6 Major Steps in the Development of PLAAFP

Compile current and specific academic and functional performance data. Learn more...

Compile data

Examine strengths

Concentrate on specific knowledge and skills that are needed to learn and receive instruction. Learn more...

Identify concerns / needs

Focus on the skill sets the student requires to access and make progress in the general curriculum. Learn more...

Describe the impact of disability

Identify the disability and describe its impact on the student's involvement in the general curriculum. Learn more...

Reflect on guiding questions

Reflect on questions about the student and the instruction to help guide the writing of the PLAAFP. Learn more...

Write the PLAAFP summary

Write the PLAAFP summary during the IEP meeting with input from all IEP team members. Learn more...

01

03

05

06

04

02

Six major steps in the development of the PLAAFP

Step #1: Compile Data - Current and specific academic and functional performance data from multiple sources:Academic Achievement – a student’s performance in academic areas (e.g. reading, language arts, and math) or for preschool children, age appropriate developmental levels and early literacy and math skills Functional Performance – a student’s performance in other areas that impact their access, engagement, and independence and participation in a variety of environments (e.g., classroom, science lab, cafeteria, recess, work experience) such as:

• Communication skills
• Social interaction
• Self-management, self-regulation & behavior

Teams consider multiple sources of information, including:

• Standard assessment reports (e.g., Psychological and clinical tests, medical reports,

behavior rating scales)

• Evidence of performance on grade-level standards (e.g., published curriculum-

based measures, teacher data probes on academic skills, State and district assessments, work samples, rubric of performance toward a targeted skill)

• Focused observations (e.g., running records of student performance, error pattern

analysis, time sampling observations, frequency or duration of behavior, instruction fidelity checks)

• Personal input from the student, family, or service providers through interviews,

notes, descriptions, and participation in the IEP meeting.

• Goal Progress: Review progress toward last year’s IEP goals (or IFSP Outcomes, for

a student transitioning from Part C Services).

• Trends of Growth over Time: Consider comparable data over the course of multiple

years to document the student’s previous rate of growth. The goal of specially designed instruction is to accelerate the trajectory of student learning in order to narrow the gap between student performance and age-level expectations. Consider the student’s current performance in relation to grade-level academic content standards, noting which key skills the student has and has not mastered. For preschool students, determine whether pre-academic skills are age-appropriate, immediate foundational, or foundational.

Step #2: Examine Strengths - Based on the information gathered, document learner’s strengths that support:

• Acquisition of specific knowledge and skills that are necessary to make progress

in the general education curriculum in the grade-level in which the student is enrolled;

• Performance in functional areas, such as self-determination, social competence,

communication, behavior and personal management; and

• Ability to reach post-secondary outcomes.

Determine:

• Specific academic standards and skills in which the student performs well

including input from educator(s), student, and parents/caregivers.

• Specific functional skills and behaviors the student has mastered/learned

including input from educator(s), student, and parents/caregivers. Consider input from the family about the child/student’s use of functional skills in non-school settings.

• The student’s talents and interests that inform the design of instruction,

interventions, and supports.

Step #3: Identify Concerns/Needs Focus on the skills the learner requires in order to:

• Access and make progress in the general education curriculum in the grade-level in which the student is enrolled;
• Actively and independently engage in the school environment, such as self-determination, social competence, communication, behavior, and personal management; and
• Reach post-secondary outcomes.

Determine:

• Academic needs, describing specific skills that the student needs to develop in order to approach or achieve grade-level standards.
• Areas of needs in functional skills (organization, communication and social interaction) and behaviors as reflected in assessment data, observations, and input from all team members,
• Standards that need to be mastered in order to be able to participate and make progress in the general education curriculum and reach post-secondary outcomes.
• Skills necessary to make progress towards the identified standards.

Step #4: Describe Impact of the Disability on Involvement and Progress in the General Education Curriculum: Determine: How the disability impacts the student’s involvement in the general education curriculum and school environment and progress towards grade-level standards. Consider how he or she:

• Receives and processes information
• Learns new concepts and skills
• Demonstrates learning
• Maintains and generalizes learned skills
• Interacts with other people
• Independently navigates the school environment
• Manages his or her emotions and behavior
• Completes tasks and activities independently

In Narrative form, document:

• Clearly and specifically describe the ways in which the student’s disability affects his or her school performance and requires adaptation to the content, methodology, and/or delivery of instruction.
• Information that provides meaningful guidance to the members of the IEP team in planning and implementing specially designed instruction.

Step #5: Reflect upon these questions before writing a PLAAFP:

• What are the learner’s preferences, interests, and goals? What are the family’s priorities?
• What do the assessments and observations suggest about the student’s communication, processing of information, and other cognitive, sensory, physical, behavioral, social, and other factors that impact learning?
• For students age 14 and above, what are the student’s postsecondary outcomes?
• What grade level skills is the student unable to perform?
  • Why?
  • What specific aspect(s) of the standard or task is the student unable to successfully complete?
  • What prerequisite or component skill gaps are impacting mastery of these skills?
• What instructional practices and interventions have been successful in helping the learner make progress in the general education curriculum? Which have not?
• What accommodations and supplementary aids and services is the student currently using? What is the impact on the student’s performance?
• What specific types of tasks are especially difficult for the student?
• What skills/behaviors (academic or functional) is the learner able/unable to perform?
• What other needs, such as functional, organizational, and social skills impact the learner involvement and progress in the general education curriculum?
• What is the learner’s performance in functional areas, such as self-determination, social competence, communication, behavior, and social interaction?
• Is the student on track to achieve grade-level proficiency within the year?

Step #6: Document PLAAFP information in the IEP The PLAAFP section of the IEP is written:

• Incorporating pertinent input from all IEP team members.
• Utilizing all of the information and data gathered on academic and functional performances, strengths, needs/concerns, and impact.
• Incorporating information on the student’s rate of growth over time (when available).
• Addressing all areas of need/concern based upon multiple-confirming data points.
• Using clear, concise, specific, and family-friendly language.