Key Components 

• Explanation of how the child's disability affects their involvement and progress in the general education curriculum
• Strengths MUST be highlighted
• Weaknesses must be documented WITH interventions that the teacher has implemented to address them
• Baseline data results 

Sources of Information

• Curriculum-based information
• Achievement history
• State assessment results
• Behavior data
• Formal assessment results 

Academic Achievement

• Teachers MUST describe the skills that the child has exhibited, either in response to instruction or in response to assessments that provide instructional baselines.
• Teachers MUST describe weaknesses and HOW these weaknesses are addressed by the teachers during instruction.
• Data must be used to demonstrate progress.  

When writing a PLAAFP, an unfamiliar teacher reading the statement should be able to identify the point at which the student should begin instruction and the type/level of materials they should use.  Additionally, the effectiveness of intervention strategies should be described so that the next teacher can immediately implement them.  

Functional Performance

Functional Performance encompasses:

• Behaviors that interfere with learning
• Expressive and receptive language
• Social skills
• Pragmatic language
• Fine and gross motor skills
• Study and organizational skills

ELA Examples

Good Example:

Jessica is a 4th grade student who participates in an inclusion setting for Language Arts Literacy five days a week for 80 minutes.  Based on current Fountas & Pinnel benchmark data, Jessica is now able to apply previous-learned phonics and word analysis skills to read passages written at the mid 3rd grade level with 90% accuracy at 80 words per minute.  This shows progress as she was able to read at late second grade level with 80% accuracy at the beginning of this school year.  Her reading comprehension is at 90%.  She is successful with answering both literal and inferential questions.  Most of the time, Jessica reads in three or four word phrase groups with some smooth,expressive interpretation.  While Jessica can accurately decode/read grade level texts, she struggles to go beyond the text and find deeper meaning.  Therefore, reading comprehension strategies will be implemented to enhance higher level understanding and assist her with reading grade level texts.  Overall, Jessica is an active member of the inclusion class.  She always comes prepared and eager to learn.  She demonstrates the ability to work independently, as well as in small groups.  

Poor Example:

Jessica is a pleasure to have in class.  She always comes prepared with her homework and supplies.  She is making progress in the area of reading.  She is now reading at a Level O.  However, Jessica's reading comprehension needs to be strengthened.

Math Examples

Good Example:

John is a third grade student who participates in an in-class support math program.  He can now add up to three digit numbers, with regrouping, at a rate of 65 digits correct per minute with 88% problem solving accuracy.  This shows progress as he was at 70% accuracy at the beginning of the school year.  He can subtract up to three digit numbers, with regrouping, at a rate of 42 digits correct per minute, with 75% problem solving accuracy.  He is automatic with multiplication facts to seven and is accurate, but not automatic, with facts to 10.  John is inconsistent with regards to homework completion.  During large groups, John is an active participant.  He can work in small groups and often takes a leadership role with the group.  When working independently, John benefits from frequent teacher check-ins and gentle reminders to stay on task.

Poor Example:

While John participates in the in-class support math class, he lacks basic skill and automaticity with many math facts.  He prefers to work in a group than to work independently.  He currently has a 75% average in the class.  

Behavior Examples

Good Example:

Sam engages in talking-out behaviors, such as: talking to peers during instructional time and talking to herself when teacher is attempting to instruct.  From teacher observation, it appears that these behaviors occur most frequently at the beginning of math class, and persist until she is verbally redirected.  Close proximity and several prompts benefit in shaping this behavior in a more positive fashion.  Sam shows progress in that she no longer makes jokes or passes notes during instructional time.

Poor Example:

Sam seems to enjoy her role as the "class clown."  She frequently disrupts the class with jokes and social chatter and requires multiple reminders to get on task.  Often, when told to stop, Sam deliberately and defiantly lashes out at the teacher.  Other students have become increasingly angry with these constant disruptions and Sam's deliberate disregard for the teacher and the class.  Phone calls have been made to Sam's parents after each incident, as requested.  Sam's mother indicates that she has taken Sam off medication and will not try it again because the drugs "make her feel funny."