IEP Present Levels (PLAAFP) in New York
What should present levels include in a New York IEP?
New York State requires the IEP to report the present levels of academic achievement and functional performance and indicate the individual needs of the student across four distinct need areas (8 NYCRR §200.4(d)(2)(i)). The first area, Academic Achievement, Functional Performance and Learning Characteristics, documents the student's levels of knowledge and development in subject and skill areas, including activities of daily living, level of intellectual functioning, adaptive behavior, expected rate of progress in acquiring skills and information, and learning style (8 NYCRR §200.1(ww)(3)(i)(a)). The second area, Social Development, addresses the degree and quality of the student's relationships with peers and adults, feelings about self, and social adjustment to school and community environments (8 NYCRR §200.1(ww)(3)(i)(b)). The third area, Physical Development, examines the degree and quality of the student's motor and sensory development, health, vitality, and physical skills or limitations that pertain to the learning process (8 NYCRR §200.1(ww)(3)(i)(c)). The fourth area, Management Needs, describes the nature of and degree to which environmental modifications and human or material resources are required to enable the student to benefit from instruction, taking into account the student's present levels of performance in the other three areas (8 NYCRR §200.1(ww)(3)(i)(d)). Each need area must document the student's strengths and the concerns of the parents for enhancing the education of their child (8 NYCRR §200.4(d)(2)(i); 34 CFR §300.320(a)(1)). No section of the present levels may be left blank; if no disability-related needs exist in a particular area, the IEP should document that skills are within normal limits or that no disability-related needs were identified. The CSE must consider the results of the initial or most recent individual evaluation, the results of the student's performance on general State or districtwide assessment programs, and the student's current classroom-based assessments and observations (8 NYCRR §200.4(d)(2)). The present levels must include a description of how the student's disability affects the student's involvement and progress in the general education curriculum -- including alignment with the New York State Learning Standards -- or for preschool students, how the disability affects participation in age-appropriate activities (34 CFR §300.320(a)(1); 8 NYCRR §200.4(d)(2)(i)). NY additionally requires special considerations to be documented as yes/no/not applicable questions, including whether the student needs positive behavioral interventions and supports, a behavioral intervention plan, services for limited English proficiency, Braille instruction, communication devices or services, or assistive technology (8 NYCRR §200.4(d)(3)).
What New York Requires
Present levels must be documented across four need areas: academic achievement/functional performance/learning characteristics, social development, physical development, and management needs (8 NYCRR §200.4(d)(2)(i))
Academic achievement area must include levels of knowledge, activities of daily living, intellectual functioning, adaptive behavior, expected rate of progress, and learning style (8 NYCRR §200.1(ww)(3)(i)(a))
Social development area must address relationships with peers and adults, feelings about self, and social adjustment to school and community (8 NYCRR §200.1(ww)(3)(i)(b))
Physical development area must describe motor and sensory development, health, vitality, and physical skills or limitations pertaining to learning (8 NYCRR §200.1(ww)(3)(i)(c))
Management needs must describe the nature and degree of environmental modifications and human or material resources needed (8 NYCRR §200.1(ww)(3)(i)(d))
Each area must include student strengths and parental concerns for enhancing the education of their child (8 NYCRR §200.4(d)(2)(i))
Must describe how the disability affects involvement and progress in the general education curriculum (34 CFR §300.320(a)(1))
CSE must consider results of the initial or most recent evaluation and performance on State or districtwide assessments (8 NYCRR §200.4(d)(2))
No section may be left blank; areas without disability-related needs must be documented as within normal limits (NYSED IEP Q&A Guidance)
Special considerations must be documented including behavioral interventions, limited English proficiency, Braille, communication, and assistive technology needs (8 NYCRR §200.4(d)(3))
Present levels must reflect alignment with New York State Learning Standards and describe how the disability affects involvement and progress in the general curriculum (8 NYCRR §200.4(d)(2)(i); 34 CFR §300.320(a)(1))
Key Timelines
Present levels must be reviewed and updated at each annual review of the IEP (8 NYCRR §200.4(f))
At annual review, present levels should reflect the progress made during the previous year (NYSED IEP Q&A Guidance)