Present Level of Academic Achievement and Functional Performance (PLAAFP)

Transition is a required component of the PLAAFP starting at age 15, or younger if determined appropriate by the IEP team.


The PLAAFP should include: 


  • the effect of the student's disability on the needed transition services in order to target the student's individual needs.
  • updated information on the progress toward meeting the postsecondary goals.
  • updated transition assessment information regarding the student's strengths, needs, interests and preferences.


As with other parts of the PLAAFP, information about transition should be current, relevant, obtained from a variety of sources and related to other components of the IEP.



Here are some examples for how to address transition services in the PLAAFP:



Life skills

Erin needs to continue working on functional academics, life skills and career preparation. She is working on the Transition module of the ULS curriculum used in her classroom and has begun working on the Brigance Transition Skills curriculum. Although she is currently unable to identify a specific job, Erin and her parents report that she likes animals and helping people. Although not familiar with the various postsecondary options, Erin says she would like to continue going to school past her senior year.


As indicated in the self-help and daily living sections of the IEP, Erin continues to make progress toward her postsecondary independent living goal. At this time, Erin’s parents and the IEP team believe she should live at home about 4 years after completing the 12th grade. At that time, she will move into a supported living environment. The parents and Hope Community Resources have been exploring housing options.



Darius attended the Alaska Job Center Network job fair and took the ASVAB last semester. He has expressed interest in attending UAA to study Wildlife Biology, hoping to work for Alaska Fish and Game. His current ESER, classroom performance, SBA’s, and recent skill/interest inventories indicate this is a realistic goal. He registered to take the Accuplacer and SAT during second semester of this year. Due to Darius’s Learning Disability in writing, he qualifies for assessment accommodations (see Section 7). Darius will meet with a representative of DVR this semester regarding potential services.



John took the CDM (Career Decision Maker) and participated in the freshman job fair last year. He expressed interest in vocational school or an apprenticeship after high school. John is unsure of what type of job he wants but transition assessment indicates he would like to do some type of physical work and that he enjoys the outdoors. He will take the ASVAB and attend the Alaska Job Center Network job fair next year. Assessment and classroom performance indicate that John’s reading skills will impact him vocationally. This needs to be addressed through accommodations (see Section 7) when he takes transition and vocational assessments. It also needs to be considered when making postsecondary educational and vocational decisions. John struggles with sustaining attention, anger management and following directions cooperatively. Annual goals and his taking an Affective Skills class address these issues, which are critical for future vocational success.


Structured learning

John has passed all sections of the HSGQE and is on track to graduate in May. He turns 18 in January and his parents are considering maintaining guardianship. Academically, John is capable of various postsecondary options including college. Factors affecting educational and vocational choices are his poor social skills, low frustration tolerance, and aversion to crowds and loud noises. He said he wants to attend UAA because his brother did. However, he has not articulated a specific vocational area of interest. Assessment information indicates that he enjoys activities involving only a couple of other people who "don't pressure me." He enjoys puzzles such as Suduko and "brain teasers" on his computer. Assessment and information provided by John’s parents indicate he is most comfortable with structured activities that have a clear beginning and end.


John met with a DVR representative at school in October and has an intake scheduled for early December. Also, he and his parents met with a representative at UAA’s Disability Support Services. At school, John’s goals will continue to focus on social skills and dealing with frustration. He is scheduled to take a Functional Vocational Evaluation in January. A meeting to review the results and further define his postsecondary educational and vocational plans will be scheduled within two weeks of the FVA results.


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