Why PLAAFP is the Powerhouse of the IEP—and How to Write It Well 

When writing an IEP, it’s tempting to rush through the Present Levels of Academic Achievement and Functional Performance (PLAAFP) section to get to the “meat”—the goals, services, and accommodations. But here’s the truth: PLAAFP is the meat. It’s the heartbeat of the IEP and the foundation on which everything else is built. 

In our webinar, TouchMath’s Melissa Cook and Joanne Waltman emphasized that writing a strong PLAAFP statement isn’t just good practice—it’s essential for compliance, clarity, and most importantly, student growth. 

Let’s break down how to craft PLAAFP statements that are meaningful, individualized, and actionable. 

What Is PLAAFP? 

PLAAFP describes: 

• Where the student is now academically and functionally 

• How the disability impacts their ability to access and make progress in the general curriculum 

• What supports are currently working 

• What areas require additional focus or change 

This section provides the context for the IEP. Without it, the rest of the plan has no anchor. 

Why PLAAFP Matters 

Think of PLAAFP as the “You Are Here” marker on a map. You can’t create a roadmap (goals, services, accommodations) if you don’t know where the student is starting. 

A well-written PLAAFP ensures that: 

• Goals are appropriately ambitious 

• Objectives are targeted and realistic 

• Services and supports are aligned to need 

• The team—including families—has a shared understanding of the student’s current functioning 

As Melissa said in the workshop: “If the PLAAFP isn’t clear, specific, and data-driven, the IEP isn’t meaningful—it’s just a document.” 

What Should Be Included in a Strong PLAAFP? 

1. Baseline Data: Use recent assessments, progress monitoring tools, classroom data, and observations. 

1. Academic Strengths and Needs: Be specific—don’t just say “struggles in math.” What kind of math? What part is difficult? 

1. Functional Performance: Include social skills, behavior, attention, executive functioning, communication, etc. 

1. Impact Statement: Describe how the disability affects performance in the general education curriculum. 

1. Parent and Student Input: Highlight their concerns, hopes, and observations. 

Common Mistakes in PLAAFP Writing 

• Too Vague: “David struggles with reading.” This tells us nothing. What kind of reading? What skill is impacted? 

• No Data: Avoid relying only on narratives. Data gives credibility and direction. 

• Not Aligned with the Goal: If your PLAAFP focuses on behavior but your goal is academic, there’s a disconnect. 

A Strong PLAAFP Example 

Student Name: Miguel 
Grade: 2nd 
Disability Classification: Specific Learning Disability – Math 
PLAAFP Statement: 

Miguel demonstrates emerging proficiency in basic addition using concrete supports. When using visual and tactile counting strategies, he can accurately solve single-digit addition problems (e.g., 5 + 4, 7 + 2) with 85% accuracy during guided instruction. He engages positively with dot patterns and benefits from a hands-on, multisensory approach. 

Miguel struggles with transitioning from concrete (dot counting) to representational and abstract problem solving. He has difficulty understanding place value and frequently makes errors when regrouping in addition problems involving numbers greater than 20. He also requires significant prompting to identify operation signs when presented with mixed problems. These challenges limit his ability to work independently and apply strategies to word problems involving addition and subtraction. 

Currently, Miguel performs at a late kindergarten to early first grade level in math computation, according to curriculum-based assessments. His disability impacts his ability to retain math facts, understand number relationships, and perform multi-step operations without manipulatives or adult support. 

Why This Works 

This PLAAFP: 

• Uses specific tools and strategies (dot patterns, visual cues, CRA model) 

• Clearly identifies academic strengths (single-digit addition with supports) 

• Specifies needs (place value, abstract reasoning, operation identification) 

• Connects to curriculum access (can’t apply strategies independently or in word problems) 

• Includes data (performance level, accuracy rate) 

How This Could Lead Into a Goal 

Annual Goal Example: “Using multisensory strategies, Miguel will solve two-digit addition problems with and without regrouping with 80% accuracy across 3 out of 4 data collection sessions, transitioning from concrete to abstract representation by the end of the IEP cycle.” 

Using PLAAFP to Drive the Whole IEP 

Once you’ve written a strong PLAAFP: 

• You can directly link the annual goal to one or more needs mentioned. 

• Your objectives can scaffold from that present level. 

• Your services and accommodations should address the gaps or support the strengths mentioned. 

A great self-check: If you remove the PLAAFP from the IEP, does the rest of the document still make sense? If not—revisit it. 

Tools and Support 

Whether you’re writing in a digital system, or using traditional documents, here are tips to streamline PLAAFP writing: 

• Create a data collection template for teachers and related service providers 

• Use AI support tools to draft narrative language, but always customize it 

• Schedule mid-year check-ins so you’re not scrambling for data at IEP time 

The PLAAFP isn’t just a formality—it’s the launchpad for the student’s entire year of learning. Writing a clear, data-driven, individualized PLAAFP sets the tone for a truly impactful IEP. 

Start with where the student is. The rest of the IEP will follow more naturally—and more effectively. 

Want to dive deeper into these strategies?

This blog is based on insights from our live webinar series on writing better IEPs. If you found this helpful, you’ll love the full sessions—packed with real-world examples, tools, and practical tips you can start using right away.