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

Erin’s IEP
Present Level of Academic Achievement and Functional Performance (PLAAFP)
Erin is a sixteen-year-old girl who enjoys interacting with both adults and peers. She has
recently begun to initiate conversations with adults. Her mom and dad are very concerned about
her ability to communicate and work outside the home when she is finished with school. Fifty
percent of the time, her communications and interactions are inappropriate because she does not
have the verbal skills to communicate her thoughts, wants and needs. When Erin becomes
frustrated, she sometimes bites her hand. This happens three times weekly, on average. Erin’s
communication and social interaction skills are significantly delayed at approximately the 6-year
old level. At the present time, she asks questions to get information and answers questions asked
of her about half the time. She needs to learn words that will help her interact with others in the
classroom, school, community, at home, and on the job. She can identify twenty words and their
meanings. Erin can tell time to the hour and can identify the appropriate measurement tools
(ruler, tape measure and scale), but cannot yet use these tools to determine measurement of real
objects.
Erin’s severely delayed communication and social skills contribute significantly to her academic
skill level and affect her participation in all environments. She currently performs at the Basic
level of proficiency in Math and Reading using the Wisconsin Extended Grade Band Standards.
In a classroom setting, she can work independently on tasks at her level, knows what to do next
if given a task to complete and knows what to do if she encounters a problem. She is learning to
transfer learned skills into daily living situations at home and school. At the present time, Erin
can function independently about 30% of the time. Erin needs to increase her ability to function
independently at home, school and in the community when a task needs to be completed and the
routine is changed. Erin enjoys being around older people. Erin has not participated in any work
exploration. A post-school outcome would be to live in a community-based living arrangement
and work with older people in a supported work environment such as a nursing home or senior
citizen center.
Annotated Text for Erin’s Present Level of Academic Achievement and Functional Performance
The following annotated copy of Erin’s Present Level of Academic Achievement and Functional Performance
(PLAAFP) is for training purposes ONLY. It contains the following information: strengths, needs resulting from
Erin’s disability that affect involvement and progress in the general education curriculum; needs resulting from her
disability that affect behavior, motor, communication, social-emotional or self-help skills; and parent concerns. It
also includes Erin’s current level of academic achievement and functional performance that serve as a baseline for
each of her measurable annual goals.
Erin is a sixteen-year-old girl who enjoys interacting with
both adults and peers. She has recently begun to initiate
conversations with adults.
Her mom and dad are very concerned about her ability to
communicate and work outside the home when she is
finished with school.
Strength
Functional
performance
Parent concern
Draft September 2010 38