IEP PLAAFP
Present Levels of Academic Achievement & Functional Performance

The Present Level(s) of Academic Achievement and Functional Performance is also known as the PLAAFP or Present Levels section. Requirements are pictured below. In addition, the PLAAFP should include both strengths and concerns. It should include quantifiable data. The PLAAFP and IEP meeting serves as a progress report, so it should include progress on the previous goals in addition to information to inform new goals and objectives. As noted, you may use the all in one of goal page PLAAFP spaces. What is most important is that all requirements are addressed. 

For each area of need identified by the team, the student’s present levels of academic achievement and functional performance (PLAAFP) will need to be established. Using that information, the team will then describe the skill the student needs to learn, collect and document baseline data, and develop an annual goal that will bring the student closer to grade level.

All PLAAFPs in an IEP, regardless of primary disability, need to include information about reading, writing, math and functional performance (routine activities of everyday living). 

Examples:

• No academic goals in IEP: "Stanley's academic performance is commensurate with his same aged peers."

• Academic goals in one or more areas (i.e., reading and writing only): "Stella's academic performance in the area of mathematics is commensurate with her same aged peers."

• No functional goals in IEP: "Beth's functional skills are commensurate with her same aged peers."

Each service provider is responsible to provide present levels information for their area. 

Tip: Many people like to use the all in one PLAAFP page and include the applicable needs statement(s) on the goal page PLAAFP fields. 

Include information about the student's level along with grade level peer expectations. This helps inform the reader, demonstrate impact on participation in general education curriculum, and communicate measurable data.  Although the student may be working below their grade level, you will always need to cite the current grade level standard in the IEP. By doing so, the team will always be working toward moving the student closer to grade level, keeping grade level skills in mind as a target, and holding the student to high expectations. 

Example: When given a grade level fluency probe with a lexile level of ###, STUDENT is able to read ## words per minute. A same age peer without a disability would be expected to read ## or more words per minute on the same level text (ELA Standard XX). 

Write strengths statements that are skill focused and geared towards a goal area. These could connect to data and needs as well. 

Example: Instead of saying STUDENT is a joy to have in class, say STUDENT is able to decode grade level text with 80% accuracy. They have 40% accuracy on comprehension questions about the text. 

Example: Instead of saying STUDENT skips class often, say for ## days that student was present in the school building last quarter, they attended ##/## period classes. 

Add meaning, by including why a student needs to increase a skill. 

Example: STUDENT needs to increase their independent living skills in the are of budgeting in order to meet their goal of someday living independently. 

Your PLAAFP should support the overall IEP, not just the goals and objectives. 

When considering other parts of the IEP such as services, assistive technology, paraprofessional support, etc.; the information in the PLAAFP should support the information in those areas. This does not mean you write they need it in the PLAAFP. It means the information supports it.