The PLAAFP section explicitly includes which elements?

• A. Strengths and Parental Concerns, along with data on academic achievement and functional performance
• B. Future housing plans
• C. Discipline history only
• D. School performance metrics only

Answer: (A)

The main concept here is what belongs in the PLAAFP—the Present Level of Academic Achievement and Functional Performance. This part of the IEP paints a current, data-based picture of the student: where they are academically, how they function day-to-day, and how the disability affects participation and progress in the general education setting. It must include the student’s strengths, as well as concerns raised by the parents, all supported by information from multiple sources and data points. This combination ensures the team has a clear baseline from which to set meaningful goals and determine necessary supports, accommodations, and services.

That combination—strengths, parental concerns, and data on academic achievement and functional performance—is why the first option is the best fit. It captures the full, current snapshot that guides the rest of the IEP.

The other choices don’t fit because they either isolate elements or refer to areas outside the PLAAFP’s scope. Future housing plans are part of transition planning for older students, not the PLAAFP itself. Discipline history alone doesn’t provide the comprehensive picture of current performance and needs. School performance metrics alone omit the student’s functional performance and parental concerns, which are essential to a complete PLAAFP.