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PLAAFP examples are model statements of a student’s present levels of academic achievement and functional performance (PLAAFP), the section of an IEP that describes what the student can do now, what they need, and how their disability affects learning. Every IEP must include a PLAAFP, and the student’s IEP goals are built on it. This guide covers the legal definition, what a strong PLAAFP contains, the data teams use, examples for nine areas including preschool, strengths and needs statements, a weak versus strong comparison and a checklist.
Table of contents
Executive Summary
In 2024-25, 8.2 million students ages 3 to 21 were served under IDEA, and each of their IEPs must include a statement of present levels. Kirby v. Cabell County Board of Education (2006), a decision cited by the IRIS Center, calls the child’s level of academic achievement and functional performance “the foundation on which the IEP must be built.”
Weak present levels cause problems the rest of the IEP cannot fix. Without a numeric baseline, the team cannot set an ambitious goal or later tell whether the student progressed. A strong PLAAFP is short, current and specific.
Key Takeaways
- The PLAAFP is required by 34 CFR 300.320(a)(1) and must say how the disability affects progress in the general education curriculum, or, for preschoolers, participation in appropriate activities.
- It replaced the older PLOP or PLEP when IDEA was reauthorized in 2004.
- A strong PLAAFP has five parts: strengths, needs, measurable baseline data, impact on learning, and parent input.
- Use several current data sources: probes, assessments, observations and work samples.
- Every annual goal should trace back to a baseline stated in the PLAAFP.
What Is a PLAAFP?
A PLAAFP is the statement in an IEP that summarizes a student’s current academic and functional skills, the needs that result from the disability, and how those needs affect participation and progress in school.
Under 34 CFR 300.320(a)(1), every IEP must include “a statement of the child’s present levels of academic achievement and functional performance,” including “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).” For preschool children, it describes, “as appropriate, how the disability affects the child’s participation in appropriate activities.”
The IRIS Center’s page on high-quality PLAAFP statements describes functional performance as “nonacademic skills necessary for independent living,” such as behavior, social skills, communication, independent living skills and mobility. In its 2006 regulations, the U.S. Department of Education declined requests to make functional statements optional (Federal Register, August 14, 2006).
Other Names: PLOP and PLEP
According to the IRIS Center, IEPs historically described present levels of performance (PLOP), “also referred to as present levels of educational performance (PLEP) in some schools or districts.” The 2004 reauthorization changed the term to PLAAFP, which the Texas Education Agency uses in its guide on IEP development.
What a Strong PLAAFP Contains
| Element | What it says | Basis |
|---|---|---|
| Strengths | What the student does well | The team must consider “the strengths of the child” (34 CFR 300.324(a)(1)(i)) |
| Needs | The specific skills not yet mastered | TEA: “strengths, needs, and skill gaps” |
| Baseline data | Current, measurable performance on each need | TEA: “Clear, objective baseline data” |
| Impact | How the disability affects progress in the general curriculum or preschool activities | 34 CFR 300.320(a)(1) |
| Parent input | Parents’ concerns and observations | The team must consider “the concerns of the parents” (34 CFR 300.324(a)(1)(ii)) |
TEA’s 2026-27 PLAAFP essential elements also ask for progress over the past year and a comparison with grade-level peers. IRIS adds a warning: a PLAAFP “should not merely identify the student’s disability and list the various assessment scores.”
Assessment Data Commonly Used in a PLAAFP
For reevaluations, 34 CFR 300.305(a) names information from parents, “current classroom-based, local, or State assessments, and classroom-based observations,” and observations by teachers and related services providers. TEA’s PLAAFP guidance lists common sources:
| Type of data | Examples |
|---|---|
| Formal and standardized | Statewide assessments, district benchmarks, the full individual evaluation or reevaluation |
| Curriculum-based | Oral reading fluency, math calculation probes, intervention progress monitoring |
| Informal | Work samples, anecdotal records, classroom observations, grades |
| Input | Parent, student and teacher information and observations |
| Other records | Medical, discipline and attendance records |
Data age quickly. A reevaluation must occur at least once every three years unless the parent and district agree it is unnecessary (34 CFR 300.303), and IRIS notes that initial assessment information “is outdated by the time a student’s IEP is ready for an annual review.” Collect fresh probes before each review (formats: IEP data collection sheets).
