PLAAFP
Present Level of Academic Achievement and Functional Performance
Embedded Files
Required PLAAFP Components for IEP Goals
- Meeting Information / Student Narrative
(background information, history of school, home and family, to include their qualifying disability, current grades, classes etc)
- Student strengths/weaknesses/progress from Guardian(s), Special & General Education Teacher(s)
- How the disability impacts learning
- Academic Present Levels for Reading, Writing & Math
(Include District & State Assessment Data)
- Sensory
- Social/Emotional/Behavioral
- Functional Skills
- Transition summaries of daily living, community participation, post-secondary education and training, employment, recreation and leisure
- Commensurate Statement
(What specific areas – also including S/L, OT/ DAPE, etc. is the student below grade level in comparison to their peers)
- Educational needs
- Progress towards goals
(used as your verbal progress report)
Recommended Location:
Recommended Location:
Goal pages - Each of the PLAAFP components need to be completed for each annual IEP goal (e.g., a strengths statement for math, another for reading, etc.). Rather than clustering them together, positioning annual IEP goal PLAAFPs on the separate Goal pages makes it less likely that a component will be missed.
PLAAFP Component 1:
Meeting Information / Student Narrative
A PLAAFP should begin with a narrative that includes background information, history of school, home and family, to include their qualifying disability, current grades, classes etc, and other relevant special education service information.
Example
Example
"An Individualized Education Plan (IEP) meeting was held on _____ with the administrator, general education teacher, parent/guardian and special education team to discuss (annual progress, an amendment to make changes to the current IEP). _________ is a ___ grade student at __________. In the evaluation dated _____, _____ was identified as having an emotional behavior disorder and a specific learning disability. _________ also qualified to receive related services for a speech/language impairment. _________ has been receiving special education services since ______ (month & year). Written progress will be reported three times per year, concurrent with building issuance of reports with one during the annual IEP meeting."
PLAAFP Component 2:
Strengths/Weaknesses/Progress:
(from last IEP, Gen Ed Teacher, Special Ed Teacher, Related Services, & Parents/Guardians)
A PLAAFP should include a statement of the student's strengths in relation to the goal area. It may also be helpful to provide some general information about the child related to the goal, however, examples such as: "Cindy loves math class", "Brandon is friendly to others", or "Trina has a great personality" are vague and/or they do not relate to a specific goal area. High-quality strengths statements are skill-focused and conceptualized around a clear scope and sequence for increasing proficiency in the goal area.
For example, if the goal area is behavior and the student struggles with same-age peer relationships, but relates well to adults, highlight the latter in a strength's statement. Among other things, this indicates to service providers where the student has had some success and gives them an overall understanding of the child so they can target instruction on the skill components where the student demonstrates greater need.
Examples
Examples
1. Progress shared separately from parents and teachers:
1. Progress shared separately from parents and teachers:
________'s parent(s) have shared the following strengths, weaknesses, and concerns with the team:
________’s general education teacher(s) have shared the following strengths, weaknesses, and concerns with the team:
2. Progress shared combined from both parents and teachers:
2. Progress shared combined from both parents and teachers:
________ is easily frustrated, and overwhelmed. ___ will give up and quit, cry, and refuse when upset. _____ has made progress with ____________, but this is an area that he needs to continue to improve. ______ has high expectations for ______ and ___ wants to do things right/perfect. Below are Xavier’s test results from this school year 2024-2025:
PLAAFP Component 3:
How the Disability Impacts Learning
The PLAAFP must discuss the disability and its impact on access and progress in the scope of the general education curriculum. This section articulates how the student's disability impacts academic, social-emotional, behavioral, and functional skills, where instruction, compensatory strategies, and/or accommodations will be needed.
Example
Example
Due to (student name) ADHD diagnosis and specific learning disability ___ has a difficult time focusing in class and paying attention. ____ also has a hard time with time management, work completion, and initiating tasks. This negatively affects _________ in the classroom as _____ tends to have several missing assignments and learning new things can be difficult as ___ struggles to pay attention to the lessons.
PLAAFP Component 4:
Academic Present Level Summary - Reading, Writing & Math
(Include District & State Assessment Data)
Our annual IEP goals identify areas of educational need where the team expects the student to make progress, but it's less meaningful if we never articulate what this progress will do for the student and why it's important (i.e., "XXX needs to increase XXX because...").
If the student has post-secondary transition goals, this is a great opportunity to connect the annual IEP goals ("the steps on the staircase") to their post-secondary goals ("the destination.")
Examples
Examples
Reading:
Reading:
The student is currently performing below grade level in foundational literacy skills. The student recognizes some letters of the alphabet but not all 26. When regulated and engaged, the student demonstrates effort and interest in literacy activities, including identifying familiar sight words and locating known letters or words within the classroom. The student benefits from small-group or one-on-one instruction that includes frequent reinforcement, visual supports, and a structured routine to support focus and persistence.
