JAASEP FALL 2025 Part 3 of 10
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Despite the critical importance of the PLAAFP in shaping students’ educational trajectories, there is limited empirical literature evaluating the quality and consistency of PLAAFP statements (Burns et al., 2023; Goran et al., 2020; Hott et al., 2021a). Therefore, the purpose of this paper is to establish the importance of measuring IEP and PLAAF quality. We begin by describing the legal history of special education. Specifically, we will consider how legislation, policy, and case law transformed special education based on the expectation that SWDs demonstrate progress toward explicitly defined standards; to meet these standards, SWDs must have both high-quality instruction and a high-quality IEP (McLaughlin, 2010). We then address the complexity of measuring IEP and PLAAFP quality by describing examples of IEP assessment rubrics and by addressing psychometric considerations for interpreting such rubric-derived data.
Next, we provide context for this issue with two key strands. First, we outline how scholars have ruled in San Antonio Independent School District v. Rodriguez (1973) that there is no constitutional right to education. Each state was thus vested with the autonomy to implement education policy.
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.