write, read, answer, circle (measurable action))__________________ with 80% accuracy across 3/3 trials , as measured by the special education teacher during live instruction, completion of coursework, or progress monitoring ABCD’s of goal writing: Audience , Behavior , Criteria , Degree A: Studentname will (Goalview automatically puts “student will” when writing the goal, so you don’t have to copy and paste this part into Goalview) C: when given _________________ B: solve, write, read, answer, circle (measurable action)___________ D: with 80% accuracy across 3/3 trials

IEP PLAAFP and Goals Templates and Cheat Sheets Reading, Writing, Math, (Transition for 6 th -12 th Grade Only) Important notes to follow when writing the PLAAFP and Goals (Color coordinated by section): NOTE #1 : In Section 1 ( formal academic testing ) make sure that you fill out this section for each area of testing for your content area. For example: the WIAT-III has these reading sections: Total Reading, Basic Reading, and Reading Comprehension and Fluency so you would fill out this section 3 times. Note #2 : In Sections 3-4 ( live class connect attendance and behavior performant in class ) • Make sure behavior descriptions are observable . You can choose the ones that are in the template or choose your own. • If the student is not participating, please state that the student does not actively participate and complete all assignments, if applicable. If you are taking participation data, please include the percentage of how much the student participates. Note #3 : In Section 5 ( student’s progress in the online school ), here is an alternate statement you can use in case you have a percentage of progress instead of a letter grade in the online school curriculum. Feel free to change your template if this statement suits your needs better  Studentname’s progress in the ______ is currently at a ___% for block ______. Note #4 : In Section 6 ( non-disabled student performance based on the Utah Core Standards ), please tie your statement to the core. NOTE #5 : In Section 8 ( formal cognitive testing ), If you want to include every section in the cognitive portion to highlight both strengths and weaknesses of the student, you can, but you don’t have to. The only areas that are REQUIRED are the areas that fall under the ( lower than average/borderline/extremely low ) categories. NOTE #6 : The Purple parts of Section 8 contain a list of possible areas student struggles with for each tested subsection. You will need to look through the list and if there are any items your student doesn’t struggle with, you will need to remove that from the list. For example: If a student does not struggle with learning and identifying new vocabulary (see section under verbal comprehension), you would remove that item from the list. If you remove anything from the provided lists, please make sure to proof-read so that the sentence structure remains in the correct format . NOTE #7 : In Section 9 ( statement of how the cognitive weaknesses could affect other instructional settings ) Choose either with or requiring , but not both. NOTE #8 : According to the Utah Rules and Regulations , each IEP goal must be written with your method of progress monitoring in mind. You must already know how you are going to monitor progress for each goal and your system of progress monitoring must be able to monitor multiple data points throughout the year (once a month at the very least). Example of Reading PLAAFP and Goals Mild/Moderate Example PLAAFP: According to the Woodcock Johnson-Tests of Achievement—IV (WJ-IV) administered on 11/28/16, Katie achieved a standard score of 65 in the area of Broad Reading which places her in the extremely low range. She achieved a standard score of 80 in the area of Basic Reading Skills which places her in the low average range. She achieved a standard score of 72 in the area of Reading Comprehension which places her in the borderline range. She achieved a standard score of 62 in the area of Reading Fluency which places her in the extremely low range. Based on the Study Island Checkpoint administered on 1/30/17, Katie can analyze how differences in the points of view of the characters and the audience or reader create such effects as suspense or humor with 100% accuracy. She struggles with citing the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text with 0% accuracy. Katie attends live class connects 100% of the time and when she comes she is an active participant, using the whiteboard tools and chat to actively engage in class discussion. Katie's progress in the Online Middle School (OMS) is currently at a 100% for block 3 (with the help of extra credit points she receives for participation). According to the Utah State Core Standards, students by the end of 8th grade should be able to cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Katie's baseline on this standard is 0%. According to the Wechsler Intelligence Scale for Children, 5th Edition (WISC-IV) administered on 11/28/16, Katie's low average abilities in the area of Verbal Comprehension cause her to have difficulty utilizing and applying her acquired knowledge. This impacts her ability to generalize ideas and vocabulary, draw inferences, find the main idea, and may