Writing:
Writing:
The student is developing early writing skills and is beginning to form recognizable letters with adult support. Fine motor challenges and limited attention to task impact the student’s ability to independently complete writing assignments. Short, structured writing activities, adaptive writing tools, and encouragement to build stamina and fine motor control support growth in this area.
Math:
Math:
The student is performing below grade-level expectations in early numeracy skills. The student is able to count to 10 but frequently omits the number 4 and requires prompting to complete counting sequences. The student demonstrates an understanding of basic number concepts in small-group or one-on-one settings. The student benefits from the use of manipulatives, visual supports, and repeated practice to strengthen number recognition and counting skills.
Current Report Card Data:
Current Report Card Data:
Assessment Data:
Assessment Data:
(FastBridge, MCA, iReady, Etc.)
Explanation of Testing Scores and Grade-levels (example):
The student’s score on the aReading test is in the High-Risk range. This indicates that the student needs additional support to improve their overall reading skills. The student's score on the aMath test is in the High-Risk range. This indicates that the student needs additional support to improve their overall mathematics skills.
MCA/MTAS Results:
MCA/MTAS Results:
Explanation of MCA/MTAS Results (example):
The Student's Reading MCA shows performance below grade 6 standards. The Student does not meet the Standards level, demonstrates skills of the Minnesota Academic Standards inconsistently with minimal accuracy, and they interact best with texts of basic complexity. The Student's performance level in the content areas of Literature and Informational Text is below expectation for grade level.
The Student's Math MCA shows performance slightly below grade 5 standards. The Student partially meets the Standards level, succeeding at some of the most fundamental mathematics skills of the Minnesota Academic Standards. The Student's performance level in the content areas of Number Operations, Algebra, Geometry and Measurement is at or near expectation for grade level. Performance in the area of Data Analysis is below expectation for grade level.
PLAAFP Component 5:
Sensory
The PLAAFP includes includes a sensory component as part of a student's functional performance assessment. includes a sensory component as part of a student's functional performance assessment.
Example
Example
________ will use coping mechanisms on occasion, but not consistently. _______ will engage with requesting the sensory room, but still shuts down more often than _______ uses any coping skill.
PLAAFP Component 6:
Social/Emotional/Behavioral
The PLAAFP component for social-emotional and behavioral needs provides a description of a student's current social skills, emotional regulation, and behavior patterns. It acts as the foundation for the Individualized Education Program (IEP), identifying specific needs to create targeted goals, interventions, and supports.
Example
Example
Working through emotions is something _______ is working on. When ______ doesn't get _his/her_ way or engages in a non-preferred activity will shut down. _______ says a whiteboard would work for communication when ______ shuts down and gets upset.
PLAAFP Component 7:
Secondary Transition
IDEA 2004 requires that, for students for whom transition data has been collected during an evaluation, the IEP must contain a PLAAFP statement that includes information regarding the students' strengths, preferences, interests, and needs in all areas of transition (i.e., Post Secondary Education & Training, Employment, and Independent Living (which includes Home Living, Recreation & Leisure, and Community Participation).
Examples
Examples
Summary:
Summary:
______ recently completed the Enderle-Severson Transition Rating Scale. It consists of 44 questions focused on 5 areas of Transition. ____ is currently ___ years and ____ months of age. ____'s highest percentage (__%) is in Recreation and Leisure. ____'s lowest scores are in Post-secondary education and Employment (__%). ___ has needs in the areas of ______, _____, and __________.
_______’s disability impacts Post Secondary Education transition into adulthood in the following way(s):
Community Participation:
Community Participation:
_____ does not have an ID, but would like to obtain one. ____ would also like to get __ permit and driver’s license. __ does not go into the community alone. __ currently has money in his account. ___ favorite places to shop are __________.
Recreation & Leisure:
Recreation & Leisure:
_____ plays basketball whenever possible. __ also plays ___. __ plays on the school teams when he can. ___ also enjoys spending time with __ family and friends. ___ last vacation was to ___ with __. __ likes doing things both alone and with other people. ___ likes to shop and to go to sporting events, games.
Employment:
Employment:
After high school, _____ is unsure what job he would like to have, but states that he has interests in _____. ______ has not completed a resume, job application, or participated in a job interview. __ has learned about applications and interviews in classes and feels __ doesn't need help to improve those skills. __ has had informal jobs such as shoveling and mowing. __ liked shoveling because he likes the cold. ____ thought his job strengths are that he is good at teaching others, __ is organized, good at math, and is athletic. ___ thought __ could work on thinking before acting. A good job for ___ right now would be ______. When looking for a job, ____ said that he would like a job that is active/physical, involves people, and is outdoors. __ would like to get a job right away after high school.
