PLAAFP IN IEP

1.    What is the meaning of PLAAFP?

• A. Present Levels of Academic Assignment and Functional Product

• B. Present Levels of Achievement Academic and Functional Provided

• C. Present Levels of Academic Achievement and Functional Performance

• D. Present Levels of Astonishing Academe and Functional Performance

2.   It generally refers to a child’s performance in academic areas (e.g., reading, language arts, and math)

• A. Academe Achievement

• B. Functional Achievement

• C. Functional Performance

• D. Academic Achievement

3.  It is often used in the context of routine activities of everyday living and are varied depending on the individual needs of the child.

• A. Functional

• B. Academic

• C. Performance

• D. Achievement

4.   It is a statement includes how the child’s disability affects the child’s involvement and progress in the general education curriculum or for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities.

• A. Present Levels of Achievement Academic and Functional Provided

• B. Present Levels of Academic Achievement and Functional Performance

• C. Present Levels of Academic Assignment and Functional Product

• D. Present Levels of Astonishing Academe and Functional Performance

5. It is the starting point for writing measurable goals. Data should be current, specific, measurable, and correspond directly to the annual goals.

• A. Impact of the disability

• B. Anecdotal Data

• C. Baseline and current performance data

• D. Standardized Assessments

6.    Functional Performance generally refers to a child’s performance in academic areas (e.g., reading, language arts, and math)

• TRUE

• FALSE

7. Academic Achievement generally refers to skills or activities that may not be considered academic or related to a child’s academic achievement.

• TRUE

• FALSE

8. Teachers and others who work with your child may offer information they’ve learned by observing your child’s day-to-day school routine

• FALSE

• TRUE

9.   The impact of the disability explains how the student's disability affects the student’s involvement and progress in the general education curriculum.

• TRUE

• FALSE

10.    Baseline and current performance data are the starting point for writing measurable goals.

• TRUE

• FALSE