PLAAFP
Supplementary Aids / Services
To develop a PLAAFP
statement, you must determine:
--aids, services and other supports
that are provided in regular
education classes ….. to enable
children with disabilities to be
educated with non-disabled
children to the maximum extent
appropriate.
How the student’s ASD affects
access to, involvement /
participation in and/or success /
progress in general education
curriculum and environments
(considering social competency
and independent skills).
This identifies student NEEDS.
The following areas should be
considered:
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Ability to Participate in
Instruction
Socialization Skills / Competence
Communication
Independent Skills
Transition Issues
Ability to Manage Stress /
Anxiety
Behaviors
PLAAFP statements must include
assessment data compared to peers
in each areas coupled with
observational data and other
informal information. Data can be
derived from any / all of the
following:
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Of the need areas identified in the
PLAAFP, which ones can be
addressed through the use of
supplementary aids and services?
Universal supports for students
with ASD should always be
considered first:
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Visual Strategies
Functional Communication
System
Peer to Peer Support
Positive Behavioral Supports
Accommodations / Modifications
Adult Support
Goals & Objectives /
Benchmarks
Special Education Program and
Related Services
Need areas that cannot be met
through supplementary aids and
services and/or require specialized
instruction become the goal areas
for the IEP.
For every goal, there must be a
special education program /
service to address it.
Goals & Objectives / Benchmarks
must be measurable.
Measurable goals & objectives /
benchmarks must be designed to
meet the needs of the student that
result from the disability to enable
the child to be involved and make
progress in the general education
curriculum.
Goals & objectives / benchmarks
are NOT a restatement of the
general education curriculum nor a
list of everything the student is
expected to learn.
It’s often helpful to ask “What
skills does the student need in
order to access / master the
content rather than what
content the student needs to
learn.”
Services: SLP, SSW, OT/PT:
Determine amount of time needed
to assist the student in making
adequate progress on goals /
objectives. Consider push-in
services FIRST.
Placement / Program: The
question to ask to assure LRE
consideration in the planning for
placement is: “With
supplementary aids / services and
push in itinerant / related services,
can the student make adequate
progress on the goals and
objectives?”
If yes, no placement outside of
general education is needed.
If no, what amount of time would
the student need to be pulled from
the general education environment
to work specifically on the goal(s)
to assure adequate progress?
What placement is most conducive
to working on the goals /
objectives?
Standardized Measures
Rating Scales
State / Local Assessments
START IEP Development and Implementation Module edited 8-10-10
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Classroom Output
Grades / Progress Notes
GLCEs
IEP Process for Students with ASD
START IEP Development and Implementation Module edited 8-10-10