Have you ever daydreamed about having IEPs that are the Beyoncé of student support? In this blog, we’ll take a deep dive into the essential elements of high-quality Present Levels of Performance (PLOP), also known as PLAFF (Present Levels of Academic Achievement and Functional Performance), which are the cornerstone of a solid Individualized Educational Program (IEP). This deliberate approach to describing a student’s strengths and needs helps IEP Teams design interventions and services meticulously customized for each student… which leads to more student learning and success.
So, let's get started.
Effective PLOPs are grounded in comprehensive data. This data should be derived from various sources, including normed or criterion-referenced assessments. For example, for students with behavioral needs, employing a functional behavioral assessment to consider the four functions of behavior (social attention, tangible rewards, escape, sensory stimulation), educators can paint a more accurate picture of the student's strengths, areas for improvement, and unique needs. This data-driven approach ensures that the PLOP accurately reflects the student's abilities and provides a solid foundation for setting goals and planning interventions.
Collaboration is the heart of developing effective PLOPs. Gathering input from multiple stakeholders, including teachers, parents, therapists, and students, increases the likelihood that the IEP team will present a holistic picture of what the student is able to do. With a more inclusive approach to describing the student’s present needs, the IEP can be written to provide helpful support to teachers around differentiating and designing specialized instruction in the least restrictive environment.
Language plays a pivotal role in crafting meaningful PLOPs. High-quality PLOPs consistently employ strengths-based language. Rather than merely focusing on deficits, they emphasize the student's capabilities and potential. This positive approach not only boosts student confidence and belonging but also fosters an optimistic and supportive learning environment—a hallmark of inclusive teaching strategies.
A well-constructed PLOP should be crystal clear when articulating the student's needs in specific areas of development. These needs should be closely linked to the impact of the student's disability on their participation in the general education curriculum. The more precise the statement, the easier it is for the IEP team to effectively design targeted interventions and goals that address these needs.
As stated above, effective PLOPs take a holistic view of the student's needs, addressing functional and performance levels. Functional needs encompass broader life skills, while performance needs pertain to specific academic tasks. A well-rounded PLOP ensures that no aspect of the student's development is overlooked, leading to a more comprehensive and effective IEP.
Developing high-quality PLOPs is not just about meeting regulatory requirements; it's a pivotal step in ensuring that students with disabilities receive the tailored support they need to succeed. By employing multiple sources of data, engaging stakeholders, employing strengths-based language, articulating precise needs, and addressing both functional and performance levels, educators and IEP teams can create PLOPs that serve as the foundation for meaningful, effective, and student-centered education plans. Ultimately, these well-constructed PLOPs pave the way for enhanced learning experiences and improved outcomes for students with disabilities within the general education curriculum.
If you're eager to implement these strategies into your school or district's practices, here are a few actionable tips: