PLAAFP and IEP: Laney
Grand Canyon University: GCU SPD 531
, The Present Levels of Academic Achievement and Functional Performance Statement
(PLAAFP) is the foundation of the IEP for students. The PLAAFP includes the students
academic and personal strengths and weaknesses, evaluation and assessment results, family
background information, and any other relevant information pertaining to the student. The
following information is as PLAAFP draft for 2nd grade student, Laney.
Academic Strengths:
Laney displays appropriate communication skills and vocalizes her ideas and can explain
her needs when in small and large group instruction. In social studies class, Laney exhibits
strengths when filling out graphic organizers. When Laney listens to a short story or information
in class, she can answer oral comprehension questions. In science class, Laney finds joy in
hands-on science projects as well.
Results from Evaluations:
Informal reading assessments reveal Laney struggles with decoding. After six weeks of
progress monitoring, it has been stablished that Laney is not making adequate progress and not
reaching the goals that are before her. Data has been collecting during the class silent reading
period. While each student is given an appropriate level reading book to read for 15 minutes
silently, Laney has difficulty remaining on task, even with multiple prompts. Timed interval
reading data indicates that Laney is only completing 40% of her daily silent reading task.
Laney’s lack of reading progress causes her to struggle in all academic areas.
Grand Canyon University: GCU SPD 531
, The Present Levels of Academic Achievement and Functional Performance Statement
(PLAAFP) is the foundation of the IEP for students. The PLAAFP includes the students
academic and personal strengths and weaknesses, evaluation and assessment results, family
background information, and any other relevant information pertaining to the student. The
following information is as PLAAFP draft for 2nd grade student, Laney.
Academic Strengths:
Laney displays appropriate communication skills and vocalizes her ideas and can explain
her needs when in small and large group instruction. In social studies class, Laney exhibits
strengths when filling out graphic organizers. When Laney listens to a short story or information
in class, she can answer oral comprehension questions. In science class, Laney finds joy in
hands-on science projects as well.
Results from Evaluations:
Informal reading assessments reveal Laney struggles with decoding. After six weeks of
progress monitoring, it has been stablished that Laney is not making adequate progress and not
reaching the goals that are before her. Data has been collecting during the class silent reading
period. While each student is given an appropriate level reading book to read for 15 minutes
silently, Laney has difficulty remaining on task, even with multiple prompts. Timed interval
reading data indicates that Laney is only completing 40% of her daily silent reading task.
Laney’s lack of reading progress causes her to struggle in all academic areas.
