IEP Present Levels (PLAAFP) in Maryland
What should present levels include in a Maryland IEP?
In Maryland, the present levels of academic achievement and functional performance (PLAAFP) section is the foundation of the IEP and is required under COMAR 13A.05.01.09A(1). The PLAAFP must describe how the child's disability affects involvement and progress in the general education curriculum. For preschool children, it must describe how the disability affects participation in appropriate activities. Maryland requires that present levels be grounded in current evaluation data, including results of the most recent comprehensive evaluation conducted under COMAR 13A.05.01.05 and 13A.05.01.06 and any subsequent reevaluations. Present levels must address all areas of identified need and must include objective, measurable baseline data from which annual goals can be developed. The IEP Team in Maryland must include the regular education teacher, special education teacher or provider, a district representative, and the parent — consistent with federal requirements (34 CFR 300.321). Parent input and concerns must be documented and considered. Maryland's IEP forms, developed by MSDE, include a structured present levels section that prompts teams to address academic performance, functional skills, and the impact of the disability across all educational environments. For transition-age students (age 14+), present levels must include age-appropriate transition assessment results addressing the student's interests, preferences, and strengths as required by COMAR 13A.05.01.09A(3).
What Maryland 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 (COMAR 13A.05.01.09A(1); 34 CFR 300.320(a)(1)).
Present levels must be based on current evaluation data from the comprehensive evaluation under COMAR 13A.05.01.05 and 13A.05.01.06 and any subsequent reevaluations (34 CFR 300.305(a)).
For preschool children, present levels must describe how the disability affects participation in appropriate activities (34 CFR 300.320(a)(1)(ii)).
For transition-age students (age 14+), present levels must include results of age-appropriate transition assessments addressing interests, preferences, and strengths (COMAR 13A.05.01.09A(3)).
All measurable annual goals must flow directly from the present levels, addressing needs identified from the disability (COMAR 13A.05.01.09A(2)).
Parent input and concerns must be documented and considered in developing the present levels and IEP (COMAR 13A.05.01.09; 34 CFR 300.324(a)(1)(ii)).
Key Timelines
Present levels must be updated at each annual IEP review with current data (COMAR 13A.05.01.08B; 34 CFR 300.324(b)).
Reevaluation occurs at least every three years (COMAR 13A.05.01.06E; 34 CFR 300.303).
Parents must receive evaluation reports and draft IEP at least 5 business days before the IEP meeting (COMAR 13A.05.01.07D).