Independent Living Skills:
Independent Living Skills:
After high school, ____ would like to live in an apartment with friends. ___ does not help with grocery shopping. ___ favorite activity at home is playing basketball. After high school graduation he plans to live________. ____ is confident he can save money for later use. __ would call 911 if there was a serious accident at home. ____ indicated that he knows how to use every day technology and is able to complete routine household tasks independently. __ regularly does chores at home, including dusting, sweeping, dishes, vacuuming, garbage, mowing and shoveling. _____ is unsure where __ wants to live after high school. __ mentioned that __ is aware how ___ disability will affect ___ with others. __ is able to perform everyday living skills. ___ displays an ability to get along with others.
Post-Secondary Education and Training:
Post-Secondary Education and Training:
After high school, _____ said that __ doesn't plan to go to college…. Has interests in and future plans in ____. ____ reported that ____ classes are difficult for ___. When asked what class is easiest for ___… ____ said the accommodation he asks teachers for is different seat assignments. The accommodation that is most helpful is a quiet/special place to study at home. ___ said he has good study skills, but ___ isn't sure how he learns best. ____ reports his motivation to succeed in school is high.
Determination of Needs:
Determination of Needs:
1. a) Need to do: ____ needs to continue his coursework leading to graduation. ___ should also look into possible career paths that __ may be interested in after high school; including skills needed and/or a trade.
2. b) Need to learn: General education coursework, functional skills, and research potential technical/trade schools for the future.
_____ will have the opportunity to participate in high school level courses that will prepare for ___ future: Career Planning and Skill Development, Personal Finance, and Senior Success.
Summary: ____’s relative strengths are in the areas of ______. ____ should continue to explore possible career choices. It is recommended that ____ do a career-interest inventory in high school to see what future careers he may be interested in.
PLAAFP Component 9
Commensurate & Educational Needs Statement
The PLAAFP must demonstrate a direct, "commensurate" link between the student’s needs and the special education services provided. It describes the "why" behind the IEP, explaining the specific supports needed to access, engage, and make progress in the general curriculum. For example, if the PLAAFP identifies a need in social skills (functional performance), the IEP must have a corresponding goal and service to address it.
______ needs to continue working on his academic skills. ___ needs to improve __ reading, math, and written expression skills. _____ academic performance is not commensurate with that of his same-aged peers. __ demonstrates delays in ________, which impact __ ability to access grade-level curriculum independently. Despite support and interventions, _____ continues to require specially designed instruction and accommodations to address these academic needs and make meaningful progress toward grade-level standards. _____ needs to continue improving __ ability to __________. _______ needs to gain independence and increase __ self-confidence. ___ needs to continue working on self-regulation skills. _____ struggles with _________. _______ functional skills are commensurate with his same aged peers. ____’s disability in the category of ______ Disability impacts ___ access and progress in the general education curriculum and __ will need special education services in academics in order for ___ to have a free and appropriate public education.
Progress Towards Goals
(used as your verbal progress report)
______ is also making progress on __ goals in the areas of: _______.
Goal 1: ____ will increase his math calculation skills from answering single-digit addition and subtraction problems with a current level of 68% accuracy to 85% accuracy by his annual IEP meeting.
Progress: The student demonstrates a solid understanding of math concepts. The student puts forth strong effort but has difficulty requesting assistance when clarification is needed and may continue working incorrectly until misunderstandings are identified. The student prefers to work independently and respond to feedback after completing an assignment rather than receiving frequent, immediate correction. The student has made strong progress toward the goal of single-digit addition and subtraction and is currently performing at 68%, with a target of 85%.
Goal 2: ____ will increase ___ ability to retell a story from a current level of being able to cite 3 specific facts regarding characters, plot, events, and general outcome of the story to being able to cite 5 specific facts regarding characters, plot, events, and general outcome of the story, as measured by classroom work samples.
Progress: The student is currently able to recite three specific facts, with a goal of increasing this to five facts. The student is making good progress toward this goal. The student demonstrates strong reading skills and benefits from occasional reminders to slow down and regroup. When provided with corrective feedback on a word, the student is able to recall and apply the correction in subsequent readings. The student is also working on reducing word mix-ups and strengthening phonics skills through reading interventions (CBM).
Goal 3: ____ will increase ___ self-regulation skills from a level of accepting adult direction/redirection without becoming agitated on a current level of 7/10 situations to accepting adult direction/redirection without becoming agitated in 4/10 situations by the annual IEP.
Progress: The student demonstrates good self-regulation with peers and is currently able to accept direction from staff without shutting down in approximately 7 out of 10 situations. The goal is to reduce this to approximately 4 out of 10 situations. Overall, these behaviors occur infrequently. The student receives social skills support through in-the-moment instruction when specific behaviors arise. The student will be provided with visual support to improve comprehension and understanding of expectations at school. These supports may include a visual schedule, first/then boards, social stories, and visual or instructional support as needed.
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