special education services; or. ⢠the same for every student. The PLAAFP does have to⦠⢠include data regarding a student's current functioning/...
Step 1: Consider the grade-level content standards for the grade in which the student is enrolled or would be enrolled based on age. Step 2: Examine classroom and student data to determine where the student is functioning in relation to the grade-level standards.
Step 3: Develop the present level of academic achievement and functional performance.
34 CFR §300.320 (a)(1) [The IEP must include a] statement of the child’s present levels of academic achievement and functional performance including – 1) How the child’s disability affects the child’s involvement and progress in the general curriculum (i.e., the same curriculum as for nondisabled children); or 2) For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities.
Step 4: Develop measurable annual goals aligned with grade-level academic content standards. Step 5: Assess and report the student’s progress throughout the year. Step 6: Identify specially designed instruction including accommodations and/or modifications needed to access and progress in the general education curriculum. Step 7: Determine the most appropriate assessment option.
The PLAAFP is…
The PLAAFP is not…
information on where the student is currently functioning/performing; based on multiple sources of current data that are relevant to the areas being addressed; information regarding how the child’s disability impacts his/her progress; individualized based on a student’s current levels and how his/her disability is impacting his/her involvement/progress.
a restatement of grades, FIE information, CSR information, etc.; simply a grade level equivalent; inclusive of every piece of data that exists on the student; a restatement of why/how the child qualifies for special education services; or the same for every student.
The PLAAFP does have to…
The PLAAFP does not have to…
include data regarding a student’s current functioning/performance levels and critical areas of need; and include information on how the student’s disability affects his/her access to/progress in the general curriculum.
include a detailing/listing of data sources used in development; include the terminology “critical needs”; detail or explicitly break out information on every content/subject/functional area; look the same (cover the same areas) for every student; be written using a specific format; or be in a specific “place” on the ARD/IEP document.
