IEP Present Levels (PLAAFP) in New Hampshire
What should present levels include in a New Hampshire IEP?
In New Hampshire, 'Present Levels' refers to the required statement of the child's present levels of academic achievement and functional performance (PLAAFP) in every IEP. Under Ed 1109 and 34 CFR 300.320(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 explain how the disability affects participation in appropriate activities. For children taking alternate assessments aligned to alternate achievement standards, the IEP must include benchmarks or short-term objectives. New Hampshire specifically requires the IEP team to include data from any functional behavioral assessment (FBA) in the present levels section if an FBA exists for the student (RSA 186-C:7, IV, effective 1/1/2024). The PLAAFP forms the foundation for developing measurable annual IEP goals and determining needed special education and related services. An initial IEP must be developed and in effect within 30 calendar days of the eligibility determination meeting (Ed 1109.03). School districts must ensure PLAAFP information is accurate, current, and accessible to all IEP team members, teachers, and service providers implementing the IEP.
What New Hampshire Requires
The Present Levels (PLAAFP) statement must describe how the child's disability affects the child's involvement and progress in the general education curriculum and participation in appropriate activities (Ed 1109; 34 CFR 300.320(a)(1)).
If a functional behavioral assessment (FBA) has been completed for the student, the IEP team must include data from that FBA in the Present Levels of the IEP (RSA 186-C:7, IV, effective 1/1/2024).
For preschool children with disabilities (ages 3-5), the Present Levels must address how the disability affects the child's participation in age-appropriate activities and early childhood educational experiences (34 CFR 300.320(a)(1)(ii)).
For children taking alternate assessments aligned to alternate achievement standards, the Present Levels must be linked to benchmarks or short-term objectives that replace annual goals in describing the child's current performance (34 CFR 300.320(a)(2)(ii)).
The Present Levels statement must be based on current, comprehensive evaluation results and must be accessible to and understood by all IEP team members—including regular education teachers, special education teachers, and related service providers who implement the IEP (Ed 1109; 34 CFR 300.323(d)).
Key Timelines
Initial Present Levels must be developed as part of the initial IEP, which must be in effect within 30 calendar days of the eligibility determination meeting (Ed 1109.03) and before special education and related services are made available to the child (34 CFR 300.323(c)).
Present Levels must be reviewed and revised at least annually at the IEP team meeting; they may be revised more frequently if the IEP is updated mid-year in response to new information, changed needs, or parent or teacher concerns (Ed 1109.03; 34 CFR 300.324).
All regular education teachers, special education teachers, and service providers must be informed of their specific responsibilities for implementing the IEP—including the PLAAFP-based goals and supports—before services begin (34 CFR 300.323(d)).