PLAAFP Statements Review

PLAAFP statements

Review the key components of PLAAFP statements

PLAAFPS

Summarize all aspects of a child’s present levels of performance and provide the foundation upon which all other decisions in the IEP will be made.

A quality PLAAFP statement should be a description of “what”, “how”, and “how much” the student is learning in a specific area

Multiple Choice

Through the PLAAFP, IEP Teams are able to...

• Identify and prioritize specific needs

• Analyze postsecondary goals

• Assess the student's progress

• Determine Eligibility for services

It is through the PLAAFPs that you will

• Identify and prioritize the specific academic and functional needs of the child

• Establish baseline level performance

• Develop annual goals

• Determine appropriate placement

Multiple Choice

What a high quality PLAAFP statement includes

• Only information on academic skills

• The Student's developmental history

• Information on academic and functional needs

• Information on the alternative assessments the student should take.

Unleashing the Power of PLAAFPS

PLAAFPs (Present Levels of Academic Achievement & Functional Performance) are a crucial component of the IEP process. They provide a comprehensive overview of a student's current abilities, strengths, and areas of need. PLAAFPs should include academic and functional strengths, needs, and current performance.

A quality PLAAFP statement should be a description of “what”, “how”, and “how much” the student is learning in a specific area

Multiple Choice

What is the purpose of including baseline data in PLAAFPs?

• To provide a comprehensive overview of a student's current abilities

• To set measurable goals

• To consider the impact of exceptionality on academic success

• To compare current performance to past performance

Baseline Data

Baseline data provides a starting point for IEP teams to create measurable goals for students. Baseline data needs to be useful therefore it should describe specifically, factually and operationally what a student can do.

Examples of baseline data would include: words read correctly, percent of problems solved correctly, number of times behavior occurs, and mean length of utterances.

Baseline data is essential for effective goal-setting and tracking progress.

Baseline data should be :

• Specific– must be clear about what is being measured.

• Observable- Must be something you can see or hear

  • You can not see someone comprehend something , but you can see them answer comprehension questions

• Objective and Clear – you and a colleague should both be able to score/rate/measure it and come up with the same information.

Baseline data should be :

• Measurable – something that can actually be observed and counted. Should be able to show small increments of growth, not broad concepts.

  • Standard scores

• Able to be measured frequently – you need to be able to collect the information in the same way at least as often as you send out progress reports and able to show progress over those short periods of time.

Categorize

Options (10)

Speaks in one-or-two sentences

Does not speak much

Reads third-grade materials at 70 words per minute

Does not read on grade level

strong set of sight words committed to memory

struggles identifying fundamental phonetic units

recognizes 205 or 220 Dolch sight wor

Needs reminders 3-5 times a class to get back on task

frequently off task

scored at the 2ndgrade on grade level word recognition

Sort the different types of baseline data as usable or not usable

Usable

Not usable

Impact of Disability

Information stating how disability affects classroom performance, involvement, and progress in the general education curriculum.

This statement is unique for each student and is NOT a statement telling what disability category the student qualifies for.

You are basically describing specific characteristics of what the disability "Looks like" for the student

Impact of Disability

• Some specific characteristics include:

  • short-term memory problems

  • poor organization skills

  • auditory processing problems

  • visual processing problems

  • fine and gross motor deficits

  • slow rate of information processing

  • difficulty generalizing

PLAAFP Common Errors

Writing a statement with vague descriptions of achievement or performance

• “Sophia is earning a C– in math.”

• “Emma’s reading standard score is 84.”

• “Mason can’t control his behaviors in public.”

Failing to address academic AND functional strengths and needs.