1. Present Levels of Academic Achievement and Functional Performance
IDEA’s Exact Words
It’s always helpful to know exactly what the IDEA says. So here’s the verbatim requirement for this component of the IEP, with the lead-in that…
Each child’s IEP must contain…
(1) A statement of the child’s present levels of academic achievement and functional performance, including—
(i) How the child’s disability affects the child’s involvement and progress in the general education 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…
PLAAFP

2. What needs to be included?
PLAAFP statements are required, at minimum, to answer the following:
What are the students present levels as related to the needs identified in the evaluation report or any previous IEP?
How does the student’s disability affect the students involvement and progress in the general education curriculum?
The “present levels” statement is crafted by considering the areas of development in which a child with a disability may need support. These are roughly divided into the two areas of development: academic and functional. Neither of these terms—academic achievement, functional performance—is defined in IDEA. However, both are discussed by the Department of Education:
Academic achievement. According to the Department:
“Academic achievement” generally refers to a child’s performance in academic areas. when we’re talking about “academic achievement,” we’re talking about the academic subjects a child studies in school and the skills the student is expected to master in each: reading and language arts, writing, math and the various skills expected there, science, history, and so on.
Children’s circumstances will vary, which means that the examination of the child’s academic achievement and performance is an individualized consideration. Where does that child stand academically, and—a critical question—how does the child’s disability affect his or her involvement and progress in the general education curriculum? The “present levels” statement must contain a description that answers these questions.
Functional performance. With respect to the meaning of “functional performance, the term is generally understood as referring 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.”  The reason that examples of functional skills were not included in IDEA was because “the range of functional skills is as varied as the individual needs of children with disabilities” (71 Fed. Reg. at 46661). But we can understand that “routine activities of everyday living” refer to skills and activities of daily living skills such as:
dressing, eating, going to the bathroom;
social skills such as making friends and communicating with others;
behavior skills, such as knowing how to behave across a range of settings; and
mobility skills, such as walking, getting around, going up and down stairs.
All of these types of skills are important to consider when writing the child’s “present levels” statement, asking questions such as: Where does the child stand in terms of functional performance? How does the child’s disability affect functional performance and, from there, his or her involvement and progress in the general education curriculum?

3. Example: Standards Based PLAAFP
While at _______Public Schools, Student has been observed showing inconsistent interest in math. Student currently has mathematics as her first period class. This seems to be helpful on certain days as she is able to start fresh and is willing to try. However, on other days Student seems to struggle greatly with any school expectations in the morning and therefore misses her mathematics class. Staff continue to note that Student seems to be capable of the work when she is focused and able to ignore distractions. However, when Student is off task or focused on something else, little to no math work is accomplished.
Student was asked to take a math placement test for her general math class, as well as, the MAP scores computerized assessment for baseline data. On the math placement test given by Student’s math teacher, Student was able to place in Holt math book 65. Saxon Math 65 is a late 5th grade/early 6th grade math text and begins with a review of fundamental math concepts. At the beginning of Student's 8th grade year, Student was moved up to the Algebra I math book. When she is able to focus on the mathematics in the room, Student works diligently on the introduction portion of the book and asks questions when needed. According to the MAP scores computerized assessment Student placed at an early 5th grade level when she arrived at Austin Public Schools in January Her strengths seem to be with Numbers and Operations, as well as, Data Analysis and Probability. Student seems to struggle most with Algebra and Measurement, however, all of her scores are rather low. When Student took the MAP scores Test again in September 2010 her results show that she continues to struggle with mathematics. She is still placing at a Grade Level Equivalent of 5th grade and is noted as "Below Average". Her areas of concern continue to be noted as measurement and Algebra.
Parents have concerns for student’s lack of ability with adding, subtracting, multiplying and dividing. Student’s mother is also concerned that the student’s behavior is getting in the way of her learning math concepts.
In the past, Student has used touch math, multiplication charts and math manipulative to aid in her math ability. Student uses a calculator to gain access to grade level standards.
According to Minnesota Mathematics Standards, in 8th grade a student should be able to determine the distance between two points, collect, display and interpret information, determine reasonableness of an answer.
When writing a Standards based PLAAFP, it needs to answer these questions:
How does the disability affect involvement and progress in the general education curriculum?
What specific data do we have regarding current levels of skills in areas affected by the disability?
Is there additional, relevant information that could be added to provide a more complete picture of this student? (concerns from parents)
What strategies, accommodations, and/or assistive technology have already been successfully implemented in this student’s educational programming?
What are the grade-level standards and benchmarks for students without a disability and where are student’s skills in relationship to meeting those standards?
You can find a guiding questions document on the region 10 website under the resources for this course.

