IEP Present Levels (PLAAFP) in Massachusetts
What should present levels include in a Massachusetts IEP?
In Massachusetts, 'Present Levels of Educational Performance' (also called 'Current Performance Level') is a required section of every IEP that describes your student's current abilities and skills in relation to specific IEP goals. Massachusetts law (MGL ch. 71B) requires this information to be detailed and individualized—not generic. The Present Levels section has two parts: 'Present Levels A: General Curriculum' describes your student's performance in general education classes (English, Math, Science), while 'Present Levels B: Other Educational Needs' describes performance in other areas like transition skills, independent living, vocational training, and community participation. For students age 14 and older, Present Levels must include transition-related abilities and skills needed for post-secondary goals in employment, education, and independent living. Present Levels are the foundation for writing measurable IEP goals—the IEP Team uses this information to determine what skills your student needs to develop and what transition services will help your student reach their post-secondary vision. Parent input is essential because you know your student's actual strengths, weaknesses, and everyday functioning better than anyone else. Present Levels should be specific and observable (for example, 'Clara speaks to everyone including strangers' rather than vague statements), so the Team can write targeted goals and measure progress accurately.
What Massachusetts Requires
Present Levels must appear in two sections of every IEP: General Curriculum performance and Other Educational Needs performance, and must describe your student's current abilities related to each specific IEP goal listed.
For students age 14 and older, Present Levels must include transition-related information about your student's current skills in employment, education, independent living, and community participation as these relate to post-secondary goals.
Present Levels must be specific and based on formal assessments (standardized tests), informal assessments (observations, situational assessments), and parent input—not vague or generic statements—so the IEP Team can write measurable goals.
You must provide input on your student's Present Levels before the IEP is finalized; your knowledge of your student's everyday strengths, challenges, and interests outside school is essential to accurate Present Levels and appropriate goal-setting.
Present Levels form the direct foundation for all IEP goals: each goal must state the skill to be developed and reference the student's current performance level for that skill area.
Key Timelines
Present Levels must be documented in the IEP whenever any assessment is completed (formal or informal) and before annual IEP meetings to ensure current information is used.
Transition assessments must be requested and documented in Present Levels by age 14 (when transition services begin in Massachusetts under MGL ch. 71B § 12C), and updated annually or as often as necessary to keep Present Levels current as the student ages.
Massachusetts requires at least annual IEP meetings where Present Levels are reviewed and updated; you may request additional meetings to update Present Levels if your student's abilities change significantly.