IEP Present Levels (PLAAFP) in Arkansas
What should present levels include in a Arkansas IEP?
In Arkansas, present levels of academic achievement and functional performance (PLAAFP) are required as the foundation of the IEP under Ark. Admin. Code 005.18.10-001, §8.08.1, consistent with 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 ages 3-5, how the disability affects participation in appropriate activities. Evaluation data must be gathered through a variety of tools and strategies; Arkansas prohibits using a single measure as the sole criterion for eligibility or programming decisions (34 CFR 300.304(b)). Arkansas uses the standard federal IEP team composition, including parents, at least one regular education teacher, at least one special education teacher or provider, a public agency representative qualified to supervise or provide specially designed instruction, and an individual who can interpret evaluation results (§8.05.1). The IEP team meeting at which PLAAFP is developed is convened as part of the Evaluation/Programming Conference (EPC) or annual review. Parent input into present levels is explicitly required under Arkansas rules, and the IEP team must consider the strengths of the child and the concerns of the parents.
What Arkansas Requires
Present levels must describe how the disability affects involvement and progress in the general education curriculum, with specific academic and functional data (Ark. Admin. Code 005.18.10-001, §8.08.1; 34 CFR 300.320(a)(1)).
Evaluation must use a variety of assessment tools; no single measure may be the sole criterion for eligibility or programming decisions (34 CFR 300.304(b)).
The IEP team must consider the strengths of the child and parental concerns for enhancing their child's education when developing present levels (34 CFR 300.324(a)(1)).
For transition-age students (age 16 and older), present levels must incorporate results of age-appropriate transition assessments related to training, education, employment, and independent living (Ark. Admin. Code 005.18.10-001, §8.08.2.1; 34 CFR 300.320(b)).
All annual goals must flow from needs identified in the present levels statement (34 CFR 300.320(a)(2)).
IEP team special considerations — including communication needs, behavior, Braille, language needs for LEP students, and assistive technology — must be addressed based on evaluation data reviewed in present levels (Ark. Admin. Code 005.18.10-001, §8.07.1.2).
Key Timelines
Present levels must be updated at each annual IEP review, at minimum annually (34 CFR 300.324(b)).
Reevaluation must occur at least every three years (triennial), unless the parent and LEA agree it is unnecessary (34 CFR 300.303).
EPC must be held within 30 calendar days of completing the initial evaluation, at which present levels are established (Ark. Admin. Code 005.18.10-001, §8.04.2.1.B).