Which of the following is the best example of information that is included in the Present Levels of Academic Achievement and Functional Performance (PLAAFP) section of a student's IEP?

• A. The student will accurately complete eight out of ten multiplication word problems by first highlighting important information in each word problem.
• B. The student can compute fifteen multiplication facts in random order in one minute but demonstrates difficulty solving applied mathematics problems when given extraneous information.
• C. The student is given extended time, graph paper, highlighters, and breaks during mathematics tests.
• D. The student receives two hours per week of supportive instruction in the area of mathematics in a resource room setting.

Answer: (B)

The main idea is to describe where the student currently stands in academics and daily functioning, with actual data showing how the disability affects progress in the general curriculum. The best choice does exactly that: it combines a measurable snapshot of current mathematical ability—computing fifteen multiplication facts in one minute—with a clear, real-world challenge the student faces—difficulty solving applied math problems when extraneous information is present. This provides a baseline to track growth and shows how the disability impacts performance in the classroom, which is what the PLAAFP is designed to capture.

The other options fit better as future targets or supports rather than present levels. One describes a specific goal to achieve in the future, another lists accommodations, and the last outlines services; while those are important parts of an IEP, they do not reflect the student’s current level of performance in a data-based, descriptive way.