IEP Present Levels (PLAAFP) in Tennessee
What should present levels include in a Tennessee IEP?
In Tennessee, the present levels of academic achievement and functional performance (PLAAFP) section is the cornerstone of the IEP, as required by Tenn. Comp. R. & Regs. 0520-01-09-.12(1)(a) and Tenn. Code Ann. § 49-10-103. This section must describe in objective, measurable terms 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 grounded in comprehensive evaluation data including formal assessments, classroom-based measures, teacher and parent input, and observations, consistent with the evaluation procedures established in 0520-01-09-.11 and the evaluation standards established by the Department in consultation with the Advisory Council for the Education of Students with Disabilities. Tennessee guidance emphasizes that present levels must clearly establish a baseline from which all annual goals are derived. The IEP team (as defined in Tenn. Code Ann. § 49-10-102(8) and 34 CFR 300.321) must collaboratively develop this section. For transition-age students (age 14 and older in Tennessee per 0520-01-09-.12(2)(b)), present levels must reflect results of age-appropriate transition assessments addressing postsecondary education/training, employment, and independent living. Parent concerns about enhancing their child's education must be considered and documented, and the child's strengths must be addressed (34 CFR 300.324(a)(1)).
What Tennessee Requires
Present levels must describe how the child's disability affects involvement and progress in the general education curriculum, stated in objective, measurable terms (Tenn. Comp. R. & Regs. 0520-01-09-.12(1)(a); 34 CFR 300.320(a)(1)).
Present levels must be based on comprehensive evaluation data including formal assessments, classroom-based measures, teacher observations, and parent input, consistent with evaluation procedures in 0520-01-09-.11 (Tenn. Comp. R. & Regs. 0520-01-09-.11; 34 CFR 300.304).
The Department establishes standards for evaluation procedures and eligibility criteria in consultation with the Advisory Council for the Education of Students with Disabilities (Tenn. Comp. R. & Regs. 0520-01-09-.11).
All measurable annual goals must logically derive from and directly connect to the documented present levels (Tenn. Comp. R. & Regs. 0520-01-09-.12(1)(a)-(b)).
For transition-age students (age 14+ in Tennessee), present levels must include results of age-appropriate transition assessments addressing postsecondary education/training, employment, and independent living (Tenn. Comp. R. & Regs. 0520-01-09-.12(2)(b)).
Parent concerns about enhancing their child's education must be considered and documented by the IEP team; the child's strengths must also be considered (34 CFR 300.324(a)(1)(i)-(ii)).
For preschool children, present levels must describe how the disability affects participation in appropriate activities rather than the general curriculum (34 CFR 300.320(a)(1)).
Key Timelines
Present levels must be updated at each annual IEP review with current data reflecting the student's performance (Tenn. Comp. R. & Regs. 0520-01-09-.12; 34 CFR 300.324(b)).
Reevaluation data informing present levels must be gathered at least every three years (triennial) unless the parent and LEA agree it is unnecessary (34 CFR 300.303).
Updated present levels must reflect evaluation data obtained within the 60 calendar day evaluation timeline (Tenn. Comp. R. & Regs. 0520-01-09-.05(1)(f)).
Sources
Related IEP Guides
Present Levels (PLAAFP): The IEP Section That Drives Everything Else
The Present Levels section is the foundation of the IEP. Learn what it should include, red flags to watch for, and how to add your voice.
IEP Goals: How to Tell If They're Actually Good (With Examples)
Are your child's IEP goals actually good enough? Real examples of vague vs. strong goals, plus the exact questions to ask at your next meeting.