What is Present Levels of Academic Achievement and Functional Performance?
The Present Levels of Academic Performance (PLAAFP) is a pivotal part of an Individualized Education Program (IEP), following the identification of the student's disability. This section illustrates how the child’s disability affects their daily academic performance and involvement in the general education curriculum.
Each IEP must include a statement of the child's present levels of academic achievement and functional performance, addressing how the child's disability impacts their involvement and progress in the general education curriculum (the same curriculum as for nondisabled children).
This statement is essential as it outlines the issues that interfere with the child's education, forming the basis for developing annual goals. Clearly written present levels ensure that everyone working with the child understands their current functioning, aiding in crafting an effective educational program.
A well-crafted PLAAFP sets a baseline for designing educational programming and measuring future progress. It should be comprehensive, reflecting the child's needs across both academic (e.g., reading, math, communication) and nonacademic (e.g., daily life activities, mobility) areas. This statement should include relevant background information about the child's areas of need, strengths, interests, and learning style.
Crafting a Good PLAAFP:
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Detailed Descriptions: A vivid description of the student’s current academic and functional performance is crucial. For instance, instead of stating, “The student struggles with following instructions,” specify, “The student often gets overstimulated when in large or loud settings. When student is overstimulated he struggles to regulate his emotions and experiences heightened distractions ”
2. Observable Behaviors: Include observable behaviors that reflect the student’s strengths and challenges. For
example, “During classroom independent work, student is able to focus and stay on task for up to 5 minutes.
However, after this time student becomes distracted by peers or random impulsive behaviors. Student excels in
hands-on activities and can stay engaged for up to 30 minutes.”
3. Measurable Data: Use specific, measurable data to provide a clear picture of the student’s performance. For
example, “The student can solve single-digit addition problems with 80% accuracy but has difficulty with subtraction,
achieving only 50% accuracy.”
4. Contextual Information: Include relevant background information, such as how the student’s disability affects their
learning. For instance, “Due to an auditory processing disorder, the student needs instructions to be repeated multiple
times and benefits from visual aids.”
5.*Strengths and Interests: Highlight the student’s strengths and interests, as these can be leveraged to support their
learning. For example, “The student has a strong interest in science and performs well in hands-on experiments,
demonstrating a keen understanding of scientific concepts.”
6. Parent and Teacher Input: Incorporate observations and insights from parents and teachers to provide a holistic view
of the student. For instance, “According to the parent, the student reads independently at home and enjoys discussing stories, indicating a potential for improved comprehension with appropriate support.”
Why It Matters for Parents:
Parents need to ensure that all relevant strengths and weaknesses they would like addressed in subsequent sections are included in the PLAAFP. If it is not in the present levels, it will not be in the IEP. This is the place to document all aspects of the child's performance that need attention, ensuring that the IEP team has a complete and accurate picture of the child's current abilities and areas needing support.