High-quality Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements and measurable annual goals are foundational to effective Individualized Education Programs (IEPs) for students with disabilities, yet many special education teachers report difficulty writing these components. Targeted professional development may strengthen IEP quality, but limited research has examined how technology-based professional development influences alignment among IEP components and subsequent student outcomes. This correlational study examined the relationships among PLAAFP quality, IEP goal quality, teacher characteristics, professional development software use, and student academic growth following participation in Goalbook Toolkit, a digital professional development platform. Participants included 135 special education teachers and 160 students in Grades 2–8 randomly selected across 22 school districts in a Midwestern state. Archival 2023–2024 IEP documents were scored using validated rubrics to assess PLAAFP and goal quality, and student growth in reading and mathematics was calculated using fall-to-spring assessment data. Results indicated a strong positive relationship between PLAAFP quality and IEP goal quality ( r = .63, p < .001), with PLAAFP quality accounting for 40% of the variance in goal quality. However, relationships between IEP goal quality and student growth in reading and mathematics were weak and non-significant. Hierarchical regression analyses showed that teacher characteristics significantly predicted combined student growth, while Goalbook Toolkit usage contributed modest incremental variance. Findings highlight the critical role of high-quality PLAAFP statements in strengthening IEP goal quality and suggest that improving written IEP components alone may be insufficient to produce short-term gains in student achievement. Implications for sustained, technology-supported special education teacher professional development are discussed.
Day et al. (Fri,) studied this question.