Present Levels of Academic Achievement
and Functional Performance
Activities
Created and Provided by: TASN providers including team members from Special Education
Services, Kansas Inservice Training System (KITS), Project Success (Supporting Reading, Math
and LRE), TASN Autism and Tertiary Supports project, Families Together, and Kansas
Secondary Connections (KSSC)
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Activity: Evaluating PLAAFPs
DIRECTIONS: Read each PLAAFP statement and indicate on the line at the right what is missing using
the abbreviations below:
CP = Current Performance
IE = Description of Impact of Exceptionality
BL = Baseline Data
OK = Nothing Missing
PLAAFP Statement
1.
Communication David, a 6 year old in kindergarten, shows strength in his ability to
find pictures that match a word that is said to him (receptive vocabulary). However,
he has difficulty naming pictures, telling how pictures are alike and describing objects
(expressive vocabulary). David also has difficulty understanding basic concepts and
answering “wh” questions. The classroom teacher notes that David has difficulty
interacting with his peers and following directions in the classroom.
2.
Academics On the Woodcock-Johnson Tests of Achievement III, given last week,
Sally’s score on Basic Reading was at a standard score of 72.
3.
Academics Jeremy, a fourth grader, has always scored low in the area of reading. On
the second grade reading diagnostic test, he scored at an instructional level at the preprimer level.
4.
Behavior Ronnie does not complete or return his homework because he either forgets
to write down the assignment, take home necessary materials, or forgets to return or
loses completed work. As a result, Ronnie’s grade in his vocational class fell to a
failing level. Ronnie seems willing to complete homework assignments, but he lacks
the organizational skills to accurately complete these tasks on a consistent basis.
5.
Academics Darren scored two digits correct (DC) on a curriculum based
measurement (CBM) 2nd Grade mixed math probe given at the beginning of this 9
weeks. This is below the first percentile when compared to his second grade peers.
He requires more repetitions to learn & lacks the prerequisite skills to learn content
peers are learning.
6.
Motor Crystal has a lot of difficulty with fine motor skills, especially when doing
writing tasks in the classroom. She scored at the 5 th percentile on the Test of Visual
Motor Integration (VMI) two years ago during the initial evaluation.
7.
Academics Kevin performs very well on all tests. On the California Achievement
test, given this year to all 6th graders, he scored at the 98th or 99th percentile on
national norms on all subtests.
8.
Early Childhood On just completed testing, Sammy achieved an age equivalent score
of 35 months on the auditory comprehension portion of the Language and
Comprehension Preschool Scale. She scored 38 months on the expressive
communication portion of this test and overall scored in the moderately severe range
of communication.
What’s
Missing
2
Check In
1. The PLAAFP must be rewritten every year.
TRUE FALSE
2. The PLAAFP should describe how the student’s
disability/giftedness affects performance in the general education
curriculum/classroom.
TRUE FALSE
3. Classroom grades are a measure of how the student is progressing
in the general curriculum.
TRUE FALSE
4. Indicate whether each type of data can be used as a baseline measure:
(a) Curriculum Based Assessments/Measurements
(b) State Assessments
(c) Course Grades
(d) IQ Tests
(e) Nationally Norm-Referenced Tests of Achievement (e.g., Woodcock)
(f) Rubrics
(g) Time Sampling
(h) Reading Level (e.g., Frustration, Instructional, Mastery)
(i) Grade level of Reading (e.g., 4.5 grade level)
(j) Criterion Referenced Tests
(k) Mean Length of Utterances
(l) Work Sample Analysis/Error Analysis
YES
NO
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Present Levels of Academic Achievement and
Functional Performance
Resources
Created and Provided by: TASN providers including team members from Special Education
Services, Kansas Inservice Training System (KITS), Project Success (Supporting Reading, Math
and LRE), TASN Autism and Tertiary Supports project, Families Together, and Kansas
Secondary Connections (KSSC)
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Present Levels of Academic Achievement and
Functional Performance (PLAAFP) Development
The Purpose of the PLAAFP is to identify and prioritize the specific needs of a child and establish
baseline performance in the general education curriculum so that an individualized and meaningful plan
can be developed. Statements of PLAAFP include current information about the student’s academic
achievement and functional performance. The PLAAFPs provide a description of the degree of match
between the student’s current skill levels and the expectations of the student’s learning environment.
Component
Characteristics
Describe Current Performance: The description of
current performance should be in relationship to
where the student currently is and where the
student is headed (next setting, next transition,
post-school outcomes, etc.).
• This describes the unique needs of the child,
relevant performance and other non-curricular
issues that help clarify student needs.
• Includes information such as learning
strengths, absenteeism, standardized
assessments, etc.
• Includes information from a variety of sources
such as parent(s), general and special
education teachers of the child.
Describe Performance in General Education
Curriculum: This includes an explanation of how
the disability or giftedness affects the child’s
participation and progress in the general
curriculum.
• Statement of how the exceptionality affects
involvement and progress in the general
education curriculum.
• Includes information from a variety of sources
such as classroom quizzes, tests, state and
district assessments, the most recent
evaluation of the child and other assessments
that are linked directly to the curriculum.
• Describes the degree of match between the
student’s performance and the expectations of
the general curriculum standards.
Provide Baseline Data: The PLEP needs to contain
baseline data that is in specific, measurable and
objective terms for each identified need addressed
by a measurable annual goal.
 Provides the starting point for each goal
written in the IEP & is how progress is shown.
 Sets the measurement method that will be
used in each goal.
 Specific
 Objective
•
 Measurable
•
 Able to be collected frequently – must be able
to be collected as frequently as progress
reports are sent.
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