The PLAAFP is explained through the following required components in the student's IEP:
A statement of the child's present levels of academic achievement and functional performance, including:
Strengths, related to the goal
Specific, observable, & measurable description of present levels in each area of need
Quantifiable comparison to non-disabled peers in each area of need
A student-centered needs statement
A description of how the student's disability affects involvement in the general curriculum or age-appropriate activities
A statement regarding the student's performance in all "big three" areas of academics (reading, writing, math) and functional performance, if not already addressed in a goal
This area is required for ALL students
INTRODUCTION: [THIS IS REQUIRED FOR ALL STUDENTS]
[STUDENT] is currently in [GRADE] at [SCHOOL] in [COMMUNITY]. As per [HIS/HER] most recent evaluation report dated [DATE], [STUDENT] is eligible for special education services under the disability category of [CATEGORY]. [STUDENT] demonstrates educational need in the following area(s): [AREAS OF SERVICE].
STUDENT STRENGTHS: [THIS IS REQUIRED FOR ALL STUDENTS]
[STUDENT] exhibits strengths in the areas of [AREAS OF STRENGTH] as per [EVIDENCE].
TEACHER INPUT: [THIS IS REQUIRED FOR ALL STUDENTS]
[STUDENT’S] [TEACHER NAME AND TITLE] reports that student [INPUT].
PARENT/GUARDIAN INPUT: [THIS IS REQUIRED FOR ALL STUDENTS]
[PARENT/GUARDIAN NAME] reports that [STUDENT] [INPUT].
IMPACT OF DISABILITY ON PROGRESS IN GENERAL EDUCATION CURRICULUM: [THIS IS REQUIRED FOR ALL STUDENTS]
[STUDENT’S] disability adversely affects [HIS/HER] ability to participate in the mainstream curriculum without support due to [SKILL DEFICITS].
On the [STANDARDIZED ASSESSMENT NAME], [STUDENT] scored [#], the [#] percentile.
[STUDENTS] current classroom performance: [ASSIGNMENTS, TEST SCORES, PROJECT INFORMATION, ETC.].
[STUDENT] has experienced success with: [INCLUDE STRATEGIES/ACCOMMODATIONS/ASSISTIVE TECHNOLOGY USED IN THEIR EDUCATIONAL PROGRAMMING].
"Betsy is a joy to be around." "Johnny loves math class." "Sally is friendly with peers." All of these examples are problematic because they 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. These help the IEP team know what the student can do.
For example, if the goal area is written expression and the student exhibits high-frequency spelling errors but their syntax is near grade-level expectations, highlight the latter in a strengths statement. Among other things, this indicates to service providers where the student has been more successful so the service providers can target instruction on the skill components where the student demonstrates greater need.
"Sally’s teachers indicate that she can identify subjects of reading interest. Sally uses expression when she reads text aloud at her current academic level. Sally utilizes quality reading strategies, such as supporting her reading rate and comprehension of text by tracking with her finger, identifying and underlining key terms, and re-reading text selections when she does not understand the material."
"Betsy’s teachers report that she can work diligently and responds well to prompting, encouragement, and working with peers in the classroom who are actively engaged in the same task."
"When engaged in a preferred task, George has demonstrated the skills of working independently for extended periods (i.e., 10 minutes or more) without adult proximity or frequent redirection."
Without adaptations to the task, instruction, environment, etc., how would the student's functioning differ from a typically developing non-disabled peer in the same classroom?
You don't need to duplicate the accommodations and modifications, AT, or paraprofessional support portions of the IEP document here, but after reading your PLAAFP, someone should be able to review those portions of the IEP and understand why the specific supports were included. Note that "disability" refers to specific areas of educational need, not the student's category (e.g., SLD).
"Sally’s inability to read at an expected rate and level of accuracy affects her capacity to finish reading assigned text with the same speed as her peers during whole group instruction and to comprehend text sufficiently, after one reading, to meaningfully participate in group discussion questions."
"Anquan’s inability to write at an expected rate and level of accuracy affects his capacity to take notes, complete worksheets, and participate in story activities with the same speed as his peers during whole group instruction. In order to produce written work with expected spelling and punctuation, Anquan must also stop frequently to request assistance from a peer or adult in the classroom."
"Max’s inability to follow instructions at an expected level of proficiency affects his capacity to initiate engagement in group activities, maintain engagement when an activity is less preferred, and to respond appropriately to correction."
This area is required for ALL students
CURRENT ACADEMIC ABILITY: [THIS IS REQUIRED FOR ALL STUDENTS]
NO ACADEMIC GOALS IN IEP: [STUDENT’s] academic performance is commensurate with same aged peers in the areas of reading, writing, and math.
OR
ACADEMIC GOALS IN ONE OR MORE AREAS BUT NOT ALL: [STUDENT’s] academic performance in the area of [GOAL AREA(S)] is commensurate with peers of the same age.
