3
Present Levels of Academic Achievement and Functional Performance
Lisa M. Campbell and Clarissa E. Rosas
Prior to beginning any formal planning related to the services that will be outlined in a student’s individualized education program (IEP), it is essential to clearly establish the learner’s strengths and areas for improvement. This information is recorded in the Present Levels of Academic Achievement and Functional Performance (PLAAFP) section on the formal IEP and is important because it serves as the foundation on which future instructional plans and educational services for each student are built.
CONNECTION TO LEGAL PERSPECTIVE
The PLAAFP section is one of the most important sections of the IEP. Essentially, this is the baseline from which progress can be measured. To better understand the PLAAFP section, it is helpful to review the legal provisions outlined in the Individuals with Disabilities Education Improvement Act (IDEA) of 2004 (PL 108-446). Specifically, IDEA 2004 states that an IEP must contain
(1) A statement of the child’s present levels of educational performance, including—
(i) How the child’s disability affects the child’s involvement and progress in the general curriculum (i.e., the same curriculum as for nondisabled children); or
(ii) For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities (§ 300.347[a])
But what exactly does this mean? It is important to have a complete and accurate understanding because much of the other information in the IEP will be determined by the PLAAFP statement.
In short, the law requires that a clear description, supported by relevant data, be included in the IEP that outlines what the student is able to do. This statement is intended to address comprehensively the student’s strengths, current performance levels, abilities, and needs. The most important data and information is reflective of the full and individual student evaluation that is conducted in accordance with the evaluation and eligibility provisions of IDEA 2004, § 300.301 through § 300.311. In addition, the U.S. Department of Education’s (2010) Question and Answer Document described the PLAAFP section of an IEP as having a direct relationship with the goals and services outlined in the IEP. Therefore, it is critical that IEP teams accurately document the child’s academic and functional performance.
ACADEMIC PERFORMANCE VERSUS FUNCTIONAL PERFORMANCE
The description of a student’s present levels of academic achievement and functional performance should be based on data gathered by members of the IEP team and include the following important components:
• The student’s strengths
• Areas targeted for improvement
• Supports that help the student learn
• Limitations that prevent the child from learning
• Objective data from valid, reliable, and current evaluations of the child intended for instructional decisions (e.g., inventories, performance assessments)
• How the child’s disability affects his or her ability to be involved in and progress in the general education curriculum (i.e., the curriculum for students without disabilities), or for preschool children, how the disability affects participation in age-appropriate activities
• Parental input and concerns
Although the terms academic achievement and functional performance are referred to in IDEA 2004, they are not specifically defined within the law. However, both terms are included in U.S. Department of Education documents. The commentary in the Federal Register for Assistance to States for the Education of Children With Disabilities and Preschool Grants for Children With Disabilities (U.S. Department of Education, 2006) notes that “academic achievement generally refers to a child’s performance in academic areas (e.g., reading or language arts, math, science, and history)” (71 Fed. Reg. at 46662). Additional regulations note that functional performance refers to “skills or activities that are not considered academic or related to a child’s academic achievement.” This term “is often used in the context of routine activities of everyday living.” In addition, the regulations require that “the evaluation procedures used to measure a child’s functional skills must meet the same validity and reliability standards as all other evaluation procedures” (71 Fed. Reg. at 46661). That is, the evaluation procedure is required to be administered by a knowledgeable individual who has the training and expertise to ensure that sound practices in the use of assessment measures are shown through research to be effective and consistent in the identification of a child’s functional skills.
Challenge Scenario
In the following scenario, two educators are trying to understand the section of Jarod’s individualized education program (IEP) that includes his present level of academic achievement and functional performance. Review and reflect on the interaction detailed in the vignette.
Mr. Gabriel: Have you had a chance to look at what I wrote up for Jarod’s IEP? I have notes on the whole IEP ready for our meeting except for that first part about present levels of performance and functions or functioning. I wasn’t really even sure what that meant, so I left it for last. I knew we were meeting today, so I thought we could just put together a few sentences for that part.
Mrs. Castillo: Oh, okay. Yeah, I guess that’s a good idea, but how did you suggest any goals or objectives without determining the present levels?
Mr. Gabriel: Um, well I don’t know. I looked at some other IEPs and I made sure that everything I wrote up for possible goals and objectives were measureable statements. I think they sound really good. Do you want to see them?
Mrs. Castillo: The goals and objectives? Well, sure, but how would they be appropriate for Jarod if we haven’t determined his present levels?
Mr. Gabriel: I’m not really sure what you mean. I guess maybe I really don’t understand that section. How should we get started then?
Mrs. Castillo: Well, I’m not positive I’ve always understood this section of the IEP perfectly either, but I do know that the goals and objectives have to come from current observations of what the student can do and from the data that suggests his strengths and weaknesses. I mean present does mean current, happening right now, doesn’t it? So looking at his current data, assessments, evaluations, classwork, and things like that would be important. Let’s start there.
Mr. Gabriel: Oh, this is going to be much more detailed than what I was thinking. I guess that means my suggestions for goals, objectives, and specialized instruction may be way off base depending on a lot of different factors, even including what Jarod is good at? Wow that is very different than what I thought that section was about.
Mrs. Castillo: I know. The most important thing I’ve learned is to make sure there is objective information that defines strengths and areas for improvement and how those things will have an impact on the student’s ability to make progress in the general curriculum. Also, it will be important to get information from Jarod’s family for this section and to get their input on how they would like his present levels to be reflected in his educational services.
Mr. Gabriel: That makes a lot of sense, but in the past, I really think I have just written my opinions here based on what I thought I knew about students. And then families always just pretty much went along with my thoughts and plans for their child.
Mrs. Castillo: Yeah, I think a lot of teachers do that. Let’s develop Jarod’s plan together, and work with his parents to complete it. Then we’ll both be much better at this process in the future.
AREAS TARGETED FOR IMPROVEMENT
It is critical to have a clear picture of the child’s current academic and functional level of performance in order to plan for the educational needs of the child. This plan begins with identifying the targeted areas for improvement.
Baseline Data
A critical purpose for detailing a student’s present levels of academic achievement and function...
