Present Levels of Academic Achievement and Functional Performance or PLAAFP

This portion of the IEP contains several sections:

• Previous Semester Grades and Current Grades
• Summary of Standardized Test History
• Results of Initial or Most Recent Evaluations
• Description of Academic, Developmental and/or Functional Strengths
• Description of Academic, Developmental and/or Functional Needs 
• Parental Concerns Regarding their Child’s Education
• Impact of the Disability on Involvement and Progress in the General Education Curriculum (for preschool, how the disability affects participation in appropriate activities)

Annual Goals & Measuring Progress

• Describe what the student is expected to do or learn within a 12-month period. 
• Designed to address the needs of the student. 
• Should describe skills that can be observed and measured.
• Must be reviewed at least every 12 months.
• Can be reviewed sooner if the student mastered goals or is making limited progress. 

 

IDEA requires that each student’s IEP describe how progress on Annual Goals will be measured. 

• How will the student’s progress be measured?
  • Examples:  Data collection, observation, performance on classwork assignments, standardized testing. 
• When will the student’s progress be measured?
  • Examples:  Throughout the day, during instruction, on the playground, in the cafeteria, etc.
• How well will the student need to perform in order to achieve the IEP goals?
  • Examples:  Percentage, 4 out of 5 consecutive data collection opportunities 

 

Extended School Year or ESY is special education and/or related services that are provided beyond the normal school day/year. 

• Consideration of ESY is a required part of IDEA.
• ESY must be considered at least annually. The IEP team will discuss the following questions:
  • Does the student demonstrate a significant regression of critical skills caused by the normal school break and a failure to recover those lost skills in a reasonable time that limits the student’s ability to achieve IEP goals/objectives?
  • Is the student demonstrating less than expected progress related to critical skills that may limit the student’s ability to achieve IEP goals and objectives?
  • Is the student at a critical point of instruction, such as the presence of emerging skills or breakthrough opportunities, which require ongoing instruction during the school break?
  • Are there other special circumstances that require ESY, such as age, nature and severity of the disability, transitional needs, delays, or interruptions in services?
• ESY is an IEP team decision based upon the student’s identified needs and data.
• ESY services are provided at no cost to the family. 

 

If the IEP team determines ESY is required, an ESY IEP will be developed. 

• The IEP team will determine what goals and objectives will be addressed during ESY. 
• The IEP team will identify the type and the duration/frequency of services. 
• You, the parent(s)/family member(s) may decline the offer of ESY services. 

For some students, special factors may prevent a student from performing certain tasks. This section of the IEP guides the IEP team through the following special factors to consider.

• The IEP team will discuss the following areas:
  • Behavior: Does the student have behavior which impedes his/her learning or the learning of others?
  • English Proficiency: Does the student have limited English proficiency?
  • Blind or Visual Impairment: Does the student have blindness or visual impairment?
  • Communication: Does the student have communication needs?
  • Deaf or Hard of Hearing: Is the student deaf or hard of hearing?
  • Assistive Technology: Is the student currently using Assistive Technology?
  • Alternative Format for Instructional Materials: Does the student require alternative format for instructional materials? 

Supplementary Aids & Services are aids, services, and other supports that are provided in regular education class settings and nonacademic settings, to enable students with disabilities to be educated with nondisabled students to the maximum extent appropriate. 

• Why are Supplementary Aids and Services important?
  • They are intended to improve access to learning and participation across the spectrum of academic and nonacademic activities and settings. 
• What are some examples of Supplementary Aids and Services?
  • Adapted equipment: pencil grip, special seat, adapted desk. 
  • Adapted materials:  large print, highlighted notes, audio books.
  • Training for staff, student, and/or parents.

Accommodation:

• A change that helps a student overcome or work around a disability. 
• Allows the student access to the material by learning the same material, but in a different way. 
• Leveling the playing field for students by changing “how” they work through the general education curriculum. 
• Typically physical or environmental in nature.

Assessments:

• Accommodations used for standardized assessment must be consistent with accommodations used for classroom instruction/testing and specified in the IEP. 
• Some accommodations used for instruction may not be allowed for statewide assessment, as it will break standardization. 
• Two specific questions asked in the IEP:
  • Will the student participate in district/state standardized testing?
  • Is the student being considered for the Georgia Alternate Assessment (GAA)?

Special Education is Not a Place

• Special Education is not to be used as a label or to indicate a place, but rather is a continuum of specialized instructional services, individually designed, to afford each student, regardless of disability, the right to receive a high-quality public education and to participate in the regular education environment to the maximum extent appropriate. 

Least Restrictive Environment (LRE)

• Least Restrictive Environment (LRE) means that students with disabilities are educated, to the maximum extent appropriate, with students who are not disabled, and that special classes, special schooling or other removal of students with disabilities from the regular education environment occurs only if the nature and severity of the disability are such that education in the regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.
• IEP questions asked:
  • Are Special Education Services INSIDE the General Education Classroom required?
  • Are Special Education Services OUTSIDE the General Education Classroom required?

Related Services are a wide array of supportive services provided to students with disabilities to assist them in benefitting from special education. 

• Related Services are designed to provide extra help and support in identified, needed areas.
• Review of all evaluation and assessment information available will enable the IEP team to determine what, if any, Related Services are needed by the student.
• If it is determined that Related Services are needed by the student, those services are included in the student’s IEP and the IEP team determines the frequency, location, and duration of the Related Services, based on the individual needs of the student. 

Related Services include, but are not limited to:

• Audiology Services, Nursing Services, Psychological Services, Occupational Therapy/Physical Therapy, Sign Language Interpretation Services, and Special Education Transportation.