Present Levels of Academic Achievement and Functional Performance (PLAAFP)

What's Required

Development of IEP

(1) General. In developing each child's IEP, the IEP Team must consider--

(i) The strengths of the child;

(ii) The concerns of the parents for enhancing the education of their child;

(iii) The results of the initial or most recent evaluation of the child; and

(iv) The academic, developmental, and functional needs of the child.

(2) Consideration of special factors. The IEP Team must--

(i) In the case of a child whose behavior impedes the child's learning or that of others, consider the use of positive behavioral interventions and supports, and other strategies, to address that behavior;

(ii) In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child's IEP;

(iii) In the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP Team determines, after an evaluation of the child's reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child's future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child;

(iv) Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child's language and communication needs, opportunities for direct communications with peers and professional personnel in the child's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child's language and communication mode; and

(v) Consider whether the child needs assistive technology devices and services. ( 34 C.F.R. §300.324)


What We Do



PLAAFP statements are developed to present a clear picture of the student’s abilities. A student's PLAAFP statement leads to the development of Goals and objectives. In addition, the PLAAFP statement helps the ARD Committee to determine the most appropriate accommodations, modifications (if appropriate), and supplemental aids to provide the student with access to the general curriculum.

The following items must be considered and included in a child’s PLAAFP statement:
  • The Strengths of the Child 
  • Concerns of the parents for enhancing the education of their child 
  • Results of the initial or most recent evaluation of the child 
  • Current academic, developmental and functional needs of the child (strengths in all areas and weaknesses in areas identified).




All PLAAFP statements will be written using the Spring ISD approved ELEPHANT model:
    1. Eligibility/FIE/Cognitive – PLAAFP and FIE should be consistent with the same disability condition. List how disability impacts access and progress in the gen ed curriculum (data sources: Teachers, parents, current/past evaluations, Diagnostician/LSSP, outside reports, etc.).  Note: it is important that the information gathered here reflects current data and is not solely copied from the FIE. 
    2. Language/Communication – Summarize last year’s IEP progress (as appropriate) and how it was noted (informal, criterion-referenced, curriculum-based, and/or norm referenced).  Consult with various staff/service providers for data: teachers, Speech Pathologist, parents, current/past evaluations (FIE Part II), outside reports, assistive technology information, etc. 
    3. Emotional/Behavioral/Social – Summarize last year’s IEP progress (as appropriate) and how it was noted (informal, criterion-referenced, curriculum-based, and/or norm referenced).  Consult with various staff/service providers for data: teachers, counselor, school administration, LSSP, behavior specialist, parent, medical reports, current/past evaluations. 
    4. Physical/Orthopedic/Motor/Sensory – Teachers, nurse, PT, OT, O&M, PE, APE, parents outside reports, other service providers, current/past evaluations. 
    5. Academic/Functional/Vocational – Summarize last year’s IEP progress (if appropriate) and how it was noted (informal, criterion-referenced, curriculum-based, and/or norm referenced). Report scores obtained on benchmark tests, grades, etc as compared to same aged peers. Data sources: teachers, conduct, class work, tutoring, homework, tests, benchmarks, grades, state and district assessments, RTI Data, etc. Vocational-work habits, school attendance, attention to task, completion of tasks, punctuality, parents, current/past evals, work history, organizational skills, dependent/independent work style, and student preferences. 
    6. Needs of a critical nature – Include measurable/observable baseline data to identify student needs. This must be identified in order to track progress. Any “critical needs” identified should have an accompanying Goal or Objective. Listing the tool of measurement assists in the development of annual goals. Be careful not to list ALL of the child’s weaknesses as “critical” as it may not be possible to address or master all weaknesses within an IEP school year. The identified weaknesses that will be addressed for the upcoming school year. The student’s IEP should correspond to the areas of critical need. 
    7. Type of Accommodations/Modifications – Report the student’s performance with an accommodation and/or modification. What is the student’s performance without them, does student performance improve with them?




Forms