By Denver Leigh
When we talk about IEPs (Individualized Education Plans), often the goals, objectives, accommodations and modifications get all the attention. True, those four components form critical parts of an IEP; however, in my experience as both a parent and special education professional, there is another IEP section that deserves just as much (if not more) focus: the Present Levels of Academic Achievement and Functional Performance (PLAAFPs). In the best IEPs, the PLAAFP provides a snapshot of a student’s day, gives voice to the student’s educators, documents the parents’ perspective about needs, highlights what is working, and documents what is still needed. This may sound like a lot, but a great PLAAFP can tie an IEP together and guide everyone involved in its implementation.
When I work with educators, I encourage them to move beyond old test scores and dropdown menu options. Instead, use the PLAAFP to articulate how a student responds to their education program. Include quantitative and qualitative information, such as the variety of data collected, how the data is interpreted and how it is used to develop the other sections of the IEP such as the goals, objectives, modifications and accommodations. In short, the PLAAFP should narrate the “why” and “how” that substantiates the “what” and “when” outlined in the other sections. Although a well-run IEP meeting is rich in discussion with parents about data interpretation and program details, the PLAAFP documents this information in a comprehensive manner.
While the Individuals with Disabilities Education Act (IDEA) and New Jersey state regulations both require PLAAFPs, the laws do not offer us a specific framework for how to write them. Section 300.320 of the IDEA regulations requires that an IEP must include: “A statement of the child’s present levels of academic achievement and functional performance, including… (H)ow the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children).” New Jersey’s regulations contain the same vague language (in N.J.A.C. 6A: 14-3.7(e)(1).)
Given the importance of the PLAAFPs, consider these guidelines when developing and/or reviewing the PLAAFPs in your next IEP:
- Refer to the specific accommodations and modifications listed in the student’s IEP when writing statements regarding their academic and behavioral performance. Describe how the accommodations and modifications are used and/or benefit the student’s needs. Explain why an accommodation is used and/or how it is implemented as part of the student’s instruction (to enable them to access the general curriculum).
- Use the most current progress monitoring data. Accompany all data (test scores, grades, etc.) with your professional observation and interpretation to help parents understand their child’s performance. Refer to specific goals and objectives outlined in the student’s IEP as a talk-point for each applicable academic area. Too often we offer stats and scores, but refrain from explaining how these numbers are interpreted or indicate how they are used to demonstrate progress (or lack thereof) and suggestions for future programming.
- Use specific language to provide an accurate description of the student’s behavior. What does “good effort” look like on assignments? How is “works well with others” demonstrated in the classroom? Explain why you feel he/she “demonstrates good sportsmanship.”
- Discuss how the student responds to the various components of their educational setting(s), program, and services. If the IEP has a BIP (Behavior Intervention Plan), discuss/describe how the plan is used in the classroom, as well as during non-structured periods, such as lunch. Explain how the student is/has responded to the implementation of the plan in various settings.
- Provide information about how a student is socially adapting and/or interacting with peers, as well as staff. Describe how they work one on one, in a group, and in non-structured settings. How do they respond to their peers? Explain their strengths, how those strengths can be used during instruction and clarify the “why” for all areas listed as in need of improvement.
*CLICK HERE for a printable version of these guidelines >>
About the author: Denver Leigh is the Director of Educational Services for Advo-Kids with Posternock Apell Law Firm in Moorestown, New Jersey. She has a combined experience of more than twenty years in the field of education, leadership, and advocacy. Denver spent the bulk of her career as a teacher of students with disabilities and is also an experienced Child Study Team case manager, certified Learning Disabilities Consultant, evaluator, and school administrator in New Jersey. Learn more >>
