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PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE. PLAAFP. PLAAFP.

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PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE

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  1. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE PLAAFP

  2. PLAAFP Complete this page for all initial lEPs and annual reviews. When completing this page include all areas that are impacted by the student's disability(s). The present levels of academic achievement and functional performance should be descriptive statements addressing both areas and showing a relationship to the Illinois Learning Standards. There must be a direct correlation between the: • academic achievement and functional performance, • development of the goals and objectives benchmarks, and • provision of specific special education and related services.

  3. Student Strengths • Describe the student’s academic and functional strengths.

  4. Parental Educational Concerns Document and parental concerns/input regarding their child’s education expressed during the meeting.

  5. Student’s Present Level of Academic Achievement Level of Academic Achievement • Present levels of academic achievement refer to how a student is performing within the general education curriculum (e.g., completes assignments on time; adds and subtracts two-digit numbers; able to complete general curriculum requirements in the general education English, History, and Social Studies classes with supplementary aids of books on tape and oral tests).

  6. Student’s Present Level of Academic Achievement, cont. For preschoolers, performance levels may include pre-academic readiness skills and developmentally appropriate cognitive skills.

  7. Academic Achievement • Documentation should reflect the results of the most recent evaluation, but should not be a restatement of the evaluation results documented in the eligibility report. Additionally, 2 other sources of data should be included(i.e. Aimsweb, MAP, ISAT/PSAE, Achievement Tests, Adaptive Behavior Scales, etc).

  8. Student’s Present Level of Functional Performance Functional performance is related to activities associated with daily living (e.g. social/emotional, behavioral deficits, independent functioning, vocational, motor skills).

  9. Student’s Present Level of Functional Performance, cont. This information should be stated in clear, concrete terms understandable to all IEP team participants. Documentation should reflect the results of the most recent evaluation, but should not be a restatement of the evaluation results documented in the eligibility report.

  10. Transition Students and Functional Performance For students 14 ½ and older, describe student strengths and weakness within the context of his/her post-school goals.

  11. Involvement and Progress in General Curriculum Document the determination of how the child's disability affects the child's involvement and progress in the general education curriculum. This directly corresponds with the provision that requires the IEP to include measurable annual goals designed to meet the child's needs that result from the child's disability.

  12. Involvement and Progress in General Curriculum and Pre-School Children

  13. Involvement and Progress in General Curriculum and Transition Students

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