Present Levels of Academic Achievement and Functional Performance (PLAAFP)

What should a PLAAFP include?

A PLAAFP is the foundation to build the IEP and should include:

• Clear, objective baseline data
• Description of student’s strengths, need(s), and skill gaps
• Explanation of how gaps affect student learning and participation
• Explanation of how the student’s disability impacts his or her progress in the general curriculum
• Information the ARD committee uses to determine what student can achieve in one year

What areas of development are included in a PLAAFP?

The ARD committee MUST CONSIDER multiple factors, including the student’s strengths and academic and nonacademic needs in the development of the IEP. Therefore, the PLAAFP must establish an overall baseline of the student’s strengths and needs across academic and functional areas so that the ARD committee can effectively develop the annual and, if necessary, short-term goals in the IEP.

Academic Achievement:

• Reading, spelling, and writing
• Math calculation and math problem solving
• Listening comprehension
• Vocabulary development
• Science
• Social Studies

Functional Performance:

• Daily living or self-help skills - dressing, eating, using the restroom
• Social skills - turn-taking, participation, play
• Behavior - attention, focus, inhibition, self-control, executive function
• Sensory skills - hearing, seeing
• Communication skills - talking, listening, participating in conversation • Mobility - getting around school and the community • Linguist Proficiency if appropriate

What data should be used to develop a PLAAFP?

To accurately describe the student’s academic and functional strengths and needs, meaningful data should be collected, reviewed, and described such as: 

• Work samples
• Behavioral data
• Parent information and observations
• Teacher input and observations
• Curriculum-Based Assessments (e.g., oral reading fluency, math calculation probes)
• Student inventories
• Results of age-appropriate transition assessments, including selfdetermination skills
• Anecdotal records
• IEP progress report data
• Classroom observation data
• Intervention progress data
• Statewide assessments
• Benchmark and local assessments
• Classroom tests and quizzes
• Full and Individual Initial Evaluation (FIIE) or reevaluation
• Medical records
• Outside evaluation(s)
• Discipline records
• Attendance records
• Linguistic progress, if appropriat

PLAAFP statements

Below, review an example of a noncompliant PLAAFP statement and a compliant PLAAFP statement. The noncompliant example utilizes acronyms to describe assessments and does not describe specific language difficulties. Members of the ARD committee and others implementing the IEP may not be able to interpret these acronyms or gain an understanding of the student’s challenges. Additionally, although the PLAAFP notes that the child’s language skills are below average, it does not specify in what area(s) she needs additional supports. In the compliant example, the PLAAFP statement provides information on how the disability affects language.

Noncompliant: 

Alicia’s language and conversation skills are well below age expectations based on scores on the EOWPVT- R and ROWPVT-R given as part of her evaluation. 

Compliant: 

Alicia needs to continue developing in the area of language and communication, specifically with conversation skills. Based on information provided by Alicia’s pre-school education teacher, speech therapist, her mom, and data from the August 30, 2018, evaluation, Alicia inconsistently (less than 50% of observations) takes one turn in a conversation (e.g., responds to greetings, answers simple questions) when provided a visual prompt. She consistently (over 80% of observations) provides an appropriate response to a conversational cue when given a verbal model of “say______“. She has been observed responding independently to conversation cues on only 2-3 occasions over the past year based on parent and teacher report. Her inability to respond independently hinders her academic and functional progress by decreasing her ability to interact with her teachers and peers. Alicia needs to improve her conversation skills to access the curriculum and engage meaningfully with her teachers and peers.

What is the role of the PLAAFP in developing measurable annual goals?

The decision of what goals to include in a student’s IEP should be made only after examining the
student’s PLAAFP. The ARD committee will utilize the student’s PLAAFP to identify areas of critical need
that are keeping the student from accessing and/or progressing in the general curriculum. The goal
should be something the student can reasonably be expected to attain within one year.

Where can I learn more about how to develop a meaningful PLAAFP?

TEA has developed several trainings and resources, such as quality rubrics, to support educators with
PLAAFP development. Learn more by exploring these resources:

• Standards-Based IEP Process Training:
  All ESCs offer Standards-Based IEP Training in their regions. The training
  focuses on developing the PLAAFP, drafting annual goals, and collecting
  data for reporting progress. Follow up support is available to ensure
  fidelity of implementation of skills learned during the training.
• Question and Answer Document: IEP Measurable Annual Goals:
  This document provides answers to common questions and guidance
  to LEAs regarding writing annual IEP goals, including specific questions
  about PLAAFPs.
• A Step Toward IEP Quality and Rigor:
  This free six credit asynchronous course is designed to support
  educators in developing high quality IEPs for students with significant
  cognitive disabilities. However, the training can assist any special
  educator needing to learn more about developing quality IEPs. Follow up
  support is available to ensure fidelity of implementation of skills learned
  during the training.

Resources:

• PLAAFP Resources
• USDE Dear Colleague Letter IEP Alignment with State Standards
• The Progress Center IEP Tip Sheet: PLAAFPs
• IRIS Center – High-Quality PLAFFP Statements
• The Progress Center IEP Tip Sheet: PLAAFPs
• Self-Determination TEKS Alignment