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). 

    Type of Accommodations/Modifications – Report the student’s performance with accommodation and/or modification. What is the student’s performance without them, does student performance improve with them?

    PLAAFP Summary Project Forum’s Seven Step Process

     IDEA Requirement 

    • 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. 
    • 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. 

     

    PLAAFP does not have to... 

    • 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. 

     

    Note: There is no specific “formula” or “format” for a PLAAFP. The PLAAFP must be tailored to the student. Two students with the same disability may have PLAAFPs that include very different information and/or cover different academic/functional areas, based on the impact the individual student’s disability has on his/her access/progress in the general curriculum. 

     

    The purpose of the PLAAFP is to detail a student’s current performance/functioning, including how the impact the student’s disability is having on his/her involvement/progress. The PLAAFP will be used to determine critical areas of need that will be developed into measurable annual goals in Step 4 of the IEP process. 

     

    The PLAAFP is... 

    • 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. 

     

    The PLAAFP is not... 

    • 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... 

    • 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. 

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