The relationship between quality of the present level of academic achievement and functional performance statement and student learning

The present level of academic achievement and functional performance (PLAAFP) is an essential component of the individualised educational program (IEP) process because it identifies student strengths and areas for growth. However, there is minimal research that examines components of an IEP and stud...

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Bibliographic Details
Published in:Journal of Research in Special Educational Needs 2023-10, Vol.23 (4), p.365-374
Main Authors: Burns, Matthew K., Lembke, Erica S., Duesenberg‐Marshall, McKinzie D., Hopkins, Stephanie, Hirt, Stacy, Romero, Monica E., Thomas, Elizabeth, Steinbauer, Jo Ann, Del Gaiso, Amber, Crooks, Scott
Format: Article
Language:English
Subjects:
Academic Achievement
achievement
Educational Assessment
Educational programs
Educational Quality
Functional performance
IEP
Individualized Education Programs
Learning
Outcomes of Education
PLAAFP
Predictor Variables
Professional development
School districts
Scores
Special education
Students with disabilities
Teachers
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Summary:The present level of academic achievement and functional performance (PLAAFP) is an essential component of the individualised educational program (IEP) process because it identifies student strengths and areas for growth. However, there is minimal research that examines components of an IEP and student outcomes. The current study examined the relationship between PLAAFP quality and student achievement, and between training and ongoing professional development and quality of the PLAAFP. The data were obtained from 211 special education teachers in one state. Results suggested that ongoing professional development predicted the quality of the PLAAFP statement, accounted for a large amount of the variance (r2 = 0.14) in the PLAAFP quality score, and was a stronger predictor than participating in a single training. Additionally, PLAAFP quality predicted winter achievement scores beyond the school district, fall achievement scores and teacher variables, and accounted for significant and moderate amount of unique variance for reading (r2 = 0.05) and math (r2 = 0.07). Implications for research and practice are included.
ISSN:1471-3802
1471-3802
DOI:10.1111/1471-3802.12606