IEP Present Levels (PLAAFP) in Michigan
What should present levels include in a Michigan IEP?
In Michigan, the present levels of academic achievement and functional performance (PLAAFP) section is the foundation of the IEP. Under 34 CFR 300.320(a)(1), as incorporated by MARSE R 340.1721e, this section must describe the child's current academic and functional performance, including how the child's disability affects involvement and progress in the general education curriculum (or for preschool children, participation in appropriate activities). The PLAAFP must be based on data from the Multidisciplinary Evaluation Team (MET) report, recent assessments, teacher observations, parent input, and other current information. Michigan's MET report (R 340.1721c) provides the data foundation for PLAAFP statements; the IEP team uses MET findings to develop PLAAFP statements across all relevant areas — academic achievement, social/emotional functioning, communication, motor skills, adaptive behavior, and other areas affected by the disability. PLAAFP statements must be specific and measurable, not vague descriptions. They must directly connect to the goals and services proposed in the IEP — every annual goal must logically flow from the present levels. For students transitioning from Early On (Michigan's Part C program), the PLAAFP incorporates information from the Individualized Family Service Plan (IFSP). Michigan's emphasis on the MET process means that PLAAFP statements are expected to be data-driven and grounded in objective assessment results, not merely observations. Parents must receive a copy of the MET report prior to the IEP meeting so they can participate meaningfully in developing the PLAAFP.
What Michigan Requires
Present levels must describe how the child's disability affects involvement and progress in the general education curriculum — or for preschool children, participation in appropriate activities (34 CFR 300.320(a)(1); R 340.1721e).
PLAAFP statements must be based on current data from the MET report, assessments, teacher observations, and parent input — not on vague or outdated information (R 340.1721c; R 340.1721e).
Every annual goal in the IEP must logically flow from the present levels of performance — there must be a direct data-to-goal connection (R 340.1721e).
Parents must receive a copy of the MET report before the IEP meeting so they can meaningfully participate in developing present levels (R 340.1721c).
For students transitioning from Early On (Part C), the IEP must incorporate relevant information from the IFSP in the present levels (34 CFR 300.323(b)).
Key Timelines
Present levels must be updated at each annual IEP review with current data (34 CFR 300.324(b); R 340.1721e).
Parents must receive the MET report reasonably in advance of the IEP meeting — Michigan guidance specifies parents should receive it at least 2 calendar days before the meeting (R 340.1721c; MDE guidance).
For students transitioning from Part C to Part B at age 3, the initial IEP with present levels must be in effect by the child's third birthday (34 CFR 300.124).