The details communicated in a Present Level of Academic Achievement and Functional Performance (PLAAFP) statement are part of an IEP and address the areas affected by the disability and the effect on academic progress. Because the PLAAFP provides a focus to the overall IEP, it is important to have a strong working knowledge about the information that is required to ensure the IEP is properly structured and best meets the needs of the student.
Review the “Sample PLAAFP” and “Present Level of Academic Achievement and Functional Performance (PLAAFP)” documents to become familiar with the content and structure of the PLAAFP. Review the “Charley” case study below to inform a PLAAFP that would guide the development of his IEP.
Case Study: Charley
Preschool, Age 4
Charley is an energetic 4-year-old preschool student with cerebral palsy. He is in his second year of preschool. His mother experienced a difficult pregnancy with him, and she had an emergency C-section due to the umbilical cord being wrapped around his neck. Charley was diagnosed with cerebral palsy at 18 months of age. He began receiving services in home at the age of 2.
Charley typically speaks in two-word sentences. He indicates his wants and needs by pointing. He gets frustrated when he is unable to communicate quickly. He prefers to do things independently. Charley was evaluated by a speech pathologist who determined he would benefit from a speech device. He began using the speech device, both at home and school, at the beginning of the school year. He is still learning to use it consistently. Charley tries to communicate without the speech device but will use it when asked. The parents are consistent with using the speech device at home.
Charley is in a wheelchair and has limited use of his arms. He can bunny hop on the floor. He needs some assistance with feeding and is still in diapers. He receives physical and occupational therapy twice a week. Charley demonstrates frustration when he is not able to be with the other students due to these activities.
Charley loves going to school. He interacts well with all of the students and teachers. He actively participates in all activities. He tends to shut down when the content of the lesson is too difficult for him. Charley can match objects to colors and can point to 17 of the letters of the alphabet and the numbers 1-10. He requires assistance with tasks such as cutting, gluing, etc. but he is able to use larger pencils and markers for some activities.
Charley’s parents are very involved in his school. His mother volunteers in the classroom once a week, and both parents have volunteered for field trips. They are Charley’s biggest cheerleaders! They help him when he needs it, but also push him to be as independent as he can. They have expressed concern about Charley’s future in school. They would like for him to be in a general education classroom when he begins kindergarten.
As Charley’s teacher, it is your responsibility to complete the subsections included in the PLAAFP section of an IEP. Using the “IEP Template,” provide the following information to complete “Section 3: Present Level of Academic Achievement and Functional Performance” for Charley’s IEP.
- Cognitive (academic performance in content areas)
- Physical (gross and fine motor, vision, and hearing)
- Oral Language and Communication
- Social and Emotional Behavior
- Adaptive
- Current Classroom-Based Data
- Family Input on Student’s Current Performance
- Summary of Work Habits
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Present Level of Academic Achievement and Functional Performance (PLAAFP)
Special Education Department
Individualized Education Program (IEP)
Student Name: Lesley Jones Student Data/Cover Sheet (Form B) IEP Meeting Date: 02/10/21
Student ID: 22567876 DOB: 01/12/14
PRESENT LEVEL OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE (PLAAFP)
Section 1: Current IEP Information
Summarize special education services the student is receiving:
Lesley is in 2nd grade. She receives special education services for a learning disability in reading fluency and reading comprehension.
Section 2: Evaluation Information
Lesley was evaluated in 1st grade, and it was determined that she was showing signs of dyslexia.
Areas of Eligibility:
Special Education Primary Category: Specific Learning Disability
For students with SLD only, the following area(s) of eligibility was previously determined:
reading fluency and reading comprehension
State and District Assessment Scores:
Lesley is falling far below the standard in Reading. In Math and Writing, she is approaching standard on the AIMS Assessment.
Section 3: Present Level of Academic Achievement and Functional Performance
A. Cognitive (academic performance in content areas, e.g., ELA/reading/writing, math, science, social studies, technology and fine arts, as applicable)
Reading
Areas of Strength: Lesley is currently reading at a pre-k level. She can identify all of the letters and their sounds but struggles with putting sounds together to form words. She does enjoy reading books with more pictures.
Areas of Need: Lesley struggles with answering questions about a text she has read, but does better when there are pictures to choose from to answer the questions.
Writing
Areas of Strength: Lesley's handwriting is very legible, but she does not enjoy writing. Lesley can write a complete sentence independently. She can use appropriate punctuation in her writing. She is beginning to combine her thoughts to develop a full paragraph.
Areas of Need: Lesley is unable to write a well-structured paragraph aligned with a given writing prompt.
Math
Areas of Strength: Lesley does very well with basic math skills. She enjoys math and enjoys using manipulatives to complete her work. She can add and subtract double digits with regrouping. She draws pictures to solve word problems. She is beginning to work on basic multiplication and division.
Areas of Need: Lesley struggles with determining the needed computation steps to solve word problems independently.
B. Physical (gross motor, fine motor, vision, and hearing)
Area of Strength:
Areas of Need: Lesley currently has no needs in this area.
C. Oral Language and Communication
Areas of Strength: Lesley can communicate well verbally,
Areas of Need: Lesley struggles with oral presentations in front of a group.
D. Social and Emotional Behavior
Areas of Strength: Lesley follows direction well from teachers and adults.
Areas of Need: Lesley's only health concern is her asthma, which can, at times, limit her ability to participate in physical activity. She takes medication for both asthma and depression. The depression medication can sometimes make her feel drowsy.
At times, Lesley exhibits inappropriate behavior with friends and classmates. She can be easily distracted and then she becomes upset when she misses information, resulting in a conflict with either the teacher or a classmate.
Since the Behavior Intervention Plan (BIP) has been set up, her attendance to classes where conflict existed has increased. She does not have any tardies at this time. Her time outs are self- monitored. Behavior does significantly and adversely impact the progress in the general curriculum.
E. Adaptive
Areas of Strength: Not applicable at this time.
Areas of Need: Not applicable at this time.
Current Classroom-Based Data:
All of Lesley's teachers enjoy having her in class. She completes assignments in a timely manner and never overextends her allowed extra time.
Family Input on Student’s Current Performance:
· Lesley's parents are very satisfied with her current academic achievement. They are happy that she is getting good grades in all her subjects with little support.
· Lesley's parents are impressed with Lesley's Functional Achievement as it relates to behavior.
Summary of Work Habits:
· Lesley learns best in a classroom environment with activities that she can see and work on independently.
· Lesley can use a computer well.
· Test taking can require a little extra time for Lesley.
Summary of Educational Needs:
Based on the information from the current multidisciplinary evaluation, academic achievement, functional performance, and transition-based data (if applicable), the IEP team has determined that the student has educational needs in the following areas:
· Reading fluency and reading comprehension.
She will receive support in the resource classroom.
