IEP Present Levels (PLAAFP) in Indiana
What should present levels include in a Indiana IEP?
Indiana IEPs must include a statement of the student's present levels of academic achievement and functional performance (PLAAFP) describing how the student's disability affects involvement and progress in the general education curriculum (511 IAC 7-42-6(a)(1)). The PLAAFP must be grounded in the multidisciplinary educational evaluation report reviewed at the CCC meeting, which under 511 IAC 7-40-5 must assess all areas of suspected disability including cognitive ability, academic achievement, and functional/adaptive behavior as appropriate. For early childhood students (ages 3-5), present levels describe how the disability affects participation in appropriate activities rather than the general curriculum. The Case Conference Committee (CCC) — Indiana's statutory name for the IEP team — is responsible for interpreting evaluation data and translating findings into accurate present level statements at the CCC meeting (511 IAC 7-42-3). For students with a Transition IEP (TIEP), present levels must incorporate results of age-appropriate transition assessments addressing postsecondary education, training, employment, and independent living (511 IAC 7-43-4). Parent input on the student's strengths, concerns, and observations is a required consideration in developing present levels (34 CFR 300.324(a)(1)). Present level data is the foundation from which all measurable annual goals must flow directly.
What Indiana Requires
Present levels must describe how the disability affects involvement and progress in the general education curriculum; for preschool students, how the disability affects participation in appropriate activities (511 IAC 7-42-6(a)(1); 34 CFR 300.320(a)(1)).
The PLAAFP must be based on comprehensive multidisciplinary evaluation data addressing all areas of suspected disability, as documented in the educational evaluation report reviewed by the CCC (511 IAC 7-40-5).
For Transition IEP (TIEP) students, present levels must incorporate age-appropriate transition assessment results in postsecondary education, training, employment, and independent living (511 IAC 7-43-4).
Parent concerns about the student's education must be considered and documented by the CCC as a required factor in IEP development (34 CFR 300.324(a)(1)(ii)).
All annual goals must flow directly from present level data and address the student's identified disability-related needs (511 IAC 7-42-6(a)(2)).
The CCC must ensure the PLAAFP is written in objective, measurable terms that allow the team to track progress meaningfully.
Key Timelines
Present levels must be updated at each annual CCC review with current data (511 IAC 7-42-7; 34 CFR 300.324(b)).
Reevaluation of the student occurs at least every three years (triennial) unless the parent and public agency agree it is unnecessary (511 IAC 7-40-8; 34 CFR 300.303).
Evaluation reports must be made available to the parent prior to the CCC meeting at which eligibility or services are determined (34 CFR 300.306).