January 3rd - Teacher data input forms write the PLAAFP

What is PLAAFP?

• Stands for Present Levels of Academic Achievement & Functional Performance and summarizes each teachers role in a district.

• Stands for Present Levels of Academic Achievement & Functional Performance and is an alternative plan for students.

• Stands for Present Levels of Academic Achievement & Functional Performance and summarizes all aspects of a child’s present levels of performance and provides the foundation upon which all other decisions in the IEP will be made.

• Stands for Present Levels of Academic Achievement & Functional Performance and is a post secondary goal.

All are elements of the Present Levels of Academic Achievement and Functional Performance EXCEPT?

• Connection to Goals and/or Services

• Effect on Progress in General Education

• Siblings Needs

• Students Needs

• Baseline Information

To determine whether a student qualifies for special education services, an ARD committee has to ask these two questions: does the student meet the criteria for at least one of the thirteen eligibilities? And as a result of the disability, does the student have a need for special education services?

Which question does the Present Levels of Academic Achievement and Functional Performance answer?

• does the student meet the criteria for at least one of the thirteen eligibilities?

• And as a result of the disability, does the student have a need for special education services?

The PLAAFP (Present Levels of Academic Achievement and Functional Performance) is the foundation to build the IEP and should include:

• clear objective data

• description of students strengths, need(s), and skill gaps

• explanation of how gaps affect student learning and participation

• explanation of how student's disability impacts progress in the general education curriculum

• information the ARD committee uses to determine what the student can achieve in one year

These phrases have been pulled from the present levels of academic achievement and functional performance of several IEPs. They came straight from teacher data input forms. Are they vague or specific?

• These phrases are specific and should be utilized in an IEP. Case manager has the clarification of present levels needed to draft a compliant and effective IEP.

• These phrases are vague and should not be utilized in an IEP. Case manager needs to reach out and receive more clarification on present levels.

These phrases have been pulled from the present levels of academic achievement and functional performance of several IEPs. They came straight from teacher data input forms. Are they vague or specific?

• These phrases are specific and should be utilized in an IEP. Case manager has the clarification of present levels needed to draft a compliant and effective IEP.

• These phrases are vague and should not be utilized in an IEP. Case manager needs to reach out and receive more clarification on present levels.

What is the role of the PLAAFP in developing measurable annual goals?

• The decision of what goals to include in an IEP should be made only AFTER examining the student's PLAAFP. The ARD committee utilizes the PLAAFP to identify areas of critical need that are keeping the student from accessing and/or progressing in the general education curriculum.

• This is not the answer you are looking for.

How many days can transpire before a teacher data input form is required to be filled out?

• No more than one school day

• No more then two school days

• No more than three school days

• No more than four school days

What are the two types of goals that can be written based on the input of a student's present levels?

• Academic goals based on TEKS

• Happy goals based on idealism

• Functional goals NOT based on TEKS

What goal area do the following present level categories address?

• Academic

• Functional