Activity 3.9
PLAAFP Reminders
Disclaimer: For purposes of this activity, we have limited the scope of Present Levels of
Academic Achievement and Functional Performance (PLAAFP) development. Local School
Systems may create an expanded table that reflects their values, priorities, and/or needs.
Note: The focus of this module is intentionally scaled to address a narrow component of the IEP
development process – creating Present Levels of Academic Achievement and Functional
Performance. When developing an actual IEP, please remember that it is important to consider
all areas (present levels, measurable annual goals, summary of services, etc.) in the context of
the entire IEP and the student’s individual needs, rather than considering each component in
isolation.
PLAAFP “Reminders”
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Current Assessment
and Performance Data
for Reading and
Mathematics

Student Strengths


Standards-Based
Performance and Needs
Impact of Disability on
Progress in General
Education Curriculum
Positively Stated
Functional Data (See Note)
Secondary Transition Data (See Note)
Data are current.
Multiple sources of data are identified and discussed, and may include
combinations of the following:
o Curriculum-based measures (CBMs)
o Standardized testing (if appropriate)
o State outcome assessment
o Universal screening/benchmark assessment
o Work samples
o Observational data
o Formative/summative assessment
Skills and knowledge documentation shows what the student has
attained relative to grade level standards.
Includes information about programs, interventions, and
accommodations/modifications that have been successful with the
student.
Documents academic skills/knowledge needed to close the gap between
the student’s present level of performance and the grade level
expectations.
 Identifies skills needed to access and make progress in general
education curriculum.
 Includes specific, direct, and clear--rather than general or vague—
statements. For example, instead of saying, “The student doesn’t
complete class work,” the statement may read, “The student turns in
60% of his math assignments and 35% of his reading assignments.”
 Describes how the student’s disability affects his or her participation in
general education curriculum.
 It is important to consider all aspects of the curriculum (i.e., content,
methods, materials, grade level expectations) as well as the supports
needed by the student for success (e.g., assistive technology,
personnel).
Statements are:
 Stated positively and focus on what a student can do, rather than what a
student cannot do.
 Curriculum-based.
 Specific, rather than vague, descriptions of need.