1. A statement of a student's present levels of academic achievement and functional performance (PLAAFP)

Significance: this first component is the most important of all 8 because the other 7 components build on this child's current unique set of strengths and weaknesses to create what is truly an individualized educational program that will be appropriately tailored to the particular needs of the child and can serve as a baseline for the teacher to monitor the student's progress and the effectiveness of the IEP.  

                                      Figure 3: PLAAFP Flowchart with Measurable Annual Goals and Progress Reports (Mount, 2025).

2. A statement of a student's measurable annual goals, including academic and functional goals and short-term instructional objectives for students who take alternative assessments

Significance: knowledge of a student's annual goals will help the teacher 1) stay focused on the academic and functional skills the child should be working on, 2) prioritize the skills the child is practicing depending on his/her unique needs, and 3) be aware of the potential to learn that the IEP team has estimated for this child in order to create the appropriate amount of challenge. Finally, the teacher should know if the student is eligible for alternative achievement tests and, per IDEA (2004), pay similar attention to the short-term objectives as recommended for the annual goals.

3. A statement of how the student's progress toward meeting the annual goals will be measured and when periodic reports on the student's progress toward the goals will be provided to the parents

Significance: in order to be accountable to both the parents and the IDEA, the teacher should communicate the exact manner by which the IEP team has decided to measure the child's educational progress and be sure to share the reports with the parents according to the schedule that is agreed upon in the IEP.

4.  A statement of the special education related services, and supplementary aids and services, based on peer-reviewed research, to be provided to the student and a statement of the program modifications or supports for school personnel

Significance: the teacher must be aware of what modifications or supports are planned for this child in his/her IEP to maximize the child's chances for success in the least restrictive environment chosen for this particular student. 

                                                                                     Figure 4: Modifications versus Accommodations (Cleaver, 2023). 

5. An explanation of why a student would not be able to participate in general education classes with their nondisabled peers (LRE) if that is applicable to the student.

Significance: This is important so that teachers can be better equipped to make any adjustments needed in assignments, teaching methods, classroom activities, and subject tests so that they can be sure that all students are participating and receiving an appropriate education. This also allows teachers to harbor inclusive classroom environments.

                                                                                                        Figure 5: A chart that explains the LRE outlined in a student's IEP (Cull, 2020).

6. A statement of accommodations necessary to measure a student's academic and functional progress on state or district-wide assessments, or a valid explanation as to why a student cannot take said assessments and the student's alternative to the assessment and how that was chosen.

Significance: This is important so that teachers have a clear understanding of how to assess the student’s progress fairly and consistently. They can choose appropriate assessments that accommodate the student’s needs and provide the necessary support during evaluations.

7. The start date of any services and modifications needed, along with the frequency, location, and duration of the services provided.

Significance: This is important to teachers know exactly when students need accommodations, how long they will need these accommodations, and where the most appropriate environment for these accommodations to take place will be. Teachers can also  plan the student’s schedule, including when they will be pulled out for services or when the student may need extra support during class. This helps avoid conflicts and ensures that the student’s needs are consistently met.

8. A statement of appropriate transition services that allow students to meet their post-secondary goals.

Significance: Teachers can collaborate with counselors, vocational trainers, and other professionals to help students be successful after their secondary education. It allows teachers to incorporate life skills and career readiness into their instruction in order to prepare students for the future (Yell, 2019, p. 232).