Present Level of Academic Achievement and Functional Performance

Section 4: Functional Performance

• Still part of the PLAAFP information

• Be factual, don’t give opinion on behavior or emotional state

1. List behavior strengths: Describe strengths of students behavior.

2. Conclusion: select one of the following: Select Behavior Outcome

• Select appropriate statement

• If significantly and adversely impact progress - then need to have goals and positive behavior plan that is out of the norm.

• Students do not need to have an IEP behavior plan to create a plan to teach appropriate behaviors

3. Detail recurring inappropriate behavior and its impact on classroom performance: Is there anything that is inappropriate or impacts the student classroom's performance due to their behavior.

4. List current behavioral interventions and strategies and when they are needed to access the general curriculum: What behavioral interventions and strategies are being implemented - what does it look like and when to be able to access the general education classroom.

5. Discuss discipline referrals/attendance/tardies/time-outs and other behavior that affects progress in the general curriculum: Are there other factors - discipline referrals/attendance/tardies/time-outs and other behavior that affect progress in the general education curriculum.

Counselor: Only statements if student is receiving support from any counseling services - even if from outside counseling. Describe why and what it looks like: progress and need

Occupational Therapy: Only statements if student is receiving support from OT. Describe why and what it looks like: progress and need

*OT update

Physical Therapy: Only statements if student is receiving support from PT. Describe why and what it looks like: progress and need

*PT update

Adapted P.E.: Students typically are involved in the general PE class.

• If student is at Dan Hinton - PE there could be considered an adaptive PE, but we do not have a specific teacher

Orientation and Mobility: Specific to VI students who receive this specific service

Functional Activities of Daily Living: Typically only for students who are attending a self-contained program. Describe what is the student doing to learn daily living skills:

• personal care

• cooking

• cleaning

*how are they able to take care of themself and what skills do they need

Communication: If student does not communicate in the typical manner; how do they communicate and how does it impact their education in the general curriculum.

Speech/Language: Only statements if student is receiving support from speech language services. Describe why and what it looks like: progress and need

*SLI teacher update

Other Option: Any other communication needs that have not been discussed - use of ASL, etc

Audiologist/Teacher of Hearing Impaired: Only statements if student is receiving support from HI services. Describe why and what it looks like: progress and need

*HI teacher update

Parent/Adult Student's Input on Student's Current Functional Achievement: Document information that a parent about the student's functional achievement. This is where you document their input.

Transition

Student expressed an interest in the following career areas:

• What is documented here will be populated on the IEP and on Transition (Form G) A.

• Give details to what the student interests currently are.

Student’s job preference at this time is:

• What is documented here will be populated on the IEP and on Transition (Form G) B.

• Give details to what the student job preference currently are.

This is additional information to the Transition (Form G).

• This is not necessary to transition requirements when entering information on Transition (Form G)

Independent Living Skills:

Environmental Access/Mobility:

Self-Determination/Self-Advocacy Skills:

Source of Information Regarding Transition: assessments/data

Summary of Work Habits: General summary of how the student works at school and could include home.

Section 5: Summary of Educational Needs

Special Education Services: Mark the special education services that will be provided

• What services are selected will be populated on the services page.

Related Services: Mark the related services that will be provided

• What services are selected will be populated on the services page.

Clarification: If there are services that a student receives or does not receive that is not aligned with the evaluation - document why

Example: Student qualifies for reading fluency, but is not going to receive services for reading fluency.

Or Student does not qualify for math reasoning and will receive services for math reasoning.