How to Write a PLAAFP in Five Steps
- Gather current data: a probe or assessment, an observation, and parent and student input.
- Open with strengths and how they can support the areas of need.
- Describe each need with a number. “Reads 48 words correct per minute” is a baseline; “struggles with reading” is not.
- Compare and state the impact: what grade-level peers do, and how the gap affects work in the general education classroom.
- Write for the whole team: plain language, one short paragraph per area.
Each need should lead to a goal, a service or an accommodation. The guide to IEP goals shows how to turn a baseline into a measurable goal.
PLAAFP Examples by Area
These are original PLAAFP examples with fictional students and data. Adapt them to your student’s own data; the scores are illustrations, not norms.
Reading PLAAFP Example
Maya, a third grader served under specific learning disability, answers inferential questions about stories read aloud. On three grade 3 fluency probes in September, she read a median of 48 words correct per minute with 89% accuracy; her class median was 86. She misreads vowel teams, so she cannot read grade-level science texts independently. Her father reports that she avoids reading at home. Matching goals: reading IEP goals.
Writing PLAAFP Example
Ethan, a fifth grader, explains his ideas orally in detail. On three 3-minute writing probes, he wrote a median of 19 correct word sequences; his class median was 41. His written answers are one or two sentences; with speech-to-text he produced six on the same prompt. He finishes about half of written assignments.
Math PLAAFP Example
Lena, a sixth grader, solves one-step equations with a multiplication chart and explains her reasoning. On a 2-minute probe of 20 multiplication facts, she answered 9 correctly; on five two-step word problems, she solved 1. Slow fact retrieval keeps her from finishing grade 6 equation tasks in class.
Behavior PLAAFP Example
Jordan, a fourth grader, follows routines during preferred activities. During five independent work periods, he was engaged in 42% of observed intervals; peers observed at the same time averaged 85%. ABC data on 10 incidents show that 8 began within 5 minutes of a written assignment and most ended with Jordan leaving his seat. His mother reports similar refusals at homework time. See behavior IEP goals.
Social-Emotional PLAAFP Example
Ana, a seventh grader served under autism, answers peers who start a conversation and talks at length about her interests. Across eight observed lunch periods, she started an interaction with a peer once. In group work she does not respond to peers’ ideas, which limits her participation in cooperative learning. Her parents want her to have a friend outside school. See social emotional IEP goals.
Communication PLAAFP Example
Theo, a second grader served under speech or language impairment, follows two-step directions. In 10 story-retell probes collected by the speech-language pathologist (SLP), he included the character and setting in 8 but the problem and solution in 2. He produced /r/ correctly in 40% of words in structured probes, and peers often ask him to repeat himself. See speech IEP goals.
Functional and Daily Living PLAAFP Example
Sam, 15, served under intellectual disability, greets staff by name and follows familiar routes in the building. On an eight-step picture task analysis of the lunch routine, he completes 3 steps independently and needs verbal prompts for 5. He counts coins to $1 but cannot yet judge whether he has enough money to pay. His family wants him to buy his own lunch. See functional IEP goals.
Transition PLAAFP Example
Kayla, 16, said in a September interest inventory and transition interview that she wants to work with animals. During a four-week job sample in the school store, she arrived on time on 18 of 20 days and followed a written checklist. Without help, she completed 4 of 12 fields on a job application. Postsecondary goals must rest on age-appropriate transition assessments (34 CFR 300.320(b)); see transition IEP goals examples.
Preschool PLAAFP Example
Leo, 4, served under developmental delay, plays alongside peers in the block area. During five observed circle times, he stayed with the group for an average of 3 of 15 minutes. He uses single words to request preferred items. Limited communication and short attention reduce his participation in circle time and small-group play.
