Christopher M. Claude, Ph.D., Sarah A. Nagro, Ed.D., Frederick J. Brigham, Ph.D
JAASEP 20(3) (2025) 22-36
Abstract
Individualized Education Programs (IEPs) are crucial for the educational planning and service provision for students with disabilities (SWDs) in special education. Within the IEP, the Present Level of Academic Achievement and Functional Performance (PLAAFP) statement forms the basis for developing goals and interventions. Despite its importance, there is limited empirical research on the quality and consistency of PLAAFP statements. In this paper, we underscore the necessity of evaluating IEP and PLAAFP quality, tracing the evolution of special education laws and their impact on the academic and functional expectations for the individual progress of each SWD. By examining various IEP assessment rubrics and psychometric considerations, we highlight the relationship between IEP quality and student outcomes, as well as its implications for teacher preparation and retention amidst special education teacher shortages. With our findings, we advocate for further investigation into IEP quality to enhance outcomes for both SWDs and educators.
Keywords: Individualized Education Plan (IEP), Special Education, Education Policy, Progress Monitoring
DOI: https://doi.org/10.64546/jaasep.587
