intervention plan and reassess the data. By presenting a progress monitoring graph with instructional changes, data-driven decision-making, and problem-solving can be successfully implemented to ensure student success. Step 3: Progress Reports and Present Levels of Academic and Functional Performance (PLAAFP) The next shift was rethinking how to write data-based present-level statements for IEPs. Using progress monitoring data to write a present-level statement involves a systematic process to capture the student's current performance, identify trends, and project future needs. Making the shift from a less structured process, rethinking how to write data-based present-level statements for Individualized Education Programs (IEPs) involves a deliberate and systematic approach. Utilizing progress monitoring data to develop PLAAFPs requires describing the student's current performance accurately. This included the identification of trends within the data and projecting future needs based on how the student responded to interventions and observed learning patterns. This shift signifies a move towards more data-driven decision- making, ensuring that present-level statements are grounded in objective evidence and clearly understand the student's strengths, areas of growth, and anticipated requirements for continued progress. This focus was embedded in the professional development modules and continued as
teachers worked collaboratively to enhance their practices. Figure 4: Example of Module Training on PLAAFP Writing
A quality PLAAFP statement must provide enough information about the student so that the IEP team can design specialized instruction to address areas of critical need. By adopting this systematic process, educators can enhance the precision and effectiveness of PLAAFP statements, facilitate more targeted interventions, and develop IEPs that are internally consistent based on the student's needs. Progress reports are completed quarterly and based on data crucial for tracking student growth and communicating outcomes to stakeholders. The teachers were trained on progress reports and inputting specific data for each objective during one of the professional development modules. This was frequently reviewed as it was a new approach to reporting progress on the goals and objectives. By providing teachers with the necessary tools and support, we aimed to enhance the effectiveness of progress monitoring and foster a shared understanding of student
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