IEP Present Levels (PLAAFP) in Kentucky
What should present levels include in a Kentucky IEP?
Kentucky requires that each IEP include a statement of the student's present levels of academic achievement and functional performance (PLAAFP), consistent with 707 KAR 1:320, Section 5(7) and federal law. The PLAAFP must describe how the disability affects the child's involvement and progress in the general curriculum — or for preschool children, how the disability affects participation in appropriate activities. Present levels must be grounded in the full and individual evaluation required by 707 KAR 1:300, Section 4, which mandates a variety of assessment tools and strategies, prohibition on reliance on any single procedure, and assessment of all areas related to the suspected disability including health, vision, hearing, social-emotional status, intelligence, academic performance, communication, and motor abilities. The ARC (Admissions and Release Committee) is responsible for using evaluation results when developing the IEP under 707 KAR 1:320. Parent input and concerns must be considered, and parents may provide information for the evaluation and IEP development process (707 KAR 1:340, Section 6). For SLD eligibility, observational data documenting academic performance and behavioral difficulties must be included (707 KAR 1:310, Section 2(5)). Annual goals must flow directly from the documented present levels. The PLAAFP must address the child's performance in relation to the Kentucky Academic Standards (704 KAR 3:303) and provide sufficient baseline data to measure progress toward each annual goal. For preschool children ages 3-5, present levels must address the five developmental domains: adaptive behavior, cognition, communication, motor, and social-emotional development (707 KAR 1:002, Section 22).
What Kentucky Requires
Present levels must describe how the disability affects involvement and progress in the general curriculum (707 KAR 1:320, Section 5(7); 34 CFR 300.320(a)(1)).
Present levels must be based on evaluation data gathered through a variety of assessment tools and strategies; no single procedure may be the sole criterion (707 KAR 1:300, Section 4(9)).
Evaluation must be comprehensive, covering all areas related to the suspected disability including health, vision, hearing, social-emotional, intelligence, academics, communication, and motor abilities (707 KAR 1:300, Section 4(10)).
For SLD evaluations, at least one non-classroom team member must observe the student in learning environments and document academic performance and behavioral difficulties (707 KAR 1:310, Section 2(5)).
Parent-provided information must be included in the evaluation data used to establish present levels (707 KAR 1:300, Section 4(6)-(7)).
The ARC must consider child strengths and parent concerns when developing present levels and annual goals (707 KAR 1:320, Section 5(1)-(2)).
Assessment instruments must be technically sound, validated for the specific purpose used, and administered by trained and knowledgeable personnel (707 KAR 1:300, Section 4(2)-(5)).
For preschool children ages 3-5 with developmental delay, present levels must document performance across five developmental domains: adaptive behavior, cognition, communication, motor, and social-emotional (707 KAR 1:002, Section 22).
Key Timelines
Present levels must be updated at each annual IEP review (707 KAR 1:320; 34 CFR 300.324(b)).
Reevaluation that refreshes the data underlying present levels must occur at least every three years (707 KAR 1:300, Section 4(18)).
Reevaluation cannot occur more than once per year unless the parent and LEA agree otherwise (707 KAR 1:300, Section 4(19)).
Initial evaluation informing the first PLAAFP must be completed within 60 school days of parental consent (707 KAR 1:320, Section 2).
Sources
Related IEP Guides
Present Levels (PLAAFP): The IEP Section That Drives Everything Else
The Present Levels section is the foundation of the IEP. Learn what it should include, red flags to watch for, and how to add your voice.
IEP Goals: How to Tell If They're Actually Good (With Examples)
Are your child's IEP goals actually good enough? Real examples of vague vs. strong goals, plus the exact questions to ask at your next meeting.