What is the purpose of including a student’s daily living and functional skills in the PLAAFP?

• A. To document test scores in isolation.
• B. To justify the length of the assessment battery.
• C. To provide a holistic view of the student’s ability to function across settings, determine supports needed, and guide transition planning and goal setting.
• D. To focus solely on academic achievement.

Answer: (C)

Including daily living and functional skills in the PLAAFP provides a complete picture of how the student functions across real-life settings, not just in academic tasks. This broader view captures independence, safety, self-management, and community participation, helping identify the supports and services the student will need in school and beyond. By detailing strengths and challenges in areas like self-care, organization, time management, communication, and community skills, the IEP team can determine appropriate supports, accommodations, or services and set realistic, meaningful goals for transition planning. In short, framing the PLAAFP around functional abilities ensures planning is grounded in how the student will live and participate after high school, rather than focusing narrowly on academics alone.