PLAAFP
Present Levels of Academic Achievement and Functional Performance
Embedded Files
Explanation
Explanation
The PLAAFP statement is a required component of an IEP. It is the "starting" point for developing annual goals, determining programming and measuring future progress for a learner. The PLAAFP should provide information regarding the learners current academic and functional performance, describe how their disability impacts their involvement and progress in general education and identify learner strengths and needs. Required components of the PLAAFP statement may be located in other parts of the IEP, such as within annual goals or the Least Restrictive Environment (LRE) Statement.
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
SWWC Guide to Writing Present Levels of Academic Achievement and Functional Performance
SWWC Guide to Writing Present Levels of Academic Achievement and Functional Performance
MASTER COPY Present Levels of Academic Achievement and Functional Performance (with examples)- Updated March 2024.pdfADDING PLAAFP TEmPLATE IN SPEDFORMS
ADDING PLAAFP TEmPLATE IN SPEDFORMS
Step 1: To use the new SWWC SpEd Forms PLAAFP Template go to the IEP Menu and choose "Present Levels". Once on this page select the button "Pick Template" as shown below.
Step 1: To use the new SWWC SpEd Forms PLAAFP Template go to the IEP Menu and choose "Present Levels". Once on this page select the button "Pick Template" as shown below.
Step 2: On the pop up menu select "Insert" next to the title PLAAFP Template.
Step 2: On the pop up menu select "Insert" next to the title PLAAFP Template.
When completing the PLAAFP template all areas that state [THIS IS REQUIRED FOR ALL STUDENTS] must be completed for every student. You should also remove that wording when done completing that area. All words in [HYPHENS] must be edited and individualized.
When completing the PLAAFP template all areas that state [THIS IS REQUIRED FOR ALL STUDENTS] must be completed for every student. You should also remove that wording when done completing that area. All words in [HYPHENS] must be edited and individualized.
PLAAFP TEmPLATE: introduction, Student strengths, teacher input, parent/guardian input, impact of disability
PLAAFP TEmPLATE: introduction, Student strengths, teacher input, parent/guardian input, impact of disability
This area is required for ALL students
In these areas of the SpEd Forms PLAAFP Template include background information; what are teachers and parents concerned about? What are the student’s strengths? Write impact statements that answer the question, “Why does this student need special education services?”.
In these areas of the SpEd Forms PLAAFP Template include background information; what are teachers and parents concerned about? What are the student’s strengths? Write impact statements that answer the question, “Why does this student need special education services?”.
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].
Write impact statements that answer the question, “Why does this student need special education services?”. What does the student have difficulty with in the general classroom because of his or her disability? How does the student’s disability affect involvement and progress in the general curriculum? What specific data do we have regarding present levels of skills in areas affected by the disability? Include any scores /data that make your point: FAST/STAR/MAP scores, MCA scores, progress report data on last year’s goals, classroom performance as it relates to the goals (assignments, test scores, project information, etc.). What success has this student experienced with strategies, accommodations, and/or assistive technology that have been implemented in this student’s educational programming?
Write impact statements that answer the question, “Why does this student need special education services?”. What does the student have difficulty with in the general classroom because of his or her disability? How does the student’s disability affect involvement and progress in the general curriculum? What specific data do we have regarding present levels of skills in areas affected by the disability? Include any scores /data that make your point: FAST/STAR/MAP scores, MCA scores, progress report data on last year’s goals, classroom performance as it relates to the goals (assignments, test scores, project information, etc.). What success has this student experienced with strategies, accommodations, and/or assistive technology that have been implemented in this student’s educational programming?
Strength Statement Examples
Strength Statement Examples
"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."
Impact of Disability on Progress in General Education Curriculum Examples
Impact of Disability on Progress in General Education Curriculum Examples
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."
PLAAFP Template: academics
PLAAFP Template: academics
This area is required for ALL students
A statement is required to be included describing the student’s present levels in the “Big three” academic areas: math, reading, and writing (if present levels in these areas are not otherwise described in a goal area).
A statement is required to be included describing the student’s present levels in the “Big three” academic areas: math, reading, and writing (if present levels in these areas are not otherwise described in a goal area).
The team also needs to consider all of the students' needs including those not identified in the evaluation report if concerns are brought up at the IEP meeting.
The team also needs to consider all of the students' needs including those not identified in the evaluation report if concerns are brought up at the IEP meeting.
Example: The student has reading needs identified but at the meeting the IEP team discussed strong concerns about the student’s writing skills as compared to same-aged peers. In this situation, the team should have further discussion as to whether or not writing should be added as an additional goal area and direct service. This will be contingent upon having adequate data to support this addition.
