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.05.01.09(A)(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 COMAR 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 — each goal must flow logically from the present levels. The IEP Team must include the parent, at least one regular education teacher of the child, at least one special education teacher or provider, a representative of the LEA (county board of education) who is qualified to provide or supervise the provision of specially designed instruction and who has authority regarding commitment of LEA resources, an individual who can interpret the instructional implications of evaluation results, and the child when appropriate — consistent with 34 CFR 300.321 and COMAR 13A.05.01.07(A). Parent input, concerns, and information provided by the family must be documented and considered in developing the PLAAFP (COMAR 13A.05.01.09; 34 CFR 300.324(a)(1)(ii)). Maryland's MSDE-developed standardized IEP forms include a structured present levels section prompting teams to address academic performance, functional skills, communication, social-emotional functioning, and the impact of the disability across all educational environments. For transition-age students (age 14+), present levels must include results of age-appropriate transition assessments addressing the student's interests, preferences, strengths, and needs in education/training, employment, and independent living (COMAR 13A.05.01.09(A)(3)). Maryland requires evaluation reports and draft IEP to be provided to parents at least 5 business days before the eligibility or IEP meeting (COMAR 13A.05.01.07(D)), ensuring parents have time to review present levels data before the meeting.
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 based on current evaluations (COMAR 13A.05.01.09(A)(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 COMAR 13A.05.01.06, including 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, strengths, and needs in education/training, employment, and independent living (COMAR 13A.05.01.09(A)(3)).
All measurable annual goals must flow directly from the present levels, addressing needs identified from the disability — each goal requires a documented baseline from the PLAAFP (COMAR 13A.05.01.09(A)(2); COMAR 13A.05.01.09(B)).
Parent input, concerns, and information must be documented and considered in developing the present levels and IEP (COMAR 13A.05.01.09; 34 CFR 300.324(a)(1)(ii)).
The IEP Team composition must include parents, regular education teacher, special education teacher, LEA representative with resource authority, and an individual who can interpret evaluation results (COMAR 13A.05.01.07(A); 34 CFR 300.321).
Evaluation reports and draft IEP must be provided to parents at least 5 business days before the eligibility or IEP meeting, ensuring time to review present levels data (COMAR 13A.05.01.07(D)).
Key Timelines
Present levels must be updated at each annual IEP review with current data (COMAR 13A.05.01.08(B); 34 CFR 300.324(b)).
Reevaluation occurs at least every three years, providing updated data for present levels (COMAR 13A.05.01.06(E); 34 CFR 300.303).
Parents must receive evaluation reports and draft IEP at least 5 business days before the IEP meeting (COMAR 13A.05.01.07(D)).
Initial evaluation must be completed within 60 calendar days of written parental consent, after which present levels are established (COMAR 13A.05.01.06(A)).
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.