Present Levels of Academic Achievement and Functional Performance

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EXCEPTIONAL CHILDREN DIVISION
Individualized Education Program
Module 10

• Present Levels of Academic Achievement and
  Functional Performance

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Module Objectives

• Demonstrate knowledge of state/federal
  requirements regarding the development of the
  Present Level of Performance.
• Identify components of the Present Level of
  Academic Achievement and Functional Performance.
• Provide examples for the Present Level of
  Performance that address academic and functional
  skills.

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Policy and Resource References

• North Carolina Policies Governing Services for
  Children with Disabilities (November 1, 2007)
• Department of Education Federal Register (August
  14, 2006)

• http//www.ncpublicschools.org/ec/

• http//idea.ed.gov

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Individualized Education Program

• (a) General. As used in this part, the term
  individualized education program or IEP means
  a written statement for each child with a
  disability that is developed, reviewed, and
  revised in a meeting and that must include
• NC 1503-4.1

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Present Level of Academic Achievement and
Functional Performance (PLAAFP)

• (1) A statement of the childs present
  levels of academic achievement and functional
  performance, including
• (i) How the childs disability affects
  the childs involvement and progress in
  the general education curriculum or
• (ii) For preschool children, as
  appropriate, how the disability affects
  the childs participation in appropriate
  activities

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Academic Achievement

• Academic achievement generally refers to a
  childs performance in academic areas (e.g.
  reading, language arts, and math) or
• For preschool children, age appropriate
  developmental levels.

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Functional Performance

• Functional performance generally refers to skills
  or activities that may not be considered academic
  or related to a childs academic achievement.
• Functional is often used in the context of
  routine activities of everyday living and are
  varied depending on the individual needs of the
  child.
• Functional performance can impact educational
  achievement.

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Present Levels of Performance

• Functional performance must be addressed for
  all students within the present levels of
  performance, and in the annual goals as
  appropriate.

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The PLAAFP Must be

• Current
• Relevant
• Objective
• Measurable
• Understandable

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Major Components of PLAAFP

• Data-based student specific information related
  to current academic achievement and functional
  performance.
• Strengths of the student.
• Needs resulting from the disability.
• Effects of the disability on involvement and
  progress in the general education curriculum.

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Data-Based Student Specific Information

• Note
• A variety of sources must be documented.
• Current and relevant formal evaluation data
  and/or
• Current and relevant informal data
• Observations and supporting anecdotal records,
• Work samples,
• Progress toward last years goals,
• Concerns of parents,
• Students desired school/post-school outcome
  goals, and
• Input from related services providers.

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Data-Based Student Specific Information

• Use objective measurable terms when writing the
  PLAAFP.
• Data from the childs evaluation is one source of
  such information.
• Test scores that are pertinent to the childs
  diagnosis might be included, if appropriate.
• Scores should be self-explanatory. If not, an
  explanation must be included.

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Data-Based Student Specific Information

• The PLAAFPs are comprehensive for each skill area
  or domain (academic/functional).
• Test scores must be explained.
• The PLAAFPs should be jargon-free.

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Strengths of the Student

• Reflect specific skills or behaviors the student
  has mastered.
• Reflect specific skills in which the student
  performs well for the domain or area targeted.

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Needs Resulting from the Disability

• Needs are determined by consideration of
• The important skills and behaviors that are
  critical for the student to learn in order to be
  able to participate and make progress in the
  general curriculum.

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Needs Resulting from the Disability

• Special factors
• Needs are addressed through goals, supports and
  services, and/or accommodations.

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Effects of the Disability

• The PLAAFPs
• Describe how the disability impacts the students
  involvement in the general curriculum.
• Convey the unique challenges or barriers that
  exist for the student as a result of the
  disability.
• Describe the current levels of independence and
  any need for assistance.

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Present Levels of Academic Achievement and
Functional Performance

• Activity 1

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PLAAFP Activity 1Isabel

• Present Level of Academic Achievement and
• Functional Performance
• A review of informal checklist of
  social/emotional skills, indicates that Isabel is
  very social and loves to tease her friends in a
  playful way. When required to complete difficult
  tasks, Isabel often avoids these tasks by talking
  with her friends, and it often takes 5-10 verbal
  prompts to get Isabel to begin the task. Once
  she begins, she almost always completes the
  tasks. When she is tired she exhibits extreme
  emotions uncontrollable giggling, sobbing, and
  occasional anger, approximately 5 times per week
  (according to parental and teacher report). This
  inhibits her progress in the general curriculum,
  as she needs direct instruction of social skills.

