1. Present Levels of Academic Achievement and Functional Performance EXCEPTIONAL CHILDREN DIVISION Individualized Education Program Module Ten

2. Module Objectives Demonstrate knowledge of state/federal requirements regarding the development of the Present Level of Performance Identify components of the Present Level of Performance Provide examples for the Present Level of Performance that address academic and functional skills

3. Policy and Resource References North Carolina Policies Governing Services for Children with Disabilities (November 1, 2007) Department of Education Federal Register (August 14, 2006) http://IDEA.ed.gov

4. Individualized Education Program General. As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting and that must include— NC Policy 1503-4.1

5. Present Level of Academic Achievement and Functional Performance (PLAAFP) (1) A statement of the child’s present levels of academic achievement and functional performance, including— (i) How the child’s disability affects the child’s involvement and progress in the general education curriculum; or (ii) For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities;

6. Academic Achievement Academic achievement generally refers to a child’s performance in academic areas (e.g. reading, language arts, and math).

7. Functional Performance Functional performance generally refers to skills or activities that may not be considered academic or related to a child’s academic achievement. Functional is often used in the context of routine activities of everyday living and are varied depending on the individual needs of the child. Functional performance can impact academic achievement.

8. Present Levels of Performance Functional performance must be addressed for all students within the present level of performance, and in the annual goals as appropriate.

9. The PLAAFP Must be… Current Relevant Objective Measurable Understandable

10. Major Components of PLAAFP Data-based student specific information related to current academic achievement and functional performance Strengths of the student Needs resulting from the disability Effects of the disability on involvement and progress in the general education curriculum

11. Data-Based Student Specific Information Note: A variety of sources must be documented that may include: Current and relevant formal evaluation data Current and relevant informal data –Observations and supporting anecdotal records –Work samples –Progress toward last year’s goals –Concerns of parents –Student’s desired school/post-school outcome goals –Input from related service providers

12. Data-Based Student Specific Information The PLAAFP should be written in objective measurable terms. Data from the child’s evaluation would be one source of such information. Test scores that are pertinent to the child’s diagnosis might be included, if appropriate. Scores should be self-explanatory or an explanation must be included.

13. Data-Based Student Specific Information The PLAAFP should be comprehensive for each skill area or domain (academic/functional). Test scores must be explained. The PLAAFP should be jargon-free.

14. Strengths of the Student Reflects specific skills or behavior the student has mastered Reflect specific skills in which the student performs well for the domain or area targeted

15. Needs Resulting from the Disability Needs are determined by consideration of… The important skills and behaviors that are critical for the student to learn in order to be able to participate and make progress in the general curriculum.

16. Needs Resulting from the Disability Special factors: Needs are addressed through goals, supports and services, and/or accommodations.

17. Effects of the Disability The PLAAFP… Describes how the disability impacts the student’s involvement in the general curriculum. Conveys the unique challenges or barriers that exist for the student as a result of the disability. Describes the current level of independence, and need for assistance.

18. Present Levels of Academic Achievement and Functional Performance Activity # 1

19. PLAAFP: Activity #1 Present Level of Academic Achievement and Functional Performance Isabel A review of informal checklist of social/emotional skills, indicate that Isabel is very social and loves to tease her friends in a playful way. When required to complete difficult tasks, Isabel often avoids these tasks by talking with her friends, and it often takes 5-10 verbal prompts to get Isabel to begin the task. Once she begins, she almost always completes the tasks. When she is tired she exhibits extreme emotions: uncontrollable giggling, sobbing, and occasional anger, approximately 5 times per week (according to parental and teacher report). This inhibits her progress in the general curriculum, as she needs direct instruction of social skills.

20. PLAAFP ComponentPLAAFP Statement 1. Data-based student specific information about the student’s current academic achievement and functional performance Informal checklist of social/emotional skills, parent and teacher report 2. Strengths of the studentVery social, loves to tease kids in a playful way 3. Needs resulting from the disability Difficulty beginning tasks, demonstrates extreme emotions when tired 4. Effects of the disability on involvement and progress in the general education curriculum Inhibits progress in general curriculum, requires direct instruction

21. SAMANTHA Present Level of Academic Achievement and Functional Performance A review of speech/language anecdotal log of observations indicate that Sam speaks using words and phrases. She doesn’t use complete sentences or questions when speaking. She initiates and responds to greetings appropriately. She doesn’t verbally express herself to gain others attention. Instead she grabs others and/or their clothing (e.g. hats, jackets) to initiate conversation or join in a group. These skill deficits affect her ability to communicate within the general education setting and develop appropriate social skills.

