Writing a PLAAFP

PLAAFP.  It is a very helpful tool used in student IEPs and serve as a great narrative about said student.  The PLAAFP, or Present Levels of Academic Achievement and Functional Performance, is a perfect opportunity for the teacher of a classified student to have a formal and written voice in their student’s IEP.  In the PLAAFP, the teacher provides input and shares expertise on how successful the student is in their current placement, discusses the appropriateness of the student’s goals, objectives and expectations as well as sharing observations of modifications or accommodations that are part of the students program or making recommendations that will aid the student’s success.

In order to reflect the most current and accurate portrait of the student, PLAAFPS must be completed by the student’s current teacher in the program they are currently place in.  Many general education teachers have asked my help in writing PLAAFPs for their students.  THERE IS ABSOLUTELY NOTHING WRONG WITH COLLABORATION!!  (In fact, I think it is one of the strongest tools in my arsenal) Unfortunately, I think there is a stigma attached to the PLAAFP.  Because it is an integral part of an IEP document, it is easy to assume it needs to be written by a special education teacher.  I believe ALL teachers need to be able to pen this simple yet pivotal statement.

Although the PLAAFP is a tool of great use, they can be intimidating to write.  In this article, I will spell out and provide a basic outline I use to craft my PLAAFPS.  That being said, there are essential items that must be included in a PLAAFP but no two PLAAFPs should ever be the same.  There is not a “cookie cutter” or “mold” that applies in this situation.  ALL students operate, learn, retain and apply their knowledge differently and your PLAAFPs should reflect that.

As I mentioned above, there are a few things a PLAAFP MUST include.  First off, include a brief introduction telling your name/ position, the date, the subject you are referencing and the student’s placement.  Discuss the student’s performance.  Note skills the student is showing that make him/ her successful in the class.  Also talk about how the student’s learning disability affects their classroom performance.  Tell of the skills you expecting from student and what would be the general education curriculum for you class.  At this point, I like to mention assessment and baseline data from the student.  By showing assessment data and using researched based programs and numbers or levels, you are showing the student’s current skill level and are either providing a starting point for data trending or you are helping to continue data trending.  Describe what accommodations and content modifications are being used with the student and what is effective or what COULD be effective.  One last topic I like to hit is personal behavior of the student.  I make sure to bring out the positives of the student here.  I discuss what their interest are, what strengths they have outside of academics and what they prefer or like.  Remember, your PLAAFP is telling a short narrative of a human being with BOTH strengths and weakness.  It is very helpful to incorporate a strength into a plan to support a weakness.

There are tons and tons of sample PLAAFPS available on the internet so I will offer an outline I use.  Below is a basic chart I follow when writing.  (My PLAAFPS are usually one well-constructed paragraph.)

Sentence #	Material
1	Teacher name, class, grade
2	Student’s placement
3+4	Student’s performance in class (what makes them successful)
5+6	Student’s learning disability in your class
7+8	Assessment Data
9+10	Present accommodations and modifications
11+12	Positives of Student