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Informal checklist of social/emotional
skills, parent and teacher report
Very social, loves to tease kids in a playful way
Difficulty beginning tasks, demonstrates extreme
emotions when tired
Inhibits progress in general curriculum, requires
direct instruction
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SAMANTHA

• Present Level of Academic Achievement
• and Functional Performance
• A review of speech/language anecdotal log of
  observations indicates that Sam speaks using
  words and phrases. She doesnt use complete
  sentences or questions when speaking. She
  initiates and responds to greetings
  appropriately. She doesnt verbally express
  herself to gain others attention. Instead she
  grabs others and/or their clothing (e.g. hats,
  jackets) to initiate conversation or join in a
  group. These skill deficits affect her ability
  to communicate within the general education
  setting and develop appropriate social skills.

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Anecdotal log of observations
Speaks using words and phrases, initiates and
responds to greetings
Uses sentences and phrases when speaking to
initiate conversation
Communication in the general education setting
and social skill development
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Anthony

• Present Level of Academic Achievement
• and Functional Performance
• A review of curriculum-based measures indicates
  that Anthony, a fourth grade student, can read 80
  words per minute of connected text with 100
  accuracy, which is within the range of words per
  minute established for typical peers in the
  second grade. Anthony demonstrates a relative
  strength in determining the meaning of unknown
  words by reading words in context and applying
  word structures (prefix, base words, suffix).
  Anthonys limited attention span and
  distractibility can detract him from completing
  assigned tasks, focusing on the details of
  reading passages/assignments and remaining on
  task.

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Curriculum-based measures
Determines the meaning of unknown words by
reading words in context and applying word
structures
Reading fluently for comprehension
Limited attention span impacts ability to focus
on the details of reading passages completing
assignments
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Herbie

• Present Level of Academic Achievement
• and Functional Performance
• Based upon informal classroom math
  assessment, Herbie can count to 50, count objects
  to 50, recognize and write numerals 0-9, and
  group objects in sets. He recognizes a line,
  square, and circle, but not a rectangle or
  triangle. He cannot add or subtract 2 digit by 1
  digit problems without regrouping. These skill
  deficits impact his ability to apply his
  knowledge to the third grade curriculum.

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Informal classroom math assessment
Counts to 50, recognizes and writes numerals 0-9,
groups objects in sets, recognizes basic shapes
Adds and subtracts 2 digit numbers without
regrouping, Identifies rectangle and triangle
Affects his ability to apply math knowledge to
the 3rd grade curriculum
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Jack

• Present Level of Academic Achievement
• and Functional Performance
• Based on informal teacher assessment and review
  of observations from anecdotal record, Jack can
  sort one dollar bills, up to four dollars. Jack
  is unable to make coin combinations to equal one
  dollar. This affects his ability to calculate
  and problem solve in the general curriculum as
  well as in daily life skill activities.

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Informal teacher assessment, review of
observations from anecdotal record
Sorts one dollar bills, up to four dollars
Combines coins to make one dollar
Affects his ability to calculate and problem
solve in the general curriculum as well as in
daily life skill activities.
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Amelia

• Present Level of Academic Achievement
• and Functional Performance
• Amelia engages in leisure activities by
  herself for up to 30 minutes based on a daily log
  of observations. She does not initiate play with
  her peers, and only plays alongside others when
  they have toys that are interesting to her. She
  often takes those toys rather than ask for a turn
  (on average 4 times per day). Amelias social
  skills interfere with her educational performance
  and development of relationships to work and play
  cooperatively with others.

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Daily log of observations
Engages in leisure activities by herself for up
to 30 minutes
Initiates/joins in leisure activities with other
children appropriately
Social skills interfere with her educational
performance and development of relationships to
work and play cooperatively with others.
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Oliver

• Present Level of Academic Achievement
• and Functional Performance
• According to a log of teacher
  observations/anecdotal records, Oliver continues
  to struggle to create a product about a personal
  event as it relates to text (Competency 8.1). He
  has improved his recall of personal events. He
  has worked on creating text about his personal
  experience by assembling photo journals of events
  he has participated in. He currently is able to
  then add one or two words to describe the remnant
  or photo. Relating those events to a text is
  frustrating for Oliver in the general curriculum
  because it is hard for him to make comparisons.

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Log of teacher observations and anecdotal records
Recalls personal events
Creating text using descriptive words
Affects ability to make comparisons creating
frustrations in the general curriculum
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Present Level of Academic Achievement and
Functional Performance

• BOTTOM LINE
• The present level of performance is the
  cornerstone of the IEP. It is the source that
  drives other IEP components. It is the statement
  that links all components of the IEP together.