Example: The student has reading needs identified but at the meeting the IEP team discussed strong concerns about the student’s writing skills as compared to same-aged peers. In this situation, the team should have further discussion as to whether or not writing should be added as an additional goal area and direct service. This will be contingent upon having adequate data to support this addition.
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].
Student Ability Examples
Student Ability Examples
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."
Student-Centered Needs Examples
Student-Centered Needs Examples
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."
plaafp template: functional skills
plaafp template: functional skills
This area is required for ALL students
A statement is required to be included describing the student’s present levels in the broad area of functional performance ((i.e., “routine activities of everyday living”) (if present levels in these areas are not otherwise described in a goal area)).
A statement is required to be included describing the student’s present levels in the broad area of functional performance ((i.e., “routine activities of everyday living”) (if present levels in these areas are not otherwise described in a goal area)).
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].
plaafp template: Social/emotional/Behavioral
plaafp template: Social/emotional/Behavioral
In this area of the SpEd Forms PLAAFP Template include identified needs from the Evaluation Report and identified areas of need by the IEP team related to social, emotional, and behavioral skills. Include information about how the behavior affects the child’s ability to progress or access the general curriculum.
In this area of the SpEd Forms PLAAFP Template include identified needs from the Evaluation Report and identified areas of need by the IEP team related to social, emotional, and behavioral skills. Include information about how the behavior affects the child’s ability to progress or access the general curriculum.
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].
plaafp template: ARTICULATION/language/communication
plaafp template: ARTICULATION/language/communication
The impact of the disability is not limited to academic considerations but also includes needs related to motor, speech/language, communication, vision, hearing, or any other concern. These too should include a description of how the child’s disability presents itself. We need to provide a full enough picture of the student to understand where the specialized instruction will make a difference.
The impact of the disability is not limited to academic considerations but also includes needs related to motor, speech/language, communication, vision, hearing, or any other concern. These too should include a description of how the child’s disability presents itself. We need to provide a full enough picture of the student to understand where the specialized instruction will make a difference.
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].
plaafp template: FINE MOTOR/GROSS motor/dape
plaafp template: FINE MOTOR/GROSS motor/dape
The impact of the disability is not limited to academic considerations but also includes needs related to motor, speech/language, communication, vision, hearing, or any other concern. These too should include a description of how the child’s disability presents itself. We need to provide a full enough picture of the student to understand where the specialized instruction will make a difference.
The impact of the disability is not limited to academic considerations but also includes needs related to motor, speech/language, communication, vision, hearing, or any other concern. These too should include a description of how the child’s disability presents itself. We need to provide a full enough picture of the student to understand where the specialized instruction will make a difference.
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].
plaafp template: POST secondary transition
plaafp template: POST secondary transition
This area is included once transition has been evaluated
Once Secondary Transition has been evaluated Present Levels of Performance statements must be included for all 3 Transition Areas including: Post-Secondary Education and Training, Employment and vocational skills, and Independent living skills (where appropriate, and may include recreation and leisure, community participation, and home living). A description should be included about how the student’s current skills match with the student’s post-school outcomes in each of these areas and should describe the impact of the exceptionality and information regarding comprehensive transition planning. For transition aged students, the PLAAFP should focus on the student’s strengths, needs, interests and preferences in relationship to his/her postsecondary goals. Think about what the student’s performance indicates about what needs the student has now and what next steps need to be taken so the student can be successful.
Once Secondary Transition has been evaluated Present Levels of Performance statements must be included for all 3 Transition Areas including: Post-Secondary Education and Training, Employment and vocational skills, and Independent living skills (where appropriate, and may include recreation and leisure, community participation, and home living). A description should be included about how the student’s current skills match with the student’s post-school outcomes in each of these areas and should describe the impact of the exceptionality and information regarding comprehensive transition planning. For transition aged students, the PLAAFP should focus on the student’s strengths, needs, interests and preferences in relationship to his/her postsecondary goals. Think about what the student’s performance indicates about what needs the student has now and what next steps need to be taken so the student can be successful.
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.
plaafp template: additional information
plaafp template: additional information
Is there additional relevant information that could be added to provide a more complete picture of this student? Were there special factors that were considered as part of the IEP development that haven’t been addressed in the other areas of the PLAAFP? Use this area to include any information that is needed to ensure a “full picture” of the student is provided.
Is there additional relevant information that could be added to provide a more complete picture of this student? Were there special factors that were considered as part of the IEP development that haven’t been addressed in the other areas of the PLAAFP? Use this area to include any information that is needed to ensure a “full picture” of the student is provided.
ADDITIONAL INFORMATION: [IS THERE ADDITIONAL RELEVANT INFORMATION THAT COULD BE ADDED TO PROVIDE A MORE COMPLETE PICTURE OF THIS STUDENT?]
Location of the PLAAFP
Location of the PLAAFP
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.
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