4. Points of Clarification
Functional Performance is referred to as routine activities of everyday living.
PLAAFP must:
Include more than just test scores
Information on how the disability impacts progress and participation in the general education curriculum
Either the PLAAFP or the Annual Goal must:
Have a measurable baseline/starting point
Do not use subjective terms
Must be specific
Where does the information for a child’s present levels of performance come from?
If the child is new to special education, the information used to craft the “present levels” statement will come from the tests and observations done during the child’s evaluation for eligibility, classroom assessments, benchmark assessments, progress monitoring assessments, other curriculum bases measures that the district utilizes. If the child’s IEP is being revised, the information may come from evaluations done during the year (by the school or from an Independent Educational Evaluation or IEE. Teachers and others who work with the child may offer information gained during the child’s day-to-day school routine. Parents also share information that help shape the child’s “present levels” statement.
“Present Levels” for Preschoolers
Oh, and one more thing about the “present levels” statement. For a preschool child, the statement will be a bit different. In this circumstance, “present levels” won’t be talking about how the preschooler’s disability affects his or her participation in the general education curriculum. For preschoolers, the statement needs to talk about how the disability affects the child’s participation in  appropriate activities—meaning preschool activities. Those are often different than what school-age children are involved in and include things like learning basic skills such as using scissors, coloring, grouping things, learning your letters, playing children’s games, and so on. So the “present levels” statement for a preschooler will describe how the child’s disability affects his or her participation and success in the preschool environment.

5. Sample of non-compliance
Martin has a full Scale IQ score or 86. He did not meet expectations on his MCA Reading or Math scores. Martin has many behavior incidents, although the severity of the incidents has lessened.
Jamal is presently a 10th grade student. Last year his grades were mostly A’s and B’s. He struggles with Writing and Spelling.
Notice here the PLAAFP does not answer the following questions:
How does the disability affect involvement and progress in the general education curriculum?
What specific data do we have regarding current levels of skills in areas affected by the disability?
Is there additional, relevant information that could be added to provide a more complete picture of this student? (concerns from parents)
What strategies, accommodations, and/or assistive technology have already been successfully implemented in this student’s educational programming?
What are the grade-level standards and benchmarks for students without a disability and where are student’s skills in relationship to meeting those standards?
Information is not specific, Measurable

6. Sample of Compliance
Jamal knows many mechanical rules. He correctly capitalizes and uses appropriate ending punctuation for all of his sentences. However, in a recent writing sample, he was unable to spell sight words such as “could” and “respect” as well as many of the shorter words (fine letters or less). Due o his written expression difficulties, he will need to continue work on spelling.
The “present levels” statement is intended to comprehensively describe a child’s abilities, performance, strengths, and needs. It is based on, and arises out of, all the information and data previously collected and known about the child, most especially the full and individual evaluation of the child that must be conducted in accordance with IDEA’s evaluation/eligibility provisions §§ through A well-written present level will describe as done here:
the child’s strengths and weaknesses,
what helps the child learn,
what limits or interferes with the child’s learning,
objective data from current evaluations of the child, and
how the child’s disability affects his or her ability to be involved and progress in the general curriculum.

7. Sample of Compliance
Martin’s intellectual abilities fall within the average to low average range. His memorization and processing speed were relatively strong, compared to lower reasoning and conceptual thinking skills. Classroom teachers noted that Martin is turning in assignments on time, responds well to redirection and is beginning to positively interact with peers. Martin has had seven behavioral incidents this school year compared to sixteen during the last school year. Five of these incidents were due to peer conflict and three of those led to disruptive behavior and his removal from the classroom. Although the severity of behavioral incidents has decreased, negative peer interactions are keeping Martin out of class, preventing him from focusing on class and thus result in him falling behind in academics.
A fully developed, well-written “present levels” is the foundation upon which the rest of the IEP can be developed to specify appropriate goals, services, supports, accommodations, and placement for the child.

8. End of Course assessment
To find the end of course assessment go back to the region 10 website: Region10projects.org
Go to Resources
Go to Trainings
Click on PLAAFP: A Fundamental understanding & Compliance
Under resources you will have the link to the end of course assessment and survey
After you have completed your assessment/survey you will be redirected to your CEU’s
Please remember to print 2 copies for your records (1 for your and 1 for the district Licensing committee)