PLAAFP Strengths and Weaknesses Examples
IEPs usually say “needs” rather than “weaknesses.” Pair each need with a strength.
| Area | Strength | Need |
|---|---|---|
| Reading | Answers inferential questions about texts read aloud | Reads 48 words correct per minute on grade 3 passages |
| Behavior | Follows routines in preferred activities | Engaged in 42% of intervals during independent work |
| Daily living | Follows familiar routes in the building | Completes 3 of 8 lunch routine steps independently |
Weak vs Strong PLAAFP Statements
| Weak | Problem | Strong |
|---|---|---|
| “Maya is below grade level in reading.” | No baseline, skill or impact | “Reads 48 words correct per minute on grade 3 probes; class median 86. Cannot read grade-level science texts independently.” |
| “Theo has a standard score of 78 on a language test.” | A score with no classroom meaning | “Includes the problem and solution in 2 of 10 story retells, so his retells miss key events.” |
TEA’s noncompliant example opens with “Alicia’s language and conversation skills are well below age expectations.” The compliant version says what Alicia does: “Alicia inconsistently (less than 50% of observations) takes one turn in a conversation.”
PLAAFP Checklist
Adapted from TEA’s essential elements and IRIS guidance:
- Impact: Does it say how the disability affects the general curriculum or preschool activities?
- Baseline: Is there measurable, observable data for every need?
- Progress: Does it describe progress over the past year?
- Supports: Does it name current accommodations and services?
- Strengths: Are academic and functional strengths included?
- Comparison: Does it compare performance with grade-level peers?
- Sources: Does it use several current sources, including parent input?
- Clarity: Could a parent understand it without a glossary?
How the PLAAFP Drives IEP Goals
The regulation links the two: the PLAAFP describes how the disability affects involvement in the general curriculum, and the goals must enable the child to be involved in and progress in it (34 CFR 300.320(a)(1) and (a)(2)). TEA’s guidance says goal decisions should come only after examining the PLAAFP.
| PLAAFP baseline | Annual goal it supports |
|---|---|
| Reads 48 words correct per minute on grade 3 probes | Reads 85 words correct per minute on 3 consecutive weekly probes |
| Engaged in 42% of intervals during independent work | Engaged in at least 80% of intervals for 4 consecutive weeks |
| Completes 3 of 8 lunch routine steps independently | Completes all 8 steps independently on 4 of 5 days |
The Endrew F. Q&A asks teams to consider the child’s previous rate of growth, so the PLAAFP should report progress over time, not one score.
Funding and Staffing
| Source | What it can support | Note |
|---|---|---|
| IDEA Part B | Special education and related services for students with IEPs | Excess costs only; supplements, never supplants, other funds |
| IDEA CEIS (up to 15% of Part B) | Educational and behavioral evaluations, services and supports; related professional development | For K-12 students not currently identified, emphasis on K-3 |
| Local and state funds | Progress monitoring systems, assessment tools, staff time | Cooperatives such as TIPS can simplify purchasing |
Sources: 34 CFR 300.202 and 34 CFR 300.226. Strong PLAAFPs need staff time. In the Learning Policy Institute’s 2026 overview of teacher shortages, 45 states reported special education as a teacher shortage area in 2024-25, and the ASHA 2026 Schools Survey reports a median caseload of 50 students for full-time school-based SLPs.
Common Mistakes District Leaders Make
- Accepting scores without interpretation. A standard score does not say what the student can do in class.
- Copying last year’s present levels. Old data cannot show progress or set a baseline.
- Leaving out functional performance. The regulation requires academic achievement and functional performance.
- Listing needs with no strengths. The team must consider strengths, and they are often the route to the goal.
- Writing vague impact statements. “Affects all areas” points to no specific service.
- Skipping parent input. Parents’ concerns are a required consideration.
Recommended Actions
- Audit 20 PLAAFPs this month against the checklist above.
- Adopt one PLAAFP template with prompts for strengths, needs, baseline, impact and parent input.
- Schedule probes across the year so current data exist before each annual review.
- Send parents a short questionnaire before every IEP meeting.
- Check alignment at review: every goal must trace to a PLAAFP baseline.
Questions District Leaders Should Ask
- What share of our PLAAFPs include baseline data for every need?
- How old is the data in a typical PLAAFP at the annual review?
