IEP Present Levels (PLAAFP) in New Jersey
What should present levels include in a New Jersey IEP?
In New Jersey, the present levels of academic achievement and functional performance (PLAAFP) section is the foundation of the IEP. Under N.J.A.C. 6A:14-3.7(e)(1), the IEP must include a statement of the student's present levels of academic achievement and functional performance, including how the student's disability affects involvement and progress in the general education curriculum. Present levels must be based on data from the Child Study Team (CST) evaluation, which under N.J.A.C. 6A:14-3.4(f) must include at least two individually administered assessments, structured observations outside testing sessions, classroom observations (required for suspected SLD), parent and teacher interviews, and a developmental history review. The CST — comprising a school psychologist, learning disabilities teacher-consultant (LDTC), and school social worker (N.J.A.C. 6A:14-1.3) — is responsible for conducting the comprehensive evaluation and generating the data that populates the PLAAFP. The PLAAFP must address all areas of suspected disability and provide baseline data from which progress can be measured. Because New Jersey requires benchmarks or short-term objectives for ALL classified students (N.J.A.C. 6A:14-3.7(e)(3)), present levels must be sufficiently specific to anchor both annual goals and the intermediate benchmarks. For transition-age students (age 14+), present levels must include results of age-appropriate transition assessments addressing the student's strengths, interests, and preferences (N.J.A.C. 6A:14-3.7(e)(11)), and postsecondary outcome assessments must be incorporated into the evaluation (N.J.A.C. 6A:14-3.4(f)(5)). Parents receive evaluation reports at least 10 calendar days before the eligibility meeting (N.J.A.C. 6A:14-3.5(a)), ensuring they can meaningfully contribute to the PLAAFP discussion. The IEP team under N.J.A.C. 6A:14-2.3(k)(2) — including the parent, general and special education teachers, CST member, case manager, and district representative — collaborates to establish accurate present levels that drive all subsequent IEP components.
What New Jersey Requires
Present levels must describe how the disability affects involvement and progress in the general education curriculum, with specific academic and functional baseline data (N.J.A.C. 6A:14-3.7(e)(1); 34 CFR 300.320(a)(1)).
Present levels must be grounded in CST evaluation data including at least two individually administered assessments, structured observations, classroom observations (for SLD), parent/teacher interviews, and developmental history (N.J.A.C. 6A:14-3.4(f)).
Because NJ requires benchmarks or short-term objectives for ALL classified students (N.J.A.C. 6A:14-3.7(e)(3)), PLAAFP data must be specific enough to support both annual goals and intermediate benchmarks.
For transition-age students (age 14+), present levels must include age-appropriate transition assessment results covering strengths, interests, and preferences; postsecondary outcome assessments must be part of the evaluation (N.J.A.C. 6A:14-3.7(e)(11); N.J.A.C. 6A:14-3.4(f)(5)).
Parent concerns must be considered and documented by the IEP team (34 CFR 300.324(a)(1)(ii)); parents receive evaluation reports at least 10 calendar days before the eligibility meeting (N.J.A.C. 6A:14-3.5(a)).
All measurable annual goals and benchmarks must flow directly from the present levels, addressing identified needs resulting from the disability (N.J.A.C. 6A:14-3.7(e)(2)-(3)).
Key Timelines
Present levels must be updated at each annual IEP review with current data (N.J.A.C. 6A:14-3.7(i); 34 CFR 300.324(b)).
Reevaluation occurs at least every three years (triennial) or more frequently if conditions warrant or if requested by parent or teacher (N.J.A.C. 6A:14-3.8; 34 CFR 300.303).
Evaluation reports must be provided to parents at least 10 calendar days before the eligibility determination meeting (N.J.A.C. 6A:14-3.5(a)).