IEP Present Levels (PLAAFP) in Oklahoma
What should present levels include in a Oklahoma IEP?
Oklahoma requires PLAAFP statements that are grounded in current data (assessments one year old or less) and that directly link to goal development. PLAAFP must describe academic achievement and functional performance across all areas of need: academic, developmental, and functional (including communication, motor, cognitive, social/emotional). For preschool children, statements must address impact on participation in age-appropriate activities. Statements must describe how the disability impacts involvement and progress in the general education curriculum. Parent concerns and input must be documented as part of the IEP development process.
What Oklahoma Requires
Current assessments used in PLAAFP are defined as one year old or less, including transition assessments used as baseline data (Oklahoma Special Education Policies & Procedures 2024, Ch. 6, Sec. 3.A)
PLAAFP must include academic strengths and needs (applied problems, written expression, reading fluency), developmental needs (communication, motor, cognitive, social/emotional), and functional needs (self-care, social skills, daily living) (Oklahoma Special Education Policies & Procedures 2024, Ch. 6, Sec. 3.A)
PLAAFP must describe impact of disability on involvement and progress in general education curriculum; for preschool, impact on participation in age-appropriate activities (34 C.F.R. § 300.320(a)(1))
PLAAFP must include results of initial or most recent evaluations, including any state or LEA assessments (34 C.F.R. § 300.320(a)(1))
For transition-age students, PLAAFP must include current transition assessment data (strengths, preferences, interests, and specific transition needs) that is updated annually (34 C.F.R. § 300.320(b); Oklahoma Special Education Policies & Procedures 2024, Ch. 6, Sec. 3.M.v.3)