An exploratory reliability study of <scp>PLAAFP</scp> quality scores

Abstract This study evaluated the psychometric properties of a rubric designed to measure the quality of Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for students with disabilities. Interrater reliability was assessed through non‐parametric analyses among ratings from three raters scoring PLAAFP statements. Results indicated high interrater consistency, with a significant average Kendall's τ of 0.82, Spearman's ρ of 0.91, Pearson correlations ranging from 0.87 to 0.96 between rater pairs and a rank ICC of 0.91, demonstrating the reliability across raters in differentiating PLAAFP quality using the rubric. The rubric's internal structure was examined through internal consistency measures and exploratory factor analysis (EFA). McDonald's ω (0.82) and Cronbach's α (0.79) indicated acceptable internal consistency for the overall rubric, though we recognize the former is more appropriate as the EFA suggested a potential three‐factor model. These findings provide initial evidence of the rubric's strong interrater reliability and internally consistent factor structure for evaluating PLAAFP statement quality. We conclude by discussing how psychometrically sound PLAAFP measurement may support teacher preparation and enable future researchers to relate quality scores to student outcomes.