IEP PLAAFP and Goals Templates and Cheat Sheets Reading, Writing, Math, (Transition for 6 th -12 th Grade Only) Mild/Moderate: Writing PLAAFP Template (“He”) Student Name-The highlighted areas need to be changed to the student's name According to ( name of formal achievement test ) administered on ( date of achievement testing -last evaluation within 3-6 years ) Studentname achieved a standard score of _______ in the area of ____________which places him in the _________ range. Based on an ( in-class writing assessment, writing sample completed and submitted on____, writing CBA ) ( administered/submitted ) on _______, Studentname can capitalize with ____% accuracy, punctuate with ___% accuracy, and spell with ___% accuracy. Based on an ( in-class writing assessment, writing sample completed and submitted on____, writing CBA ) ( administered/submitted ) on _______, Studentname can write a complete simple sentence with subject and verb with ___ % accuracy and can write a complete complex sentence with ___% accuracy. Based on an ( in-class writing assessment, writing sample completed and submitted on____, writing CBA ) ( administered/submitted ) on _______, Studentname can write a 5 paragraph essay that includes a hook with ___% accuracy, a thesis with ___%, 3 supporting paragraphs that include topic sentences and details with ___% accuracy, and a conclusion with ___% accuracy. Studentname attends live class connects ___% of the time and when he comes he __( how does the student participate in class?- [actively participates during class discussions and lessons via whiteboard tools, chat, mic, and completes all his assignments] )__. Studentname is currently getting a letter grade of ___ in the _( online platform-OMS/OLS )_ for block ______. According to the Utah State Core Standards, students by the end of __th grade should be able to _____. Studentname’s baseline on this standard is_____%. According to ( name of formal cognitive test ) administered on ( date of cognitive testing ), Studentname’s ( lower than average/borderline/extremely low ) abilities in the area of Verbal Comprehension cause him to have difficulty utilizing and applying his acquired knowledge. This impacts his ability to use expressive language, vary word choice when writing, and to use varied content due to lack of exposure to various resources and experiences. Studentname’s ( lower than average/borderline/extremely low ) abilities in the area of Visual Spatial cause him to have difficulty with differentiating objects based on their individual characteristics. This impacts his ability to stay within margins or on lines, copy from the board or books, write neatly and quickly, use spacing between words, organize written work, label diagrams, and recognize spelling patterns. Studentname’s ( lower than average/borderline/extremely low ) abilities in the area of Fluid Reasoning cause him to have difficulty thinking flexibly and problem solving. This impacts his ability to establish a purpose and perspective when writing, organize thoughts in a manner that will effectively communicate ideas, take the perspective of one's audience, and write creatively. Studentname’s ( lower than average/borderline/extremely low ) abilities in the area of Working Memory cause him to have difficulty temporarily storing and performing a set of cognitive operations. This impacts his ability to track what he is writing, organize thoughts in writing, sequence ideas, and to integrate organization and grammar. Studentname’s ( lower than average/borderline/extremely low ) abilities in the area of Processing Speed cause him to have difficulty fluently and automatically performing cognitive tasks. This impacts his ability to organize written tasks and to write quickly which can lead to low writing output and resistance to writing tasks. This may also impact his academic success in other instructional settings in the __th grade curriculum ( with/requiring ) __( how will this impact the student's progress in the other classes? )__ such as English language arts, math, science, and history. IEP Goal Template: Studentname will , when given _________________ , (solve, write, read, answer, circle (measurable action))__________________ with 80% accuracy across 3/3 trials , as measured by the special education teacher during live instruction, completion of coursework, or progress monitoring ABCD’s of goal writing: Audience , Behavior , Criteria , Degree A: Studentname will (Goalview automatically puts “student will” when writing the goal, so you don’t have to copy and paste this part into Goalview) C: when given _________________ B: solve, write, read, answer, circle (measurable action)___________ D: with 80% accuracy across 3/3 trials Mild/Moderate: Writing PLAAFP Template (“She”)