22. PLAAFP ComponentPLAAFP Statement 1. Data-based student specific information about the student’s current academic achievement and functional performance Anecdotal log of observations 2. Strengths of the studentSpeaks using words and phrases, initiates and responds to greetings 3. Needs resulting from the disability Use sentences and phrases when speaking to initiate conversation 4. Effects of the disability on involvement and progress in the general education curriculum Communicating in the general education setting and social skill development

23. Anthony Present Level of Academic Achievement and Functional Performance A review of curriculum based measures indicate that Anthony, a fourth grade student, can read 80 words per minute of connected text with 100% accuracy, which is within the range of words per minute established for typical peers in the second grade. Anthony demonstrates a relative strength in determining the meaning of unknown words by reading words in context and applying word structures (prefix, base words, suffix). Anthony’s limited attention span and distractibility can detract him from completing assigned tasks, focusing on the details of reading passages/assignments and remaining on task.

24. PLAAFP ComponentPLAAFP Statement 1. Data-based student specific information about the student’s current academic achievement and functional performance Curriculum based measures 2. Strengths of the studentDetermines the meaning of unknown words by reading words in context and applying word structures 3. Needs resulting from the disability Reading fluently for comprehension 4. Effects of the disability on involvement and progress in the general education curriculum Limited attention span impact ability to focus on the details of reading passages/completing assignments

25. Herbie Present Level of Academic Achievement and Functional Performance Based upon informal classroom math assessment, Herbie can count to 50, count objects to 50, recognize and write numerals 0-9, and group objects in sets. He recognizes a line, square, and circle, but not a rectangle or triangle. He cannot add or subtract 2 digit by 1 digit problems without regrouping. These skill deficits impact his ability to apply his knowledge to the third grade curriculum.

26. PLAAFP ComponentPLAAFP Statement 1. Data-based student specific information about the student’s current academic achievement and functional performance Informal classroom math assessment 2. Strengths of the studentCount to 50, recognize and write numerals 0-9, group objects in sets, recognizes basic shapes 3. Needs resulting from the disability Add and subtract 2 digit numbers without regrouping 4. Effects of the disability on involvement and progress in the general education curriculum Affect his ability to apply math knowledge to the 3 rd grade curriculum

27. Jack Present Level of Academic Achievement and Functional Performance Based on informal teacher assessment and review of observations from anecdotal record, Jack can sort one dollar bills, up to four dollars. Jack is unable to make coin combinations to equal one dollar. This affects his ability to calculate and problem solve in the general curriculum as well as in daily life skill activities.

28. PLAAFP ComponentPLAAFP Statement 1. Data-based student specific information about the student’s current academic achievement and functional performance Informal teacher assessment, review of observations from anecdotal record 2. Strengths of the student Sort one dollar bills, up to four dollars 3. Needs resulting from the disability Combine coins to make one dollar 4. Effects of the disability on involvement and progress in the general education curriculum Affects his ability to calculate and problem solve in the general curriculum as well as in daily life skill activities.

29. Amelia Present Level of Academic Achievement and Functional Performance Amelia engages in leisure activities by herself for up to 30 minutes based on a daily log of observations. She does not initiate play with her peers, and only plays alongside others when they have toys that are interesting to her. She often takes those toys rather than asking for a turn (on average 4 times per day). Amelia’s social skills interfere with her educational performance and development of relationships to work and play cooperatively with others.

30. PLAAFP ComponentPLAAFP Statement 1. Data-based student specific information about the student’s current academic achievement and functional performance Daily log of observations 2. Strengths of the student Engages in leisure activities by herself for up to 30 minutes 3. Needs resulting from the disability Initiate/join in leisure activities with other children appropriately 4. Effects of the disability on involvement and progress in the general education curriculum Social skills interfere with her educational performance and development of relationships to work and play cooperatively with others.

31. Oliver Present Level of Academic Achievement and Functional Performance According to a log of teacher observations/anecdotal records, Oliver continues to struggle to create a product about a personal event as it relates to text (Competency 8.1). He has improved his recall of personal events. He has worked on creating text about his personal experience by creating photo journals of events he has participated in. He currently is able to then add one or two words to describe the remnant or photo. Relating those events to a text is frustrating for Oliver in the general curriculum because it is hard for him to make comparisons.

32. PLAAFP ComponentPLAAFP Statement 1. Data-based student specific information about the student’s current academic achievement and functional performance Log of teacher observations and anecdotal records 2. Strengths of the student Recall of personal events 3. Needs resulting from the disability Creating text using descriptive words 4. Effects of the disability on involvement and progress in the general education curriculum Affects ability to make comparisons creating frustrations in the general curriculum

33. Present Levels of Academic Achievement and Functional Performance BOTTOM LINE……… The present level of performance is the cornerstone of the IEP. It is the source that drives other IEP components. It is the statement that links all components of the IEP together.