Writing meaningful Present Levels of Academic Achievement and Functional Performance (PLAAFP/PLOP) statements can be one of the most time-consuming parts of the IEP process. This comprehensive teacher questionnaire is designed to help special education teachers gather detailed, well-rounded information about a student's current performance across multiple domains, making it easier to write thorough, data-informed PLAAFPs.

This resource guides educators through targeted questions that capture the student's strengths, needs, performance trends, and functional skills in the educational environment. Responses can be used to support IEP development, annual reviews, reevaluations, and progress discussions with related service providers and families.

Areas Included

✔ Participation and Engagement
✔ Independence and Self-Monitoring
✔ Task Completion and Pacing
✔ Learning Style and Preferred Modality
✔ Rate of Progress Toward IEP Goals
✔ Communication and Language Use
✔ Social Interactions with Adults and Peers
✔ Adaptive Behavior and Daily Living Skills
✔ General Work Practices and Study Skills
✔ Social-Emotional and Behavioral Functioning

Why You'll Love This Resource

• Collect comprehensive teacher input in one organized document
• Ensure important areas of student functioning are not overlooked
• Support the development of meaningful and individualized PLAAFP/PLOP statements
• Create a more complete picture of student performance across settings
• Save time during IEP writing and annual review preparation
• Useful for special education teachers, case managers, speech-language pathologists, related service providers, and multidisciplinary teams

Perfect For

• Annual IEP Reviews
• Initial Evaluations
• Reevaluations
• Progress Monitoring Meetings
• Transition Planning Discussions
• Multidisciplinary Team Collaboration

This questionnaire helps transform teacher observations and classroom data into meaningful information that supports the creation of accurate, comprehensive, and student-centered PLAAFP/PLOP statements.