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.

中文翻译：

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当前学业成绩水平的质量和功能表现陈述与学生学习之间的关系

目前的学业成绩和功能表现水平 (PLAAFP) 是个性化教育计划 (IEP) 流程的重要组成部分，因为它确定了学生的优势和成长领域。然而，很少有研究检查个别化教育计划的组成部分和学生的成绩。当前的研究考察了 PLAAFP 质量与学生成绩之间的关系，以及培训和持续专业发展与 PLAAFP 质量之间的关系。该数据来自一个州的 211 名特殊教育教师。结果表明，持续的专业发展可以预测 PLAAFP 声明的质量，并解释了很大一部分差异 ( r ² = 0.14）在 PLAAFP 质量得分中，并且是比参加单次训练更强的预测因子。此外，PLAFP 质量预测了学区以外的冬季成绩分数、秋季成绩分数和教师变量，并解释了阅读 ( r ²  = 0.05) 和数学 ( r ²  = 0.07)的显着和中等数量的独特方差。包括对研究和实践的影响。