IEP PLAAFP and Goals Templates and Cheat Sheets Reading, Writing, Math, (Transition for 6 th -12 th Grade Only) Self-Contained: Writing PLAAFP Template (“She”) Student Name-The highlighted areas need to be changed to the student's name According to ( name of formal achievement test ) administered on ( date of achievement testing -last evaluation within 3-6 years ) Studentname achieved a standard score of _______ in the area of ____________which places her in the _________ range. Based on an ( in-class writing assessment, writing sample completed and submitted on____, writing CBA ) ( administered/submitted ) on _______, Studentname can capitalize with ____% accuracy, punctuate with ___% accuracy, and spell with ___% accuracy. Based on an ( in-class writing assessment, writing sample completed and submitted on____, writing CBA ) ( administered/submitted ) on _______, Studentname can write a complete simple sentence with subject and verb with ___ % accuracy and can write a complete complex sentence with ___% accuracy. Based on an ( in-class writing assessment, writing sample completed and submitted on____, writing CBA ) ( administered/submitted ) on _______, Studentname can write a 5 paragraph essay that includes a hook with ___% accuracy, a thesis with ___%, 3 supporting paragraphs that include topic sentences and details with ___% accuracy, and a conclusion with ___% accuracy. Studentname attends live class connects ___% of the time and when she comes she __( how does the student participate in class?-[actively participates during class discussions and lessons via whiteboard tools, chat, mic, and completes all her assignments] )______. Her current progress in _( the Unique Curriculum/Math class/ELA class )__, is ____% for block ___. According to the Utah Essential Elements, students by the end of __ grade should be able to ___. Studentname’s baseline on this Essential Element is __%. According to ( name of formal cognitive test ) administered on ( date of cognitive testing ), Studentname’s ( lower than average/borderline/extremely low ) abilities in the area of Verbal Comprehension cause her to have difficulty utilizing and applying her acquired knowledge. This impacts her ability to use expressive language, vary word choice when writing, and to use varied content due to lack of exposure to various resources and experiences. Studentname’s ( lower than average/borderline/extremely low ) abilities in the area of Visual Spatial cause her to have difficulty with differentiating objects based on their individual characteristics. This impacts her ability to stay within margins or on lines, copy from the board or books, write neatly and quickly, use spacing between words, organize written work, label diagrams, and recognize spelling patterns. Studentname’s ( lower than average/borderline/extremely low ) abilities in the area of Fluid Reasoning cause her to have difficulty thinking flexibly and problem solving. This impacts her ability to establish a purpose and perspective when writing, organize thoughts in a manner that will effectively communicate ideas, take the perspective of one's audience, and write creatively. Studentname’s ( lower than average/borderline/extremely low ) abilities in the area of Working Memory cause her to have difficulty temporarily storing and performing a set of cognitive operations. This impacts her ability to track what she is writing, organize thoughts in writing, sequence ideas, and to integrate organization and grammar. Studentname’s ( lower than average/borderline/extremely low ) abilities in the area of Processing Speed cause her to have difficulty fluently and automatically performing cognitive tasks. This impacts her ability to organize written tasks and to write quickly which can lead to low writing output and resistance to writing tasks. This may also impact her academic success in instructional settings in the __ grade UNIQUE Curriculum and State Essential Elements ( with/requiring ) __( how will this impact the student's progress in the other classes? )__ such as English language arts, history, math and science. IEP Goal Template: Studentname will , when given _________________ , (solve, write, read, answer, circle (measurable action))__________________ with 80% accuracy across 3/3 trials , as measured by the special education teacher during live instruction, completion of coursework, or progress monitoring ABCD’s of goal writing: Audience , Behavior , Criteria , Degree A: Studentname will (Goalview automatically puts “student will” when writing the goal, so you don’t have to copy and paste this part into Goalview) C: when given _________________ B: solve, write, read, answer, circle (measurable action)___________ D: with 80% accuracy across 3/3 trials

