1. Present Levels of Academic Achievement and Functional Performance
EXCEPTIONAL CHILDREN DIVISION
Individualized Education Program
Module 10
Present Levels of Academic Achievement and Functional Performance
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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 Academic Achievement and Functional Performance.
Provide examples for the Present Level of Performance that address academic and functional skills.
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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)
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4. Individualized Education Program
(a) 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
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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;…
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6. Academic Achievement
Academic achievement generally refers to a child’s performance in academic areas (e.g. reading, language arts, and math); or
For preschool children, age appropriate developmental levels.
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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 educational achievement.
1. Last bullet…functional performance may be working in a large group, which will impact academic achievement.
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8. Present Levels of Performance
Functional performance must be addressed for all students within the present levels of performance, and in the annual goals as appropriate.
1. If the IEP Team determines that there are no functional skill needs, the team should indicate within the PLOP that functional skills are age appropriate, which would be considered a strength. Monitoring checklist.
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9. The PLAAFP Must be… Relevant Objective Measurable Understandable
Current
Relevant
Objective
Measurable
Understandable
This includes the results of the initial or most recent evaluation as well as any results of general state or district-wide assessments.
2.For initial placements, information beginning with the referral (DEC 1) through eligibility (DEC 3) provide the information needed to develop the PLOP.
Providing an accurate picture of what the child can and cannot do in a specific academic/functional area establishes a baseline for monitoring of progress.
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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.
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11. Data-Based Student Specific Information
Note:
A variety of sources must be documented.
Current and relevant formal evaluation data; and/or
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, and
Input from related services providers.
1.Current and relevant is the key here. Regs. nor Policy define current and relevant, as it is based on each student’s individual information. The information is judged to be current and relevant by the IEP Team.
Refer to “Using Assessment to Determine PlOP from Angie C.
Using “observation” as the only current and relevant data would not accurately describe a student’s present level…it would also not hold up in court.
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12. Data-Based Student Specific Information
Use objective measurable terms when writing the PLAAFP.
Data from the child’s evaluation is 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. If not, an explanation must be included.
1. Other sources of data might be referral information, classroom performance/informal measures and formal measures.
The use of test results should reflect the impact of the disability on the child’s performance. Thus, raw scores and grade levels would not be sufficient in and of themselves.
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13. Data-Based Student Specific Information
The PLAAFPs are comprehensive for each skill area or domain (academic/functional).
Test scores must be explained.
The PLAAFPs should be jargon-free.
Examples of domains include reading, math, writing, social/behavioral, and functional. For example, a reading PLOP will cover both phonemic awareness and comprehension…only 1 plop for reading…
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14. Strengths of the Student
Reflect specific skills or behaviors the student has mastered.
Reflect specific skills in which the student performs well for the domain or area targeted.
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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.
1. Special factors include behavioral needs….
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16. Needs Resulting from the Disability
Special factors:
Needs are addressed through goals, supports and services, and/or accommodations.
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17. Effects of the Disability
The PLAAFPs…
Describe how the disability impacts the student’s involvement in the general curriculum.
Convey the unique challenges or barriers that exist for the student as a result of the disability.
Describe the current levels of independence and any need for assistance.
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18. Present Levels of Academic Achievement and Functional Performance
Activity # 1
Yes/No activity of examples of PLOPs that meet the requirements or do not.
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19. PLAAFP: Activity #1 Isabel
Present Level of Academic Achievement and
Functional Performance
A review of informal checklist of social/emotional skills, indicates 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.
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20. PLAAFP Statement PLAAFP Component
1. Data-based student specific information about the student’s current academic achievement and functional performance
2. Strengths of the student
3. Needs resulting from the disability
4. Effects of the disability on involvement and progress in the general education curriculum
Informal checklist of
social/emotional skills,
parent and teacher report
Very social, loves to tease kids in a playful way
Difficulty beginning tasks, demonstrates extreme emotions when tired
Inhibits progress in general curriculum, requires direct instruction
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21. Present Level of Academic Achievement and Functional Performance
SAMANTHA
Present Level of Academic Achievement
and Functional Performance
A review of speech/language anecdotal log of observations indicates 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.
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22. PLAAFP Component PLAAFP Statement
1. Data-based student specific information about the student’s current academic achievement and functional performance
2. Strengths of the student
3. Needs resulting from the disability
4. Effects of the disability on involvement and progress in the general education curriculum
Anecdotal log of observations
Speaks using words and phrases, initiates and responds to greetings
Uses sentences and phrases when speaking to initiate conversation
Communication in the general education setting and social skill development
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23. Present Level of Academic Achievement
Anthony
Present Level of Academic Achievement
and Functional Performance
A review of curriculum-based measures indicates 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.
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24. PLAAFP Component PLAAFP Statement
1. Data-based student specific information about the student’s current academic achievement and functional performance
2. Strengths of the student
3. Needs resulting from the disability
4. Effects of the disability on involvement and progress in the general education curriculum
Curriculum-based measures
Determines the meaning of
unknown words by reading words in context and applying word structures
Reading fluently for comprehension
Limited attention span impacts ability to focus on the details of reading passages & completing assignments
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25. Present Level of Academic Achievement and Functional Performance
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.
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26. PLAAFP Component PLAAFP Statement
1. Data-based student specific information about the student’s current academic achievement and functional performance
2. Strengths of the student
3. Needs resulting from the disability
4. Effects of the disability on involvement and progress in the general education curriculum
Informal classroom math assessment
Counts to 50, recognizes and writes numerals 0-9, groups objects in sets, recognizes basic shapes
Adds and subtracts 2 digit numbers without regrouping,
Identifies rectangle and triangle
Affects his ability to apply math knowledge to the 3rd grade curriculum
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27. Present Level of Academic Achievement and Functional Performance
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.
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28. PLAAFP Component PLAAFP Statement
1. Data-based student specific information about the student’s current academic achievement and functional performance
2. Strengths of the student
3. Needs resulting from the disability
4. Effects of the disability on involvement and progress in the general education curriculum
Informal teacher assessment, review of observations from anecdotal record
Sorts one dollar bills, up to four dollars
Combines coins to make one dollar
Affects his ability to calculate and problem solve in the general curriculum as well as in daily life skill activities.
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29. Present Level of Academic Achievement and Functional Performance
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 ask 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.
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30. PLAAFP Component PLAAFP Statement
1. Data-based student specific information about the student’s current academic achievement and functional performance
2. Strengths of the student
3. Needs resulting from the disability
4. Effects of the disability on involvement and progress in the general education curriculum
Daily log of observations
Engages in leisure activities by herself for up to 30 minutes
Initiates/joins in leisure
activities with other children appropriately
Social skills interfere with her educational performance and development of relationships to work and play cooperatively with others.
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31. Present Level of Academic Achievement and Functional Performance
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 assembling 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.
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32. PLAAFP Component PLAAFP Statement
1. Data-based student specific information about the student’s current academic achievement and functional performance
2. Strengths of the student
3. Needs resulting from the disability
4. Effects of the disability on involvement and progress in the general education curriculum
Log of teacher observations and anecdotal records
Recalls personal events
Creating text using descriptive words
Affects ability to make comparisons creating frustrations in the general curriculum
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33. Present Level 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.
The annual goal originates from the PLAAFP.
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