The details communicated in a Present Level of Academic Achievement and Functional Performance (PLAAFP) statement are part of an IEP and address the areas affected by the disability and the effect on academic progress. Because the PLAAFP provides a focus to the overall IEP, it is important to have a strong working knowledge about the information that is required to ensure the IEP is properly structured and best meets the needs of the student.
Review the “Sample PLAAFP” and “Present Level of Academic Achievement and Functional Performance (PLAAFP)” documents to become familiar with the content and structure of the PLAAFP. Review the “Charley” case study below to inform a PLAAFP that would guide the development of his IEP.
Case Study: Charley
Preschool, Age 4
Charley is an energetic 4-year-old preschool student with cerebral palsy. He is in his second year of preschool. His mother experienced a difficult pregnancy with him, and she had an emergency C-section due to the umbilical cord being wrapped around his neck. Charley was diagnosed with cerebral palsy at 18 months of age. He began receiving services in home at the age of 2.
Charley typically speaks in two-word sentences. He indicates his wants and needs by pointing. He gets frustrated when he is unable to communicate quickly. He prefers to do things independently. Charley was evaluated by a speech pathologist who determined he would benefit from a speech device. He began using the speech device, both at home and school, at the beginning of the school year. He is still learning to use it consistently. Charley tries to communicate without the speech device but will use it when asked. The parents are consistent with using the speech device at home.
Charley is in a wheelchair and has limited use of his arms. He can bunny hop on the floor. He needs some assistance with feeding and is still in diapers. He receives physical and occupational therapy twice a week. Charley demonstrates frustration when he is not able to be with the other students due to these activities.
Charley loves going to school. He interacts well with all of the students and teachers. He actively participates in all activities. He tends to shut down when the content of the lesson is too difficult for him. Charley can match objects to colors and can point to 17 of the letters of the alphabet and the numbers 1-10. He requires assistance with tasks such as cutting, gluing, etc. but he is able to use larger pencils and markers for some activities.
Charley’s parents are very involved in his school. His mother volunteers in the classroom once a week, and both parents have volunteered for field trips. They are Charley’s biggest cheerleaders! They help him when he needs it, but also push him to be as independent as he can. They have expressed concern about Charley’s future in school. They would like for him to be in a general education classroom when he begins kindergarten.
As Charley’s teacher, it is your responsibility to complete the subsections included in the PLAAFP section of an IEP. Using the “IEP Template,” provide the following information to complete “Section 3: Present Level of Academic Achievement and Functional Performance” for Charley’s IEP.
Cognitive (academic performance in content areas)
Physical (gross and fine motor, vision, and hearing)
Oral Language and Communication
Social and Emotional Behavior
Adaptive
Current Classroom-Based Data
Family Input on Student’s Current Performance
Summary of Work Habits