IEP PLAAFP and Goals Templates and Cheat Sheets Reading, Writing, Math, (Transition for 6 th -12 th Grade Only) Transition PLAAFP Template: “He” According to a Post-Secondary Goals survey completed on ______, Studentname is interested in working as a ________. To complete the training for this, Studentname plans on _____________. Studentname plans to live with ________ after high school. In his spare time, Studentname enjoys ____________. Studentname has job experience in ___________. Studentname plans to get around the community by ____________. Studentname is working with these outside agencies: ____________. Based on an Interest Inventory completed on ______, Studentname is most interested in _________ type careers characterized by _______________. Based on a Life Skills Inventory completed on __________, Studentname can _________, ___________, and _____________. In order for Studentname to fully succeed in ______, he needs to be able to graduate high school. Studentname needs specialized instruction in ____________( list IEP services) in order to be prepared for his future endeavors. These are the templates provided by Isaac Rodenbough. Transition PLAAFP Template: “She” According to a Post-Secondary Goals survey completed on ______, Studentname is interested in working as a ________. To complete the training for this, Studentname plans on _____________. Studentname plans to live with ________ after high school. In her spare time, Studentname enjoys ____________. Studentname has job experience in ___________. Studentname plans to get around the community by ____________. Studentname is working with these outside agencies: ____________. Based on an Interest Inventory completed on ______, Studentname is most interested in _________ type careers characterized by _______________. Based on a Life Skills Inventory completed on __________, Studentname can _________, ___________, and _____________. In order for Studentname to fully succeed in ______, she needs to be able to graduate high school. Studentname needs specialized instruction in ____________( list IEP services) in order to be prepared for her future endeavors. These are the templates provided by Isaac Rodenbough. Goal Template : Based on the (transition assessment name) administered on ________, after high school, Studentname will…. Working towards meeting the requirements for a high school diploma. Full course outline attached. Note on example goals-These are only for the transition section of the IEP. These are not to be used in the regular goal section of the IEP. Example Transition Goal-Education/Training: Based on a Post-secondary Goals Assessment and Interest Inventory administered on 9/8/2016, after high school Linda will enroll at a technical college to study cosmetology. Example Transition Goal-Employment: Based on a Post-secondary Goals Assessment and Interest Inventory administered on 9/8/2016, after high school Linda will be employed part-time while she is in school and will then be employed as a cosmetologist. Example Transition Goal-Independent Living (optional, only do this if there is a clear need here): Based on a Life Skills Inventory administered on 9/8/2016, after high school Linda will ride the bus to and from school and work. Transition PLAAFP Example: According to a Post-Secondary Goals survey completed on 8/22/16, Sally is interested in working as a private tour guide at Disneyland. To complete training for this, Sally plans on attending college. Sally plans to live with her parents at home after high school. In Sally’s spare time, she enjoys swimming, going to Disneyland, and spending time with family. Sally has job experience as a babysitter. Sally plans to get around the community by driving a car. Sally is not working with outside agencies. Based on an Interest Inventory completed on 8/22/16, Sally is most interested in artistic and social type careers characterized by art, drama, crafts, dance, music, or creative writing, and she values being helpful, friendly, and trustworthy. Based on a Life Skills Inventory completed on 8/22/16 Madisyn can adjust recipes to feed more or less people than called for in the recipes, she can change a fuse or reset a circuit breaker, and she can develop and carry out a personal plan for goal achievement without supervision. In order for Sally to fully succeed in her future plans, Sally needs to be able to graduate high school. Sally needs specialized instruction in

IEP PLAAFP and Goals Templates and Cheat Sheets Reading, Writing, Math, (Transition for 6 th -12 th Grade Only) reading, writing, transitions, communications and math in order to be prepared for her future endeavors.

IEP PLAAFP and Goals Templates and Cheat Sheets Reading, Writing, Math, (Transition for 6 th -12 th Grade Only) AWESOME Cheat Sheets, as promised  You can use the following test templates to fill out the needed testing information for easy transfer to the PLAAFP  Woodcock Johnson IV Tests of Academic Achievement - Broad Reading SS: Basic Reading Skills SS: Reading Fluency SS: Mathematics SS: Broad Mathematics SS: Math Calculation Skills SS: WIAT IV - Total Reading SS: Basic Reading SS: Reading Comprehension and Fluency: Written Expression: Mathematics SS: Math Fluency SS: Wechsler Intelligence Scale for Children, 5th Edition (WISC-V) Full Scale IQ (FSIQ) CS (SS): (_______range) Verbal Comprehension Index (VCI) CS (SS): (_______ range) Visual Spatial Index (VSI) CS (SS): (______ range) Fluid Reasoning Index (FRI) CS (SS): (_______ range) Working Memory Index (WMI) CS (SS): (_______ range) Processing Speed Index (PSI) CS (SS): (______ range)