EXCEPTIONAL CHILDREN DIVISION
Individualized Education Program
Module 10
Present Levels of Academic
Achievement and Functional
Performance
Module Objectives
• Demonstrate knowledge of state/federal
requirements regarding the development of the
Present Level of Performance.
• Identify components of the Present Level of
Academic Achievement and Functional Performance.
• Provide examples for the Present Level of
Performance that address academic and functional
skills.
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Policy and Resource References
• North Carolina Policies Governing Services for
Children with Disabilities (November 1, 2007)
•http://www.ncpublicschools.org/ec/
• Department of Education Federal Register (August
14, 2006)
•http://idea.ed.gov
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Individualized Education Program
(a) General. As used in this part, the term
individualized education program or IEP means
a written statement for each child with a
disability that is developed, reviewed, and
revised in a meeting and that must include—
NC 1503-4.1
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Present Level of Academic Achievement
and Functional Performance (PLAAFP)
(1) A statement of the child’s present levels of
academic achievement and functional
performance, including—
(i) How the child’s disability affects the child’s
involvement and progress in the general
education curriculum; or
(ii) For preschool children, as appropriate, how
the disability affects the child’s participation
in appropriate activities;…
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Academic Achievement
• Academic achievement generally refers to a
child’s performance in academic areas (e.g.
reading, language arts, and math); or
• For preschool children, age appropriate
developmental levels.
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Functional Performance
• Functional performance generally refers to skills or
activities that may not be considered academic or
related to a child’s academic achievement.
• Functional is often used in the context of routine
activities of everyday living and are varied depending
on the individual needs of the child.
• Functional performance can impact educational
achievement.
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Present Levels of Performance
Functional performance must be
addressed for all students within the
present levels of performance, and in the
annual goals as appropriate.
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The PLAAFP Must be…
•
Current
• Relevant
• Objective
• Measurable
• Understandable
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Major Components of PLAAFP
• Data-based student specific information related to
current academic achievement and functional
performance.
• Strengths of the student.
• Needs resulting from the disability.
• Effects of the disability on involvement and progress
in the general education curriculum.
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Data-Based Student Specific Information
Note:
A variety of sources must be documented.
•
•
Current and relevant formal evaluation data; and/or
Current and relevant informal data:
– Observations and supporting anecdotal records,
– Work samples,
– Progress toward last year’s goals,
– Concerns of parents,
– Student’s desired school/post-school outcome goals,
and
– Input from related services providers.
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Data-Based Student Specific Information
• Use objective measurable terms when writing the
PLAAFP.
• Data from the child’s evaluation is one source of such
information.
• Test scores that are pertinent to the child’s diagnosis
might be included, if appropriate.
• Scores should be self-explanatory. If not, an explanation
must be included.
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Data-Based Student Specific Information
• The PLAAFPs are comprehensive for each skill area
or domain (academic/functional).
• Test scores must be explained.
• The PLAAFPs should be jargon-free.
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Strengths of the Student
• Reflect specific skills or behaviors the student has
mastered.
• Reflect specific skills in which the student performs
well for the domain or area targeted.
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Needs Resulting from the Disability
Needs are determined by consideration of…
• The important skills and behaviors that are critical for
the student to learn in order to be able to participate
and make progress in the general curriculum.
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Needs Resulting from the Disability
Special factors:
• Needs are addressed through goals, supports
and services, and/or accommodations.
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Effects of the Disability
The PLAAFPs…
• Describe how the disability impacts the student’s
involvement in the general curriculum.
• Convey the unique challenges or barriers that exist
for the student as a result of the disability.
• Describe the current levels of independence and any
need for assistance.
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Present Levels of Academic
Achievement and Functional
Performance
Activity # 1
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PLAAFP: Activity #1
Isabel
Present Level of Academic Achievement and
Functional Performance
A review of informal checklist of social/emotional skills,
indicates that Isabel is very social and loves to tease her
friends in a playful way. When required to complete
difficult tasks, Isabel often avoids these tasks by talking
with her friends, and it often takes 5-10 verbal prompts to
get Isabel to begin the task. Once she begins, she
almost always completes the tasks. When she is tired
she exhibits extreme emotions: uncontrollable giggling,
sobbing, and occasional anger, approximately 5 times
per week (according to parental and teacher report).
This inhibits her progress in the general curriculum, as
she needs direct instruction of social skills.
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PLAAFP Component
PLAAFP Statement
1. Data-based student
specific information about
the student’s current
academic achievement and
functional performance
Informal checklist of
social/emotional skills,
parent and teacher report
2. Strengths of the student
Very social, loves to tease
kids in a playful way
3. Needs resulting from the
disability
Difficulty beginning tasks,
demonstrates extreme
emotions when tired
4. Effects of the disability on
involvement and progress in
the general education
curriculum
Inhibits progress in
general curriculum,
requires direct instruction
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SAMANTHA
Present Level of Academic Achievement
and Functional Performance
A review of speech/language anecdotal log of observations
indicates that Sam speaks using words and phrases. She
doesn’t use complete sentences or questions when
speaking. She initiates and responds to greetings
appropriately. She doesn’t verbally express herself to gain
others attention. Instead she grabs others and/or their
clothing (e.g. hats, jackets) to initiate conversation or join in
a group. These skill deficits affect her ability to
communicate within the general education setting and
develop appropriate social skills.
