IEP Present Levels (PLAAFP) in New Mexico
What should present levels include in a New Mexico IEP?
In New Mexico, the present levels of academic achievement and functional performance (PLAAFP) section is the foundation of every IEP, required by NMAC 6.31.2.11 and 34 CFR 300.320(a)(1). The PLAAFP must describe, in objective and measurable terms, how the child's disability affects involvement and progress in the general education curriculum — or, for preschool children ages 3–5, how the disability affects participation in appropriate activities. New Mexico's evaluation framework requires that present levels be grounded in data from a comprehensive, multidisciplinary evaluation using a variety of assessment tools; no single measure may serve as the sole criterion (6.31.2.10 NMAC; 34 CFR 300.304). For students identified with specific learning disabilities, New Mexico uses a dual discrepancy model incorporating multi-layered system of supports (MTSS) data to inform present levels in the areas of academic achievement and functional performance (6.31.2.10 NMAC). Parent concerns about their child's educational needs must be considered and documented as part of the PLAAFP development process (34 CFR 300.324(a)(1)(ii)). For transition-age students (age 14 and older), present levels must incorporate results of age-appropriate transition assessments addressing education and training, employment, and, where appropriate, independent living (6.31.2.11(G) NMAC; 34 CFR 300.320(b)). Present levels must clearly connect to annual goals — every measurable annual goal should flow logically from a documented area of need in the PLAAFP. New Mexico's special education guidance documents emphasize that present levels should use current performance data, not information gathered from previous years.
What New Mexico Requires
The PLAAFP must describe how the disability affects involvement and progress in the general education curriculum using objective, measurable terms (6.31.2.11 NMAC; 34 CFR 300.320(a)(1)).
Present levels must be based on a comprehensive multidisciplinary evaluation using varied assessment tools; no single measure may be the sole criterion (6.31.2.10 NMAC; 34 CFR 300.304).
For students with SLD, New Mexico's dual discrepancy model using MTSS data must inform the PLAAFP (6.31.2.10 NMAC).
Parent concerns for enhancing the child's education must be considered and documented as part of the PLAAFP (34 CFR 300.324(a)(1)(ii)).
For students age 14 and older, present levels must include results of age-appropriate transition assessments (6.31.2.11(G) NMAC; 34 CFR 300.320(b)).
Every annual goal must flow from a documented area of need identified in the PLAAFP (6.31.2.11 NMAC).
Key Timelines
Present levels must be updated at each annual IEP review, at minimum once every 12 months (6.31.2.11 NMAC; 34 CFR 300.324(b)).
Reevaluation to refresh underlying data must occur at least every three years unless parents and the LEA agree it is unnecessary (6.31.2.10 NMAC; 34 CFR 300.303).
Parents must receive the written evaluation report at least two calendar days before the eligibility determination meeting (6.31.2.10 NMAC).