IEP Present Levels (PLAAFP) in Alabama
What should present levels include in a Alabama IEP?
In Alabama, present levels of academic achievement and functional performance (PLAAFP) are the foundation of the IEP as required by Ala. Admin. Code r. 290-8-9-.05 and 34 CFR 300.320(a)(1). The PLAAFP must describe how the child's disability affects involvement and progress in the general education curriculum, or for preschool children, how it affects participation in appropriate activities. Present levels must be based on a comprehensive evaluation using multiple assessment tools; no single measure may serve as the sole criterion for disability determination or educational programming. Evaluation data must not be discriminatory on racial or cultural bases, must be conducted in the child's native language or communication mode, and tests must be validated and administered by trained personnel (Ala. Admin. Code r. 290-8-9-.02). For transition-age students, present levels must include results of age-appropriate transition assessments. The IEP team in Alabama uses the federal 'IEP Team' designation. Parent input and concerns for enhancing their child's education must be considered and are integral to developing the PLAAFP.
What Alabama Requires
Present levels must describe how the child's disability affects involvement and progress in the general education curriculum, with specific academic and functional data from multiple sources (Ala. Admin. Code r. 290-8-9-.05; 34 CFR 300.320(a)(1)).
No single procedure or measure may be used as the sole criterion for determining eligibility or programming; multiple assessment tools and strategies are required (Ala. Admin. Code r. 290-8-9-.02; 34 CFR 300.304(b)).
Assessments must be conducted in the child's native language or communication mode and must not be discriminatory on racial or cultural bases (Ala. Admin. Code r. 290-8-9-.02).
Standard scores must be used for eligibility determinations; evaluations are considered valid if conducted within one year of the IEP team meeting (Ala. Admin. Code r. 290-8-9-.02).
Parent concerns for enhancing the education of their child must be considered by the IEP team and documented (34 CFR 300.324(a)(1)(ii)).
For transition-age students (age 16 or older, or younger if determined appropriate by the IEP team), present levels must include results of age-appropriate transition assessments related to training, education, employment, and independent living (Ala. Admin. Code r. 290-8-9-.05; 34 CFR 300.320(b)).
ACAP or AAA performance data should feed into present levels; ALSDE provides IEP form templates with structured PLAAFP sections that guide IEP teams through required present levels documentation.
Key Timelines
Present levels must be updated at each annual IEP review, at minimum annually (34 CFR 300.324(b)).
Initial evaluation must be completed within 60 calendar days of receiving parental consent; eligibility must be determined within 30 calendar days of evaluation completion (Ala. Admin. Code r. 290-8-9-.02).
Reevaluation must occur at least every three years unless parent and LEA agree it is unnecessary (Ala. Admin. Code r. 290-8-9-.02; 34 CFR 300.303).