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PLAAFP Component
1. Data-based student specific
information about the student’s
current academic achievement
and functional performance
PLAAFP Statement
Anecdotal log of
observations
2. Strengths of the student
Speaks using words and
phrases, initiates and
responds to greetings
3. Needs resulting from the
disability
Uses sentences and phrases
when speaking to initiate
conversation
4. Effects of the disability on
involvement and progress in the
general education curriculum
Communication in the
general education setting
and social skill development
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Anthony
Present Level of Academic Achievement
and Functional Performance
A review of curriculum-based measures indicates that
Anthony, a fourth grade student, can read 80 words per
minute of connected text with 100% accuracy, which is
within the range of words per minute established for
typical peers in the second grade. Anthony demonstrates
a relative strength in determining the meaning of unknown
words by reading words in context and applying word
structures (prefix, base words, suffix). Anthony’s limited
attention span and distractibility can detract him from
completing assigned tasks, focusing on the details of
reading passages/assignments and remaining on task.
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PLAAFP Component
1. Data-based student specific
information about the student’s
current academic achievement
and functional performance
2. Strengths of the student
PLAAFP Statement
Curriculum-based measures
Determines the meaning of
unknown words by reading
words in context and applying
word structures
3. Needs resulting from the
disability
Reading fluently for
comprehension
4. Effects of the disability on
involvement and progress in the
general education curriculum
Limited attention span impacts
ability to focus on the details
of reading passages &
completing assignments
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Herbie
Present Level of Academic Achievement
and Functional Performance
Based upon informal classroom math assessment, Herbie
can count to 50, count objects to 50, recognize and write
numerals 0-9, and group objects in sets. He recognizes a
line, square, and circle, but not a rectangle or triangle. He
cannot add or subtract 2 digit by 1 digit problems without
regrouping. These skill deficits impact his ability to apply
his knowledge to the third grade curriculum.
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PLAAFP Component
1. Data-based student specific
information about the student’s
current academic achievement
and functional performance
2. Strengths of the student
3. Needs resulting from the
disability
4. Effects of the disability on
involvement and progress in the
general education curriculum
PLAAFP Statement
Informal classroom math
assessment
Counts to 50, recognizes and
writes numerals 0-9, groups
objects in sets, recognizes
basic shapes
Adds and subtracts 2 digit
numbers without regrouping,
Identifies rectangle and triangle
Affects his ability to apply
math knowledge to the 3rd
grade curriculum
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Jack
Present Level of Academic Achievement
and Functional Performance
Based on informal teacher assessment and review of
observations from anecdotal record, Jack can sort one
dollar bills, up to four dollars. Jack is unable to make coin
combinations to equal one dollar. This affects his ability to
calculate and problem solve in the general curriculum as
well as in daily life skill activities.
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PLAAFP Component
PLAAFP Statement
1. Data-based student specific
information about the student’s
current academic achievement
and functional performance
Informal teacher assessment,
review of observations from
anecdotal record
2. Strengths of the student
Sorts one dollar bills, up to
four dollars
3. Needs resulting from the
disability
4. Effects of the disability on
involvement and progress in the
general education curriculum
Combines coins to make one
dollar
Affects his ability to calculate
and problem solve in the
general curriculum as well as in
daily life skill activities.
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Amelia
Present Level of Academic Achievement
and Functional Performance
Amelia engages in leisure activities by herself for up to
30 minutes based on a daily log of observations. She
does not initiate play with her peers, and only plays
alongside others when they have toys that are
interesting to her. She often takes those toys rather
than ask for a turn (on average 4 times per day).
Amelia’s social skills interfere with her educational
performance and development of relationships to work
and play cooperatively with others.
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PLAAFP Component
PLAAFP Statement
1. Data-based student specific
information about the student’s
current academic achievement
and functional performance
Daily log of observations
2. Strengths of the student
Engages in leisure activities by
herself for up to 30 minutes
3. Needs resulting from the
disability
Initiates/joins in leisure
activities with other children
appropriately
4. Effects of the disability on
involvement and progress in the
general education curriculum
Social skills interfere with her
educational performance and
development of relationships
to work and play cooperatively
with others.
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Oliver
Present Level of Academic Achievement
and Functional Performance
According to a log of teacher observations/anecdotal
records, Oliver continues to struggle to create a product
about a personal event as it relates to text (Competency
8.1). He has improved his recall of personal events. He
has worked on creating text about his personal
experience by assembling photo journals of events he
has participated in. He currently is able to then add one
or two words to describe the remnant or photo.
Relating those events to a text is frustrating for Oliver in
the general curriculum because it is hard for him to
make comparisons.
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PLAAFP Component
1. Data-based student specific
information about the student’s
current academic achievement
and functional performance
2. Strengths of the student
PLAAFP Statement
Log of teacher observations
and anecdotal records
Recalls personal events
3. Needs resulting from the
disability
Creating text using
descriptive words
4. Effects of the disability on
involvement and progress in the
general education curriculum
Affects ability to make
comparisons creating
frustrations in the general
curriculum
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Present Level of Academic
Achievement and Functional
Performance
BOTTOM LINE………
The present level of performance is the
cornerstone of the IEP. It is the source that
drives other IEP components. It is the statement
that links all components of the IEP together.
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