Toolkit: PLAAFP

PLAAFP

This Recipe Box provides information and directions on how to enter Present Levels of Academic Achievement and Functional Performance information into the Maryland Online IEP System. The Present Levels of Academic Achievement and Functional Performance (PLAAFP) provides a holistic view of the student from a variety of sources of information, including current classroom-based assessments, district and / or state assessments, and classroom-based observations, as well as parent, student and teacher / related service provider input in all relevant areas. The determination of the student’s present level of academic achievement and functional performance is based on data and information from multiple sources, technically sound assessment tools, and strategies to gather academic, developmental, and functional information.

Data and information must directly assist in determining how the disability impacts the student’s education and what supports and services are needed to support the student’s involvement and progress in the general curriculum or appropriate preschool activities. The data used may vary over time. Standardized assessments alone usually do not provide adequate information to determine the educational needs of the student relative to his or her performance and participation in the general curriculum. Therefore, curriculum-based assessments, portfolios, Running Records, student work, etc. may be appropriate information sources for identifying present levels of academic achievement and functional performance in relation to general education curriculum. If this is a review or revision of the student’s current IEP, the current level of performance should include a description of the student’s progress toward meeting the annual goals of the current / previous IEP.

It is particularly important to include student strengths, as well as areas of concern / needs that were identified during the assessment, including parent, student and general education teacher input related to strengths and concerns / needs. The IEP team should focus on how the student’s strengths and concerns / needs affect the student’s involvement and progress in the general curriculum. As part of the process of defining the student’s current level of performance, the IEP team should identify what the student currently knows and can do.Select the tabs to learn the process of inputting a PLAAFP into the MOIEP System.