Currently, [STUDENT] is working on [GOAL AREAS]. [STUDENT] went from [PROFICIENCY MEASURE] in [GOAL AREA #1] to [PROFICIENCY MEASURE]. [STUDENT] can [FURTHER INFORMATION]. [STUDENT] is working on [NEW SKILL] at [BASELINE PROFICIENCY MEASURE].
In the area of [GOAL #2], [STUDENT] went from [PROFICIENCY MEASURE] to [PROFICIENCY MEASURE]. [STUDENT] can [FURTHER INFORMATION]. [STUDENT] is working toward [NEW SKILL] at [BASELINE PROFICIENCY MEASURE].
MET GOAL: In the area of [GOAL #3], [STUDENT] went from [PROFICIENCY MEASURE] to [PROFICIENCY MEASURE]. [STUDENT] can [FURTHER INFORMATION] and has met their goal. This goal will be discontinued as determined by the IEP Team.
CURRENT ACADEMIC NEEDS: [THIS IS REQUIRED FOR ALL STUDENTS]
[STUDENT] should continue working toward [GOAL AREAS] in order to [DESIRED OUTCOME].
Quality documentation here is intertwined with high-quality goal development. Why? If you have developed or selected an appropriate measurement tool for your annual IEP goal (e.g., a CBM probe, a Direct Behavior Rating form, a clear rubric, etc.), this section of the PLAAFP is straightforward. You simply (1) describe the measurement tool ("What is an Oral Reading Fluency probe?") and indicate your baseline data ("How does the student currently perform using that measurement?").
The PLAAFP must also include the expectation of peers in the general curriculum, expressed in quantitative terms. For example, if you are using a CBM probe, what score would a typically developing same-age peer be expected to obtain? If you are using a rubric for a Low Incidence student, how would a typically developing same-age peer be expected to score on it?
Feel free to include additional data that would support a reader of the IEP in understanding and supporting the student, but ensure that the data is relevant and objective. For example, when writing a PLAAFP for a social-emotional-behavioral goal, it would be relevant and objective to include that, "Johnny was referred from the classroom to the school's Stop & Think room 23 times in the school's most recent grading period. A majority of these referrals occurred in response to ongoing verbally aggressive behavior toward adults." Less helpful would be a statement such as, "Johnny is often rude toward others."
"When presented with an unrehearsed level 4 reading passage with one minute to read, Sally currently reads at a rate of 85 words correct per minute. A non-disabled same-age peer would be expected to read 150 words correct per minute on level 4 reading passages."
"Curriculum Based Measures of writing are an ongoing measure of a student's writing skills. The student is given a partial topic sentence, one minute of think time, and three minutes to write. Scoring procedures measure correct word sequences (CWS), which is defined as two adjacent words that are syntactically and semantically appropriate as well as correctly spelled. At this time, when given a story starter with one minute to think followed by three minutes to write, Anquan has obtained a median score of 8 CWS. The target score for a non-disabled same-age peer would be 22 CWS."
"Max needs to develop greater proficiency in the skill of following instructions. He struggles to generalize the skill, particularly to settings and activities that place heavy demands on his ability to self-regulate his emotions and attention. Observers assess Max's performance of this skill by determining if he (1) Remained silent or said an affirmative word/phrase, such as “Okay." and (2) Without delay, did what he had been instructed to do. On a rating form based on the skill steps listed, designed to assess the rate at which Max performs this skill when presented with opportunities, and completed by all of his classroom teachers, Max currently obtains a rating of 56%. A non-disabled same-age peer would obtain a rating of 85-100%, indicating expected proficiency."
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.")
"Sally needs to develop greater proficiency in her reading fluency skills because this will help her to access and learn from reading activities in all instructional areas throughout her school day."
"Anquan needs to increase the rate and accuracy of his writing because it will allow him to meaningfully participate in writing activities in core academic classes and elective classes during his school day. Increasing his proficiency in spelling and punctuation skills will also reduce the number of instances throughout his school day where Anquan currently pauses his writing to ask an adult or peer for assistance."
"Max needs to increase his level of proficiency with the skill of following instructions because this will increase his capacity to meaningfully participate in his classes and in routines throughout the school day. Following instructions appropriately throughout his school day will also help Max to build and maintain positive relationships with authority figures in the school setting."
This area is required for ALL students
CURRENT FUNCTIONAL ABILITY: [THIS IS REQUIRED FOR ALL STUDENTS]
NO FUNCTIONAL GOALS IN IEP: [STUDENT’s] functional skills are commensurate with same aged peers.
OR
Currently, [STUDENT] is working on [GOAL AREAS]. [STUDENT] went from [PROFICIENCY MEASURE] in [GOAL AREA #1] to [PROFICIENCY MEASURE]. [STUDENT] can [FURTHER INFORMATION]. [STUDENT] is working on [NEW SKILL] at [BASELINE PROFICIENCY MEASURE].
In the area of [GOAL #2], [STUDENT] went from [PROFICIENCY MEASURE] to [PROFICIENCY MEASURE]. [STUDENT] can [FURTHER INFORMATION]. [STUDENT] is working toward [NEW SKILL] at [BASELINE PROFICIENCY MEASURE].
