IEP Present Levels (PLAAFP) in South Carolina
What should present levels include in a South Carolina IEP?
In South Carolina, present levels of academic achievement and functional performance (PLAAFP) are the foundation of the IEP, as required by Regulation 43-243 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, or for preschool children, how the disability affects participation in appropriate activities. Present levels must be based on the comprehensive evaluation conducted under Regulation 43-243.1 (Standards for Evaluation and Eligibility Determination — SEED), which requires the use of a variety of assessment tools and strategies, technically sound instruments, and evaluation in all areas of suspected disability. For transition-age students (age 13 and older in South Carolina), present levels must include results of age-appropriate transition assessments related to training, education, employment, and independent living skills. South Carolina uses the standard federal 'IEP Team' designation, including parents, a general education teacher, a special education teacher, an LEA representative, an individual who can interpret evaluation results, and the student when appropriate (34 CFR 300.321). Parent concerns and input are integral to developing present levels.
What South Carolina Requires
Present levels must describe how the child's disability affects involvement and progress in the general education curriculum, with specific academic and functional data (Reg. 43-243; 34 CFR 300.320(a)(1)).
Present levels must be based on a comprehensive evaluation using a variety of assessment tools and technically sound instruments; no single measure may serve as the sole criterion for eligibility or programming (Reg. 43-243.1; 34 CFR 300.304(b)).
For transition-age students (age 13 and older in South Carolina), present levels must include results of age-appropriate transition assessments covering training, education, employment, and independent living (Reg. 43-243, Section III.G).
Parent concerns for enhancing the education of their child must be considered and documented by the IEP team (34 CFR 300.324(a)(1)(ii)).
All measurable annual goals must flow from identified needs described in present levels, addressing disability-related needs across all affected areas (Reg. 43-243; 34 CFR 300.320(a)(2)).
Key Timelines
Present levels must be updated at each annual IEP review, at minimum every 12 months (34 CFR 300.324(b)).
Reevaluation must occur at least every three years unless the parent and LEA agree it is unnecessary, or more frequently if conditions warrant or if requested by parent or teacher (34 CFR 300.303).
Evaluation reports must be provided to parents and results explained before the eligibility determination (34 CFR 300.306(a)).