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As an educator, writing a Present Levels of Academic Achievement and Functional Performance (PLAAFP) statement is a critical part of creating an Individualized Education Program (IEP) for students with disabilities. This statement describes a student's current performance levels and sets the foundation for the rest of the IEP's goals and objectives.
Understanding the Purpose of a PLAAFP
A PLAAFP statement serves as the starting point for creating an IEP. It describes what the student knows and can do at that moment in time. By understanding the student's current skillset, educators can determine the appropriate educational support and services the student will need to progress in their academic, functional, and developmental skills.
What is a PLAAFP?
A PLAAFP is a thorough evaluation of a student's academic and functional performance. It should be written in a clear, concise, and objective language that allows both parents and educators to understand the student's strengths, weaknesses, and areas of need. The goal of a PLAAFP is to provide a comprehensive picture of the student's current academic and functional levels so that educators can create an IEP tailored to their needs.
Importance of a PLAAFP in the IEP Process
Each student's IEP is designed to help them develop skills that enable them to reach academic progress and move towards achieving their goals as self-sufficient adults. A PLAAFP is a crucial part of the IEP that helps educators determine appropriate educational support services for students. If the PLAAFP is not accurate, comprehensive, or doesn't give a clear picture of present levels of performance, the rest of the IEP goals and objectives may be unsuitable for the student or fail to help them achieve better outcomes.
Legal Requirements for a PLAAFP
Legal requirements may vary from state to state, but under the Individuals with Disabilities Education Act (IDEA), a PLAAFP must describe the “child's present levels of academic achievement and functional performance, including how the disability affects involvement and progress in the general education curriculum." The statement must be based on both objective and subjective information gathered from various sources, including assessments, observations, and the student's performance on standardized tests.
Gathering Information for the PLAAFP
Creating a clear and accurate PLAAFP statement requires collaboration from several stakeholders, including teachers, parents, and service providers. Educators can gather data from various sources, including reviewing student records, conducting assessments and evaluations, and interviewing parents and students.
Reviewing Student Records
Student records are a valuable source of information when gathering data for a PLAAFP statement. Records may include student health records, Individual Family Service Plan (IFSP), or other relevant records that could help build a comprehensive picture of the student's academic and functional performance. Educators should review these records before meeting with other stakeholders to gather more information.
Conducting Assessments and Evaluations
Educators should conduct assessments and evaluations to provide objective data that will help in creating a comprehensive PLAAFP. Tests and evaluations may include intellectual, academic, behavioral, and adaptive assessments, as well as other relevant evaluations.
Collaborating with Teachers and Support Staff
Classroom teachers and support staff, such as speech therapists, social workers, and school psychologists, can provide valuable insight into a student's academic and functional performance. Educators should work upon first communicating with these individuals to gather important information about the student's performance and understand how they have been helping the student overcome any challenges they may face.
Interviewing Parents and Students
Parents and students also play an essential role in creating a comprehensive PLAAFP statement. Educators should interview both parents and the student to gather critical non-academic information about the student's background, interests, and extracurricular activities that could impact the student's academic and functional performance. However, the student should still remain the main focus of these meetings.
Writing the PLAAFP Statement
After gathering all the information, it's time to compile it into a PLAAFP statement. This process requires the application of several objective, clear, concise, and non-biased details to the document. These details are designed to describe his/her current performance level based on gathered data.
Describing the Student's Present Levels of Performance
The first step in writing a PLAAFP is to describe the student's present levels of performance accurately. This section should address any skills or abilities that the student currently possesses and areas where the student may need additional support or may face challenges and limitations. The present level of performance is a baseline for setting appropriate and measurable goals and objectives.
Identifying Strengths and Needs
After describing the present levels of performance, it's critical to identify the student's strengths, needs, and the issues that could affect their academic and functional performance. These details help educators understand the appropriate support services and educational activities the student needs to improve their overall performance.
Addressing Academic, Functional, and Developmental Skills
A PLAAFP should address academic, functional, and developmental skills. Functional and adaptive skills include communication, social skills, self-care, and physical abilities. A PLAAFP statement should highlight the student's strengths, limitations, and areas requiring assistance. The educator should also assess if the student is working at grade level and identify any areas where they may need improvement.
Incorporating Parent and Student Input
If the student is old enough or willing to participate, their input is crucial when crafting a PLAAFP statement. The educator should take their opinion into account and strive to incorporate their perspective into the statement. Parental input is also essential in the drafting of the PLAAFP statement, as it ensures that the statement inculcates the right information about the student and their background and that educators create the right support services to help them overcome any challenges they may face.
Setting Measurable Goals and Objectives
After gathering all the information necessary and drafting a comprehensive PLAAFP statement, the next step is to set measurable goals and objectives that will help the student achieve the desired academic, functional, or developmental goals. Goals and objectives should be specific, measurable, attainable, relevant, and time-bound.
Aligning Goals with the PLAAFP Statement
The goals and objectives should align with the PLAAFP statement. The objectives should support the baseline set previously and help the student increase their skills and move towards attaining academic success.
Writing SMART Goals
Goals must be SMART (specific, measurable, attainable, relevant, and time-bound.) This means that they must clarify the outcome of educational services and the benchmarks by which their accomplishments will be measure. If the goals are not specific, measurable, and time-bound, it becomes impossible to track student progress and create the right support services when needed.
Determining Appropriate Accommodations and Modifications
Lastly, educators need to determine the appropriate educational service and support for the student. These include providing reasonable accommodations, modifications, or supplementary aids and services that will enable the student to progress towards their goals and create a safe learning environment.
