Now that you have all the assessments in all areas of suspected disability, and agree with what they conclude and recommend, it is time to develop the individual education plan.
Establish A Clearly Written Statement of Present Levels Of Academic Achievement And Functional Performance
The assessments are now used, along with parent and team member input, to write a clear and concise statement of present levels of academic achievement and functional performance (PLAAFP). The information used to write the PLAAFP comes from the assessments, as well as team and parental input.
Tip: The PLAAFP is the foundation of the IEP. Take time to develop it during the meeting. Do not let anyone rush you through this process.
What Should Be In The PLAAFP Statement?
Simply put, the PLAAFP statement gives the reader a clear snapshot of what the child can (strengths) and cannot (weaknesses) do. (A peek ahead – what your child cannot do drives the goals! Don’t be afraid of the can’ts.)
It should describe:
- The results of the most recent evaluations;
- Academic achievement – the child’s performance in reading/language arts, math, science, and history) and;
- Functional performance – dressing, eating, going to the bathroom; social skills such as making friends and communicating with others; behavior skills, such as knowing how to behave across a range of settings; and mobility skills, such as walking, getting around, going up and down stairs.
- The strengths of the child;
- How the child’s disability affects the child’s involvement and progress in the general education curriculum;
Federal law requires the PLAAFP to describe how the child’s disability affects the child’s involvement and progress the general education curriculum. (For preschool, this is how the disability affects the child’s participation in appropriate preschool activities such as identifying letters, colors, using scissors, following instructions, and playing games).
COMING SOON: Drafting goals, determining services, aids, accommodations, and placement.