MET GOAL: In the area of [GOAL #3], [STUDENT] went from [PROFICIENCY MEASURE] to [PROFICIENCY MEASURE]. [STUDENT] can [FURTHER INFORMATION] and has met their goal. This goal will be discontinued as determined by the IEP Team.
CURRENT FUNCTIONAL NEEDS:
[STUDENT] should continue working toward [GOAL AREAS] in order to [DESIRED OUTCOME].
CURRENT SOCIAL/EMOTIONAL/BEHAVIORAL ABILITY:
Currently, [STUDENT] is working on [GOAL AREAS]. [STUDENT] went from [PROFICIENCY MEASURE] in [GOAL AREA #1] to [PROFICIENCY MEASURE]. [STUDENT] can [FURTHER INFORMATION]. [STUDENT] is working on [NEW SKILL] at [BASELINE PROFICIENCY MEASURE].
In the area of [GOAL #2], [STUDENT] went from [PROFICIENCY MEASURE] to [PROFICIENCY MEASURE]. [STUDENT] can [FURTHER INFORMATION]. [STUDENT] is working toward [NEW SKILL] at [BASELINE PROFICIENCY MEASURE].
MET GOAL: In the area of [GOAL #3], [STUDENT] went from [PROFICIENCY MEASURE] to [PROFICIENCY MEASURE]. [STUDENT] can [FURTHER INFORMATION] and has met their goal. This goal will be discontinued as determined by the IEP Team.
CURRENT SOCIAL/EMOTIONAL/BEHAVIORAL NEEDS:
[STUDENT] should continue working toward [GOAL AREAS] in order to [DESIRED OUTCOME].
CURRENT ARTICULATION/LANGUAGE/COMMUNICATION ABILITY:
Currently, [STUDENT] is working on [GOAL AREAS]. [STUDENT] went from [PROFICIENCY MEASURE] in [GOAL AREA #1] to [PROFICIENCY MEASURE]. [STUDENT] can [FURTHER INFORMATION]. [STUDENT] is working on [NEW SKILL] at [BASELINE PROFICIENCY MEASURE].
In the area of [GOAL #2], [STUDENT] went from [PROFICIENCY MEASURE] to [PROFICIENCY MEASURE]. [STUDENT] can [FURTHER INFORMATION]. [STUDENT] is working toward [NEW SKILL] at [BASELINE PROFICIENCY MEASURE].
MET GOAL: In the area of [GOAL #3], [STUDENT] went from [PROFICIENCY MEASURE] to [PROFICIENCY MEASURE]. [STUDENT] can [FURTHER INFORMATION] and has met their goal. This goal will be discontinued as determined by the IEP Team.
CURRENT ARTICULATION/LANGUAGE/COMMUNICATION NEEDS:
[STUDENT] should continue working toward [GOAL AREAS] in order to [DESIRED OUTCOME].
CURRENT FINE MOTOR/GROSS MOTOR/DAPE ABILITY:
Currently, [STUDENT] is working on [GOAL AREAS]. [STUDENT] went from [PROFICIENCY MEASURE] in [GOAL AREA #1] to [PROFICIENCY MEASURE]. [STUDENT] can [FURTHER INFORMATION]. [STUDENT] is working on [NEW SKILL] at [BASELINE PROFICIENCY MEASURE].
In the area of [GOAL #2], [STUDENT] went from [PROFICIENCY MEASURE] to [PROFICIENCY MEASURE]. [STUDENT] can [FURTHER INFORMATION]. [STUDENT] is working toward [NEW SKILL] at [BASELINE PROFICIENCY MEASURE].
MET GOAL: In the area of [GOAL #3], [STUDENT] went from [PROFICIENCY MEASURE] to [PROFICIENCY MEASURE]. [STUDENT] can [FURTHER INFORMATION] and has met their goal. This goal will be discontinued as determined by the IEP Team.
CURRENT FINE MOTOR/GROSS MOTOR/DAPE NEEDS:
[STUDENT] should continue working toward [GOAL AREAS] in order to [DESIRED OUTCOME].
This area is included once transition has been evaluated
SECONDARY TRANSITION PRESENT LEVELS OF PERFORMANCE: [ONCE TRANSITION HAS BEEN EVALUATED]
[STUDENT’S] present Levels of performance in Post-Secondary Education and Training:
[STUDENT’s] present level of performance in Employment and vocational skills:
[STUDENT’S] present level of performance in Independent Living Skills (where appropriate, and may include recreation and leisure, community participation and home living):
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 (where appropriate, and may includes Home Living, Recreation & Leisure, and Community Participation)).
Further guidance and examples of secondary transition PLAAFPs are available on the Secondary Transition page of the RIST Website.
ADDITIONAL INFORMATION: [IS THERE ADDITIONAL RELEVANT INFORMATION THAT COULD BE ADDED TO PROVIDE A MORE COMPLETE PICTURE OF THIS STUDENT?]
In the IEP form in SpEd Forms, the PLAAFP components for each annual goal can be located (#1) on the Present Levels page and/or (#2) on the Goal pages.