Present Levels

The PPLAAFP it is the baseline from which the IEP is developed and used to measure success.  

Begin with the end in mind - Where do you want the student to be a year from now? What supports need to be in place to ensure that happens? How will we measure progress? 

• • • the relationship is key

    • teachers collect PLAAFP data every interaction they observe or take part in with students

    • it’s important to really know your students well both in terms of their academic skills and also their personal lives; their stories
      
      

Include the following: 

• • • Information on the student's academic performance (including written results of objective, projective and/or subjective formal and informal diagnostic information gathered by the student's teacher) AND how the student's problem(s) affect his/her involvement in and performance in the general education curriculum (impact statement)

    • Measured status of previous IEP goals

    • Physical, health and sensory status

    • Emotional development

    • Social development 

    • Prevocational and vocational skills

    • Other areas of student need (including non academic areas such as behavioral problems, communication concerns, daily life activities and mobility)
      
      

Considerations: 

• • objectivity - how clearly the student's performance/behavior is described

    • poor example - the student is out of control

    • good example - the student is on task 60% of the time

  • specificity - zeroing in on the specific area

    • poor example - the student struggles with reading

    • good example - the student reads a grade level passage aloud at 28 words per minute with no errors

  • measurability - is the skill/behavior described in a way that it is a useful baseline from which to write a measurable goal and measure progress toward that goal?

    • poor example - the student is below grade level in math

    • good example - the student completes single-digit subtraction with 40% accuracy

Sample Impact Statement Template: 

___________'s ____________ disability affects his/her involvement and progress in the general education curriculum due to difficulties with ____________ (comprehension, decoding, fluency, phonemic awareness, vocabulary, auditory processing, calculation, mathematical reasoning, number sense, reasoning/problem solving, writing mechanics, inference, memorization, focusing, retention, organization, motor coordination, visual perception, social awareness, processing speed, abstract concepts, language delays, generalization of skills, following directions, completion of multi-step tasks, task/play initiation, sustained focus, organization, building and maintaining relationships, transitions, etc.).  These areas impact his/her ability to _____________ (acquire new skills, retain information/content, comprehend text, functionally communicate, communicate effectively, engage in group dialogue, follow classroom directions, follow multi-step directions, comprehend complext tasks, show emotions appropriately, sequencing tasks, solve problems, complete assigned tasks, summarize content, identify main ideas of text, computation of mathematical equations, etc.).