- Do our PLAAFPs address functional performance, or only academics?
- Can every goal in a sample of IEPs be traced to a baseline?
- How do we collect parent and student input before the IEP meeting?
Frequently Asked Questions
What is a PLAAFP in an IEP?
PLAAFP stands for present levels of academic achievement and functional performance. Required by 34 CFR 300.320(a)(1), it is the section of the IEP that describes the student’s current skills, strengths and needs, and how the disability affects involvement and progress in the general education curriculum, or, for preschoolers, participation in appropriate activities. The annual goals are built on it.
What are the most common assessment data provided in a PLAAFP?
Common sources include statewide and district benchmark assessments, the full individual evaluation or reevaluation, curriculum-based measures such as oral reading fluency or math probes, progress monitoring data, work samples, classroom observations, and parent, student and teacher input. Attendance, discipline and medical records can add context.
How to create a PLAAFP?
Gather current data from several sources, then write one short paragraph per area: start with strengths, describe each need with a measurable baseline, compare it with grade-level expectations, explain how it affects learning in the general education classroom, and include the parents’ concerns. Then check that every need leads to a goal, a service or an accommodation.
Can you provide some examples of functional performance in the IEP?
Functional performance covers nonacademic skills such as behavior, social skills, communication, daily living and mobility. Examples: “Completes 3 of 8 steps of the lunch routine independently,” “Starts an interaction with a peer once in eight lunch periods,” and “Engaged in 42% of intervals during independent work.” TEA’s guidance also lists self-help skills such as dressing, eating and using the restroom.
What is an example of a PLAAFP statement?
“Maya answers inferential questions about stories read aloud. On three grade 3 fluency probes in September, she read a median of 48 words correct per minute with 89% accuracy; her class median was 86. She cannot read grade-level science texts independently. Her father reports that she avoids reading at home.” It names a strength, a baseline, the impact and parent input.
Can AI help write a PLAAFP?
An AI tool can help turn notes and data into clear, plain-language sentences, or check a draft against a checklist. Remove names and identifying details first, use only district-approved tools, and verify every number against the source data, since a tool can misstate figures. See the ChatGPT for teachers guide for safe practices.
Related Resources
- IEP Goals: How to Write Measurable Goals
- IEP Data Collection Sheets
- Reading IEP Goals
- Functional IEP Goals
- IEP Meeting
- ChatGPT for Teachers: A Practical Guide
Conclusion
Every other part of the IEP depends on the PLAAFP. A strong one is short and specific: what the student does well, what they need with a number attached, how it affects learning, and what the family sees at home. Districts that keep present levels current, with short probes through the year instead of copied scores, give IEP teams what they need to set ambitious goals and to know, a year later, whether they were met.
Sources: 34 CFR 300.320, Definition of individualized education program; 34 CFR 300.324, Development, review, and revision of IEP; 34 CFR 300.305, Additional requirements for evaluations and reevaluations; 34 CFR 300.303, Reevaluations; 34 CFR 300.202, Use of amounts; 34 CFR 300.226, Early intervening services; Federal Register, IDEA Part B final regulations, August 14, 2006; IRIS Center, High-Quality PLAAFP Statements; Texas Education Agency, Present Levels of Academic Achievement and Functional Performance; Texas Education Agency, PLAAFP Essential Elements, 2026-27; U.S. Department of Education, Questions and Answers on Endrew F., December 2017; U.S. Department of Education, OSEP, 2024-25 Static Tables (Part B Child Count & Educational Environments); Learning Policy Institute, An Overview of Teacher Shortages: 2026 (July 2026); ASHA, 2026 Schools Survey: SLP Caseload and Workload Characteristics Report.
Join the 2027 Special Education Pilot
A clear PLAAFP shows exactly which skills a student needs to practice, and the hard part is finding enough 1-on-1 adult time for that practice. Telo AI is being adapted for students with IEPs: patient, 1-on-1 practice aligned to each student’s IEP goals and pace, including daily living skills, social-emotional learning and speaking practice. We are inviting districts to shape it with us in a 2027 pilot.
Apply to pilot Telo AI in your Special Education program
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