IEP Present Levels (PLAAFP) in Illinois
What should present levels include in a Illinois IEP?
The present levels of academic achievement and functional performance (PLAAFP) section is the foundational component of every Illinois IEP. Under 34 CFR 300.320(a)(1), the IEP must include a statement of the child's present levels of academic achievement and functional performance, including 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. Illinois regulation 23 IAC §226.230(a) extends this by requiring that present levels be linked to the State Goals for Learning and the Illinois Learning Standards, establishing a direct connection between the student's current performance and the state's academic framework. The ISBE IEP form 34-54 instructs that present levels be completed for initial IEPs and all subsequent annual reviews and revisions, and must address all areas impacted by the student's disability. The present levels statements should be descriptive and data-driven, showing a relationship to the Illinois Learning Standards and demonstrating baseline performance from which measurable annual goals are derived. Illinois uses the term 'case study evaluation' for the initial comprehensive evaluation process (105 ILCS 5/14-8.02(a)), and results from this evaluation and any subsequent reevaluations feed directly into the present levels section. The case study evaluation must be conducted by a multidisciplinary team of qualified specialists (105 ILCS 5/14-8.02(b)). For students who are not native English speakers, evaluation materials and procedures must be culturally appropriate and nondiscriminatory, with tests reasonably related to the child's cultural environment (105 ILCS 5/14-8.02(e)). Present levels must include both academic achievement (reading, math, writing, science) and functional performance (daily living skills, social skills, behavior, communication, mobility). There must be a direct correlation between the present levels of academic and functional performance, the development of goals and benchmarks, transitional services for students age 14 1/2 and older, and the provision of special education and related services. For students with autism spectrum disorders, the present levels section should address communication, social interaction, sensory responses, and behavioral patterns as required by the autism consideration factors (105 ILCS 5/14-8.02).
What Illinois Requires
Present levels must include a statement of academic achievement and functional performance with a description of how the disability affects involvement in the general education curriculum (34 CFR 300.320(a)(1))
Present levels must reflect consideration of the State Goals for Learning and Illinois Learning Standards (23 IAC §226.230(a))
Present levels must be completed for initial IEPs and all annual reviews/revisions using ISBE form 34-54
A direct correlation must exist between present levels, goals/benchmarks, transition services, and special education/related services
Case study evaluation results from a multidisciplinary team of qualified specialists inform present levels (105 ILCS 5/14-8.02(b))
For non-English-speaking students, evaluation must use culturally appropriate, nondiscriminatory materials (105 ILCS 5/14-8.02(e))
For students with autism, present levels should address all six autism consideration factors (105 ILCS 5/14-8.02)
Key Timelines
Initial case study evaluation and IEP must be completed within 60 school days from parental consent (105 ILCS 5/14-8.02(b))
Present levels must be updated at each annual IEP review (34 CFR 300.324(b))
Reevaluation informing present levels must occur at least every three years (34 CFR 300.303)