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The Present Levels section of the IEP describes your child's current skills, struggles, and strengths using specific data, forming the foundation for all goals and services.
The 'Present Levels' section is arguably the most important part of the Individualized Education Program (IEP). The official name is the 'Present Level of Academic Achievement and Functional Performance,' often shortened to PLAAFP or PLOP. It is a detailed snapshot of how your child is doing in school right now, based on current, objective data from evaluations, classwork, and observations from both parents and school staff.
According to federal law (34 CFR §300.320(a)(1)), the PLAAFP must describe two key things. First is 'academic achievement,' which includes subjects like reading, writing, and math. Second is 'functional performance,' which means the everyday skills needed for school, such as communicating, managing behavior, making friends, and organizing assignments. Critically, the PLAAFP must clearly explain how your child's disability affects their ability to participate and make progress in the same general education curriculum as their peers.
A good PLOP should be specific, measurable, and based on data, including assessments and observations. This section is crucial because it sets the baseline for what your child's IEP will address in terms of goals and necessary supports.
Think of the PLAAFP as the foundation of a house. If the foundation is weak or inaccurate, the rest of the IEP—the goals, services, and supports—will not be effective. A well-written PLAAFP uses data to connect your child's unique needs directly to every other part of the plan. It answers the question, 'What is the starting point?' so the team can then map out a path to the destination.
A strong PLAAFP makes the IEP logical. For example, if the PLAAFP states, 'Based on classroom data, Leo follows one-step directions with 90% accuracy but follows two-step directions with only 20% accuracy,' it directly justifies an annual goal for improving his ability to follow multi-step directions. Without that clear starting point, the goals can feel random and disconnected from your child's actual abilities.
When PLOP is well-crafted, it aligns the team on your child's needs and specific areas to work on, ensuring that everyone is focused on the same objectives and can track progress effectively.
PLOP is most helpful when your child's performance data is current and clearly articulated. This helps the IEP team to develop targeted interventions and select appropriate supports. It is particularly effective when transitioning from one school year to the next or when there is a significant change in your child's needs.
The PLAAFP is also especially valuable during initial evaluations, reevaluations, or when your child is moving to a new school. Having accurate, current data ensures continuity of services and helps new team members quickly understand your child's educational profile.
PLOP may not be effective if it contains vague, generic descriptors or is not updated regularly with new assessment data. For instance, if it states that a child struggles in reading without specifics, it may lead to inappropriate goal-setting and interventions.
Parents should ensure that the information in PLOP reflects the child's current abilities and challenges. When data is outdated or overly general, the entire IEP can become misaligned with your child's actual needs, resulting in services and goals that don't address the real issues.
Be cautious if the PLAAFP statement is vague, outdated, or sounds like it could apply to any student. This is often called 'boilerplate' language, and it leads to a weak, ineffective IEP. Red flags include:
Vague descriptions: Phrases like 'is easily distracted,' 'has poor social skills,' or 'is below grade level in math' without any specific data or examples.
Restating the disability: Saying 'As a student with dyslexia, she has trouble reading' provides no new information. The PLAAFP should describe the specific nature of that trouble (e.g., decoding CVC words, reading fluently, understanding text).
Using old data: Relying on evaluation scores from a year ago without including current classroom performance data.
Only listing test scores: A list of scores without explaining what they mean for your child's day-to-day school experience is not helpful.
Missing your voice: If your concerns are not mentioned, the statement is incomplete.
The requirement for a 'statement of the child's present levels of academic achievement and functional performance' is a core component of the Individuals with Disabilities Education Act (IDEA). The specific federal regulation is 34 CFR §300.320(a)(1). This regulation ensures that every IEP is grounded in the individual student's current, data-based needs, rather than being based on assumptions or the student's disability label alone.
This data-based starting point is fundamental to creating an effective educational program that leads to meaningful progress. The legal framework requires that PLOPs be based on evidence-based practices regarding assessment and data interpretation, ensuring that reliable data is used for setting targeted, effective goals.
A strong PLAAFP statement gives a clear and complete picture of your child. It moves beyond simple labels and provides a solid basis for planning. Look for these key ingredients:
Data-Driven: It uses numbers and specific examples. Instead of 'struggles with reading,' it says, 'reads 40 correct words per minute on a 3rd-grade passage, which is below the benchmark of 90 words per minute.'
Describes Strengths and Needs: It presents a balanced view. It should mention what your child can do, not just what they can't. This helps the team build on existing skills.
Includes Your Input: The PLAAFP must include information you provide as a parent. Your concerns for your child's education are a required part of this section.
Connects to the Curriculum: It explains how the disability impacts your child's ability to learn alongside their peers. For example, 'Her difficulty with written expression means she is unable to complete the written portion of science lab reports without support.'
Understanding the topic is one thing; using it in a meeting is another. SENTINEL·IEP gives you plain-language reference and a companion that follows the conversation in real time — so you can recognize this when it comes up and know what to ask.