How do you write a PLAAFP that drives IEP goals?

• A. Describe current performance, progress data, strengths, needs; connect to how disability affects involvement with general ed.
• B. List accommodations and supports only.
• C. Provide only strengths.
• D. Explain school discipline policies.

Answer: (A)

The main idea here is that a PLAAFP should ground IEP goals in a clear picture of where the student is right now, with solid data to back it up. It describes current performance in relevant academic and functional areas, uses progress-monitoring data to show how the student has been learning over time, and notes both strengths and needs. Crucially, it connects how the disability affects the student’s participation and progress in general education, so the goals are directly tied to real-life classroom demands and the supports the student will need. This makes it possible to set measurable annual goals that address actual gaps and justify the specific services and accommodations.

For example, if a student has difficulty with reading fluency, the PLAAFP would report current decoding and fluency levels, how comprehension is affected, and how these issues impact participation in general education literacy activities. It would include progress data illustrating growth (or the lack of it) over time with interventions, and it would note strengths to build on (like strong listening comprehension) alongside needs that require supports. This comprehensive, data-driven snapshot is what guides the goals and supports, rather than just listing accommodations, giving only strengths, or addressing policies that aren’t related to current performance and classroom involvement.