Considerations and Present Levels of Academic and Functional Performance*
BEHAVIOR:
The IDEA strongly supports the notion that IEP teams should proactively consider and implement BIPs (Behavior Intervention Plans) based on functions of the student’s behavior (i.e., not waiting for a removal situation).
If you check the box Yes, then IEP team must describe Behavior needs in the PLAAFP; needs may also be addressed in the following areas: service summary, goals, assessment, ESY and/or transition
LIMITED ENGLISH PROFICIENCY:
Teams should indicate the English Language Proficiency Level as identified on the ELPA21 or other English language identification assessments in a way that is understandable to the team and family (e.g., 3: Intermediate).
PLAAFP should further describe the English Language Proficiency Level; for example, simply stating in the present levels that a student scored a "3: intermediate" is not enough information to guarantee all members of the IEP team understand the student’s English proficiency level.
IEP Teams should collaborate with the English Language Specialist to clearly understand and identify the student’s language needs as they relate to the IEP
BLIND OR VISUAL IMPAIRMENTS:
Braille must be included in the IEP unless, based on an evaluation of reading/writing skills, the team determines it is not appropriate for the student
The use of braille must be considered annually
To indicate a YES, student must meet OAR Eligibility Requirements for Vision Impairment
If Yes, the IEP team must describe visual needs in PLAAFP; needs may also be addressed in the following areas: service summary, goals, assessment, ESY, and/or transition
COMMUNICATION:
To indicate a YES, assessment data must reflect a student’s need in at least one of the following areas: receptive, expressive, articulation, oral motor, pragmatics, fluency, or voice
If Yes, the IEP team must describe communication needs in PLAAFP including most recent evaluation data and narrative, current performance and strengths needs of the student.
Also, addressed in the following areas: service summary, goals, assessment, ESY, and/or transition
DEAF AND HARD OF HEARING:
To indicate a YES, student must meet OAR eligibility requirements for Deaf or Hard of Hearing
If Yes, the IEP team must describe hearing needs in PLAAFP; needs may also be addressed in the following areas: service summary, goals, assessment, ESY, and/or transition
In the PLAAFP, teams may discuss and identify modes of communication, supports, or services (i.e., ASL, hearing aids, FM system, type of loss, interpreter, visual technology, etc.)
ASSISTIVE TECHNOLOGY:
Assistive technology may include low tech devices (pencil grips, slant boards, raised line paper, etc.) and high tech devices (iPad, augmentative communication devices, software programs, etc.)
Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device.
Assistive technology service means any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device (See OAR 581-015-2000 for complete definition)
To indicate a YES, data must reflect a need for assistive technology device or service
If IEP team determines student needs assistive technology based on classroom trials of equipment/program, no formal evaluation is required; the decision and supporting data should be documented in the present levels
If an IEP team determines an assistive technology evaluation is needed, reasonable attempts must be made to obtain parent consent
ACCESSIBLE INSTRUCTIONAL MATERIALS:
To indicate a YES, there must be evidence that indicates the student cannot use typical educational materials effectively due to a disability that impacts access to information
Accessible instructional materials refers to changes in format of the materials, not in modifications to the content (braille, large print, audio, digital)
Supports for students who cannot effectively use educational materials should be addressed in the statements of present levels of academic achievement and functional performance
Present Levels of Academic and Functional Performance (PLAAPF) including Parent Input:
This First section is intended to capture "student's overall strengths, interests, and preferences" that may not fit under academic or functional strengths.
IEP Teams identify strengths, interests and/or preferences to be later addressed in more detail within the Academic/Functional Performance Identified strengths, interests, and/or preferences may be outside of Academic/Functional performance.
Ensure that this section has depth and meaning so that it can inform practice and the development of the IEP and how to work with and build a relationship with the student.
The second section is "Input from Parent(s)" in the areas of academic achievement and functional performance, including concerns for enhancing the education of their child:
This section should not be left blank because this would imply parent input/concerns were not considered If parent does not attend, must still include input obtained through alternate means May include what the student is working on at home as it relates to academic/functional performance
Parent input may include strengths as well as concerns related to academic/functional performance
Parent input and concerns are an integral part of the IEP process and should be considered in the development of the IEP
The third section "Present levels of ACADEMIC achievement, including most recent performance on Statewide and District Assessments, and formal Evaluations related to academic performance".
Narrative supports and explains the data (scores, numbers, results) so it is understandable to parents and others
Baseline data and narrative for all academic goals
It must be clear to all team members what the data means in relation to grade level expectations
The impact statement is related to skills and levels of needed support; not due to a disability category
Strengths, needs, and impact should relate to academics (reading, writing and math)
Each academic area (reading, writing, math) should be addressed and clearly identified as a strength or need
Most recent evaluation data used to determine eligibility
Most recent Statewide assessment data
This section must contain a statement of how the student’s academic needs impact his or her ability to participate and make progress in the general education curriculum
The fourth section "Present Level of Functional Performance, including the result of Initial or most recent formal assessments(evaluations related to functional performance) and observations."
Narrative supports and explains the data (scores, numbers, results) so it is understandable to parents and others
Baseline data and narrative for all functional goals
It must be clear to all team members what data means in relation to developmental/age level expectations
The impact statement is related to skills and levels of needed support; not due to a disability category.
Strengths, needs, and impact statements should relate to functional skills
Functional strengths should be included as well as areas of need
If student has no functional needs, strengths should still be identified
This section must contain a statement of how the student’s functional needs impact his or her ability to participate and make progress in the general education curriculum
Impact statement should reflect functional skills, not a disability category
Not all areas of functional performance listed on the IEP Document need to be addressed; IEP team will select and address areas of strengths and needs
Information about the FBA/BIP should be included here
Most recent evaluation data used to determine eligibility
* also known as PLAAPF