Creating Meaningful PLAAFP and Impact Statements

Creating Meaningful PLAAFP and Impact Statements

Reviewing components of PLAAFP Statements and writing effective Impact Statements.

Crafting Impactful Statements

• PLAAFP: Present Level of Academic Achievement and Functional Performance
• Impact Statements: Describe the impact of a student's disability on their educational performance
• Importance: Guides the development of Individualized Education Programs (IEPs)
• Tips: Be specific, use measurable language, focus on the student's needs and goals

Multiple Choice

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

• Identify and prioritize specific needs

• Analyze postsecondary goals

• Determine Eligibility for services

• To assess the student's academic achievement and functional performance

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

• Establish baseline level performance

• Develop annual goals

• Determine appropriate placement

It is through the PLAAFPs that you will:

Multiple Choice

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 on "what", "how", and "how much" the student is learning in a specific area.

Impact of Disability

Given specific characteristics or deficits, this section should explain what classroom activities are impacted.

Merely stating the student's eligibility category does not adequately describe the impact on involvement and progress in the general education curriculum. The impact statement should make it easy to develop goals and objectives.

Statements should reflect individual needs and not be applicable to a large group of students.
Wording should reflect what the child currently does and NOT what he will or may experience.
Do not include statements in this section regarding services.

Impact of Disability

Some specific characteristics include:

• short-term memory problems

• poor organizational skills

• auditory processing deficits

• visual processing deficits

• fine and gross motor deficits

• slow rate of information processing

• difficulty generalizing

Multiple Choice

​ Identify the following statements as COMPLIANT or NONCOMPLIANT​: ​ ​

Due to Michael’s deficits in decoding, he cannot

comprehend grade level materials when reading

independently.

• COMPLIANT

• NONCOMPLIANT

Multiple Choice

​ Identify the following statements as COMPLIANT or NONCOMPLIANT​: ​ ​

Seth’s learning disability hinders his ability to progress in the general education curriculum.

He needs resource help to progress academically.

• COMPLIANT

• NONCOMPLIANT

Multiple Choice

​ Identify the following statements as COMPLIANT or NONCOMPLIANT​: ​ ​

Prince may exhibit limitations in mobility which may impact

his ability to ambulate safely.

• COMPLIANT

• NONCOMPLIANT

Multiple Choice

​ Identify the following statements as COMPLIANT or NONCOMPLIANT​: ​ ​

Seth’s learning disability hinders his ability to progress in the general education curriculum.

He needs resource help to progress academically.

• COMPLIANT

• NONCOMPLIANT

Multiple Choice

​ Identify the following statements as COMPLIANT or NONCOMPLIANT​: ​ ​

Erin’s severely delayed communication and social skills contribute significantly to her academic

skill level and affect her participation in all environments.

• COMPLIANT

• NONCOMPLIANT

Multiple Choice

​ Identify the following statements as COMPLIANT or NONCOMPLIANT​: ​ ​

Sarah’s fluency disorder may hinder her desire to

communicate in the classroom.

• COMPLIANT

• NONCOMPLIANT

Multiple Choice

​ Identify the following statements as COMPLIANT or NONCOMPLIANT​: ​ ​

Maria frequently cries, yells, and refuses to work when she doesn’t understand a new concept or assignment.

Once upset, she requires time away from instruction to calm down, resulting in many interruptions to her learning. When new lessons or assignments are being presented, Maria needs extra time with a teacher to ensure she understands the material before working

independently.

• COMPLIANT

• NONCOMPLIANT

​The latest version of the IEP in Campus includes additional questions after the Impact of the Disability statement related to:
Communication/Speech Language, Vision, Hearing, Health/Medical,

Sensory/Motor, Daily/Living Skills, Emotional/Social/Behavior and Physical (fine/gross) Motor.

These questions are meant to further identify student needs. Each question should be answered as YES or NO.

If answered as YES, then an additional explanation must be provided to describe the student’s specific

needs in this area.

Poll

Indicate below how confident you are in writing meaningful and compliant Impact Statements which effectively state how a student's disability affects classroom performance, involvement, and progress in the general education curriculum