IEP Present Levels (PLAAFP) in Colorado
What should present levels include in a Colorado IEP?
In Colorado, present levels of academic achievement and functional performance (PLAAFP) are the foundation of the IEP, as required by 1 CCR 301-8 (ECEA Rules), §4.03 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 the disability affects participation in appropriate activities. Present levels must be based on the comprehensive evaluation conducted by the IEP team under §4.02, which must use a variety of assessment tools and strategies and may not rely on a single measure as the sole criterion. For transition-age students (age 15 and older, or from the end of 9th grade), present levels must include results of age-appropriate transition assessments related to training, education, employment, and independent living skills (§4.03(6)(d)(ii)). Colorado uses the standard federal 'IEP Team' designation (not a state-specific name), including parents, a general education teacher, a special education teacher, an administrative unit (AU) representative, an individual who can interpret evaluation results, and the student when appropriate (34 CFR 300.321). Parent concerns and input are integral to developing present levels under ECEA procedures.
What Colorado 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 (1 CCR 301-8, §4.03; 34 CFR 300.320(a)(1)).
Present levels must be based on a comprehensive multidisciplinary evaluation using a variety of assessment tools; no single measure may serve as the sole criterion for eligibility or programming (1 CCR 301-8, §4.02(3)).
For transition-age students (age 15 or end of 9th grade, whichever comes first), present levels must include results of age-appropriate transition assessments covering training, education, employment, and independent living (1 CCR 301-8, §4.03(6)(d)(ii)).
Parent concerns for enhancing the education of their child must be considered and documented by the IEP team (34 CFR 300.324(a)(1)(ii)).
All measurable annual goals must flow from identified needs described in present levels, addressing disability-related needs across all affected areas (1 CCR 301-8, §4.03; 34 CFR 300.320(a)(2)).
Key Timelines
Present levels must be updated at each annual IEP review, at minimum every 365 calendar days (1 CCR 301-8, §4.03(3)).
Reevaluation must occur at least every three years unless the parent and AU agree it is unnecessary, or more frequently if conditions warrant or if requested by parent or teacher (1 CCR 301-8, §4.02(4); 34 CFR 300.303).
Evaluation reports must be provided to parents prior to the eligibility and IEP meeting (34 CFR 300.306(a)).