Guide for Writing IEPs - The Special Education Team - Wisconsin.gov

• Includes baseline data for each annual goal (including transition when
age-appropriate)
• Uses understandable language
• Describes specific learning accommodations, learning strategies, level
of independence, and general need for assistance
• Addresses the impact of the disability on the student’s life
• Reflects consideration of all academic and non-academic areas affected
by the student’s disability
• Addresses the student’s ability to participate in the general education
curriculum and environment and the extent to which the student can be
involved full-time in the general education curriculum or, for
preschoolers, in age appropriate programming. (See Appendix B-
Access to General Curriculum (Standards & IEPs)
• When considering post-secondary transition, address the student’s
present levels of performance related to the student’s need for postsecondary
training, education, employment, and, where appropriate,
independent living skills
Keep this in mind! Your PLAAFP is complete when:
• It describes both the academic achievement and functional performance of the student;
• It describes the student’s disability related needs in an observable and measurable way;
• A stranger can read it and understand what the student is doing; AND
• It describes how the disability affects the student’s involvement and progress in the general
education curriculum.
Draft September 2010 10