Case Study: Individualized Education Program (IEP) Assignment

Part A: Present Levels of Academic Achievement and Performance (PLAAFP)

The Present Level of Academic Achievement and Functional Performance summarize the results of assessments that identify the student’s interests, preferences, strengths and areas of need, including assistive technology and/or accessible materials. It also describes the effect of the student’s disability on his or her involvement and progress in the general education curriculum, and for preschool children, as appropriate, how the disability affects the student’s participation in appropriate activities. This includes the student’s performance and achievement in academic areas such as writing, reading, mathematics, science, and history/social sciences. It also includes the student’s performance in functional areas, such as self-determination, social competence, communication, behavior and personal management. Test scores, if included, should be self-explanatory or an explanation should be included, and the Present Level of Academic Achievement and Functional Performance should be written in objective measurable terms, to the extent possible. There should be a direct relationship among the desired goals, the Present Level of Academic Achievement and Functional Performance, and all other components of the IEP (VDOE Sample IEP Template).

Part B: Participation in State and District Assessments/Accountability Systems

* Students with disabilities are expected to participate in all content area assessments that are available to students without disabilities. The IEP Team determines how the student will participate in the accountability system.

** Accommodation(s) must be based upon those the student generally uses during classroom instruction and assessment, including assistive technology and/or accessible materials. For the accommodations that may be considered, refer to VDOE’s Students with Disabilities: Guidelines for Assessment Participation for guidance. (VDOE Sample IEP Template)

Test

Assessment Type*

(SOL, VSEP,VAAP)

Accommodations**

If yes, list accommodation(s)

Reading

______________________________

Not Assessed at this Grade Level

Yes No

Math

_________________________________

Not Assessed at this Grade Level

Yes No

Science

__________________________________

Not Assessed at this Grade Level

Yes No

History/SS

_________________________________

Not Assessed at this Grade Level

Yes No

Writing

_________________________________

Not Assessed at this Grade Level

Yes No

Part C: Explanation for Participation or Non-Participation in Regular State or Division-Wide Assessments

Explain in the space below why the student can or cannot participate in regular assessments; why the particular assessment selected is appropriate for the student, including that the student meets the criteria for the regular assessment or the alternate assessment; and how the student’s participation or nonparticipation in the regular assessment will impact the child’s promotion; or other matters. Refer to the VDOE’s Students with Disabilities: Guidelines for Assessment Participation for guidance. (VDOE Sample IEP Template)