Present Levels of
Academic Achievement
and Functional
Performance
PLAAFP
What needs to be
included?
PLAAFP statements are required, at minimum, to
answer the following:
What are the students present levels as related to the
needs identified in the evaluation report or any
previous IEP?
How does the student’s disability affect the students
involvement and progress in the general education
curriculum?
Example: Standards Based
PLAAFP
While at _______Public Schools, Student has been observed showing inconsistent interest in math. Student currently has
mathematics as her first period class. This seems to be helpful on certain days as she is able to start fresh and is willing to try.
However, on other days Student seems to struggle greatly with any school expectations in the morning and therefore misses
her mathematics class. Staff continue to note that Student seems to be capable of the work when she is focused and able to
ignore distractions. However, when Student is off task or focused on something else, little to no math work is accomplished.
Student was asked to take a math placement test for her general math class, as well as, the MAP scores computerized
assessment for baseline data. On the math placement test given by Student’s math teacher, Student was able to place in Holt
math book 65. Saxon Math 65 is a late 5th grade/early 6th grade math text and begins with a review of fundamental math
concepts. At the beginning of Student's 8th grade year, Student was moved up to the Algebra I math book. When she is able to
focus on the mathematics in the room, Student works diligently on the introduction portion of the book and asks questions
when needed. According to the MAP scores computerized assessment Student placed at an early 5th grade level when she
arrived at Austin Public Schools in January 2010. Her strengths seem to be with Numbers and Operations, as well as, Data
Analysis and Probability. Student seems to struggle most with Algebra and Measurement, however, all of her scores are rather
low. When Student took the MAP scores Test again in September 2010 her results show that she continues to struggle with
mathematics. She is still placing at a Grade Level Equivalent of 5th grade and is noted as "Below Average". Her areas of concern
continue to be noted as measurement and Algebra.
Parents have concerns for student’s lack of ability with adding, subtracting, multiplying and dividing. Student’s mother is also
concerned that the student’s behavior is getting in the way of her learning math concepts.
In the past, Student has used touch math, multiplication charts and math manipulative to aid in her math ability. Student uses a
calculator to gain access to grade level standards.
According to Minnesota Mathematics Standards, in 8th grade a student should be able to determine the distance between two
points, collect, display and interpret information, determine reasonableness of an answer.
Points of Clarification
Functional Performance is referred to as routine activities
of everyday living.
PLAAFP must:
Include more than just test scores
Information on how the disability impacts progress and
participation in the general education curriculum
Either the PLAAFP or the Annual Goal must:
Have a measurable baseline/starting point
Do not use subjective terms
Must be specific
Sample of noncompliance
Martin has a full Scale IQ score or 86. He did not
meet expectations on his MCA Reading or Math
scores. Martin has many behavior incidents,
although the severity of the incidents has lessened.
Jamal is presently a 10th grade student. Last year his
grades were mostly A’s and B’s. He struggles with
Writing and Spelling.
Sample of Compliance
Jamal knows many mechanical rules. He correctly
capitalizes and uses appropriate ending punctuation
for all of his sentences. However, in a recent writing
sample, he was unable to spell sight words such as
“could” and “respect” as well as many of the shorter
words (fine letters or less). Due o his written
expression difficulties, he will need to continue work
on spelling.
Sample of Compliance
Martin’s intellectual abilities fall within the average to low
average range. His memorization and processing speed
were relatively strong, compared to lower reasoning and
conceptual thinking skills. Classroom teachers noted that
Martin is turning in assignments on time, responds well to
redirection and is beginning to positively interact with
peers. Martin has had seven behavioral incidents this
school year compared to sixteen during the last school
year. Five of these incidents were due to peer conflict and
three of those led to disruptive behavior and his removal
from the classroom. Although the severity of behavioral
incidents has decreased, negative peer interactions are
keeping Martin out of class, preventing him from focusing
on class and thus result in him falling behind in academics.
End of Course
assessment