IEP Present Levels (PLAAFP) in California
What should present levels include in a California IEP?
In California, the present levels of academic achievement and functional performance (PLAAFP) section is the foundation of the IEP. Under EC 56345(a)(1), this section must describe the child's current academic and functional performance, including how the child's disability affects their involvement and progress in the general education curriculum (or for preschool children, how the disability affects participation in appropriate activities). The PLAAFP must be based on objective, measurable data from assessments, classroom performance, teacher observations, and parent input. California regulation 5 CCR 3040(b) requires that the IEP document a direct relationship between the present levels, the goals, and the services provided—each must logically connect. The PLAAFP should address all areas of suspected disability and include baseline data against which progress will be measured. For students in transition planning, present levels should include age-appropriate transition assessments covering education/training, employment, and independent living (EC 56345(a)(8)). The IEP team—which under EC 56341(b) includes the parent, at least one general education teacher, at least one special education teacher, a district representative with authority over resources, an individual who can interpret evaluation results, and the student when appropriate—collaborates to establish accurate present levels. Parent input and concerns must be documented in this section.
What California Requires
Present levels must describe how the child's disability affects involvement and progress in the general education curriculum, including specific academic and functional data (EC 56345(a)(1); 34 CFR 300.320(a)(1)).
There must be a direct relationship between the present levels of performance, the annual goals, and the services provided in the IEP—this is California's 'nexus' requirement (5 CCR 3040(b)).
Present levels must be based on objective, measurable data including formal and informal assessments, classroom performance data, teacher observations, and parent input (EC 56341(b)(6)).
For transition-age students, present levels must include results of age-appropriate transition assessments in postsecondary education/training, employment, and independent living (EC 56345(a)(8)).
Parent concerns for enhancing the education of their child must be documented in the present levels (34 CFR 300.324(a)(1)(ii)).
Key Timelines
Present levels must be updated at each annual IEP review with current assessment data (EC 56343(d); 34 CFR 300.324(b)).
Reevaluation of present levels occurs at least once every three years (triennial) or more frequently if conditions warrant or if requested by parent or teacher (EC 56381(a); 34 CFR 300.303).
Updated present levels must reflect results from all assessments conducted within 60 days of receiving parental consent for evaluation, not counting days between sessions/terms/vacations exceeding 5 school days (EC 56043(c)).