Using PLAAFP to help your child work toward higher achievement

Jul 31, 2014 | Special Education

Written by  Staci J. Greenwald, Esq.

The “Present Level of Academic Achievement and Functional Performance,” or PLAAFP, is the first written statement in the IEP plan should document of a child’s ability and current achievement at the time the IEP is written.

This snapshot objectively documents the child’s present level of academic achievement, such as reading at a certain grade level, or performing certain mathematical calculations. Functional performance documents achievement that is not academic, including social skills, communication skills, and other activities of daily living.

Simply stated, PLAAFP should answer the question: What can this child do or not do right now?
Information and data for the PLAAFP statement is gathered through evaluation, classroom assessments and formal standards-based testing, along with the comments and observations of teachers, parents and other knowledgeable individuals. The team also assesses how the student stands in comparison to his or her peers.

At its most effective, PLAAFP assists educators and parents to set specific, measurable goals as an essential part of planning the program for the student. Then, from these specific goals, the IEP team can develop short-term benchmarks or objectives. These mileposts between where we are now and where we expect to be in 3 months, 6 months, or a year can help everyone get a good sense of who this child is and where he or she may realistically be expected to be one year from now.

Using short-term success metrics means that parents and teachers will not need to wait a year to determine that the child’s goals are not being met.

Parents should, however, realize that the IEP is not a performance contract between them and the teacher. Everyone’s hope and expectation is that the child will make significant and meaningful progress.

If one short-term goal is missed, it does not mean that the plan is not working. If goals are missed consistently, then clearly the plan isn’t working. If the child is not making progress, then the plan needs to be re-evaluated.

At this point, an independent expert can be called upon to assess the child’s needs, progress and weaknesses, accommodations in place or needed, and to advise on areas for modification or improvement.

Parents knowledgeable about the PLAAFP statement, and with a record of measurable outcomes, are in a stronger position to negotiate with the school district for change within the program or to consider other alternatives to help their child work toward higher achievement.



Contact us now

For a Private Consultation

Latest Blog Posts

What is the Difference Between a 504 Plan and an IEP?

The special education system in New Jersey is complex. In order for their needs to be best met and to get the most out of their education, a student’s parents or guardians may opt for either a 504 plan or an Individualized Education Program (IEP). Both of these...

PUBLIC ASSISTANCE in NEW JERSEY

PUBLIC ASSISTANCE in NEW JERSEY       New Jersey provides assistance to New Jersey residents of low income through the following programs: New Jersey FamilyCare Work First New Jersey (WFNJ) Work First New Jersey/Temporary Assistance for Needy Families...

Preparing for an IEP Meeting: Tips for Parents

As special needs attorneys, we know that every parent or guardian wants to be an effective, confident advocate at their child’s first Individualized Education Program (IEP) meeting. It’s hard to know who to trust and where to turn for help. The good news is that IEP...

Categories

Year Published