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Our conference Q&A session was a big hit, but not all of the questions could be answered.  Let’s take a look at a few. . .

Q:           What are requirements for PLAAFP?

A:            PLAAFP or “Present Levels of Academic Achievement and Functional Performance” describes how the student is doing academically to help in the development of the student’s IEP and goals and objectives.  The IDEA and its regulations require that the student’s ARD Committee provide a statement of present levels of functional performance in a student’s IEP.  The statement must include how the disability affects the child’s progress in general education.  Information for a student’s PLAAFP can come from sources such as state assessments, benchmarks, classroom assignments, and observations.  A comprehensive PLAAFP based on various sources of data will help the student’s ARD committee determine the student’s needs and establish measurable annual goals.  For more information on the requirements of a PLAAFP, Region 14 offers a presentation titled “The Role of the PLAAFP in the IEP.”


Q:           Can you tell us more about restorative discipline?

A:               The Texas Education Agency’s website boasts that “Texas is on the leading edge of a national discussion regarding effective and equitable discipline in our schools.”    It defines restorative discipline as a prevention-oriented approach that fosters accountability and amends-making to resolve school conflict such as bullying, truancy, and disruptive behavior.  Experts say that that restorative practices help make schools safer by creating pathways to success, rather than an emphasis on failure and punishment.  For the basics on this innovative approach to discipline, check out this overview provided by Region 20.  In 2017, Legal Digest will be partnering with Kevin Curtis for workshops around the state on Restorative Practices for Educators.  Check for more info.


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