IEP Present Levels (PLAAFP) in Vermont
What should present levels include in a Vermont IEP?
Vermont requires that each IEP include a statement of the student's present levels of academic achievement and functional performance (PLAAFP), consistent with Rule 2363.7 and 34 CFR 300.320(a)(1). The PLAAFP must describe how the disability affects the student's involvement and progress in the general curriculum, or for preschool students, how the disability affects participation in appropriate activities. Present levels must be grounded in multidisciplinary evaluation data required by Rule 2362.2, which mandates the use of a variety of assessment tools and strategies and prohibits reliance on any single assessment as the sole criterion for eligibility or programming. Vermont's Evaluation Planning Team (EPT) under Rule 2362.2.2 must include qualified professionals who interpret evaluation data that feeds into the PLAAFP. Vermont's multi-tiered system of supports (VTmtss) framework and Educational Support Team (EST) data, when available, inform present levels — particularly for students evaluated through response-to-intervention pathways under Rule 2362.2.3. Parent input and concerns are explicitly required components of IEP development under Rule 2363.7 and 34 CFR 300.324(a)(1). For students with specific learning disabilities, classroom observation data documenting performance and behavior in areas of difficulty must be included per Rule 2362.2.3. Vermont promotes Universal Design for Learning (UDL) principles, which influence how present levels document student strengths alongside areas of need.
What Vermont Requires
Present levels must describe how the disability affects involvement and progress in the general curriculum, or in appropriate activities for preschool students (Rule 2363.7; 34 CFR 300.320(a)(1)).
Present levels must be based on evaluation data gathered through a variety of tools and strategies; no single measure may be used as the sole criterion (Rule 2362.2.1; 34 CFR 300.304(b)).
For students with specific learning disabilities, classroom observation data documenting performance and behavior in areas of difficulty must be included in the evaluation and reflected in present levels (Rule 2362.2.3; 34 CFR 300.310).
Parent input and concerns regarding their child's education must be considered and documented during IEP development (Rule 2363.7; 34 CFR 300.324(a)(1)(ii)).
Vermont's VTmtss/EST data, when available, informs present levels — particularly for students evaluated via RTI pathways under Rule 2362.2.3.
Annual goals must flow directly from the documented present levels, with a clear connection between identified needs and proposed goals (Rule 2363.7; 34 CFR 300.320(a)(2)).
Key Timelines
Present levels must be updated at each annual IEP review (Rule 2363.6; 34 CFR 300.324(b)).
Reevaluation data refreshing present levels must occur at least every three years (Rule 2362.2.8; 34 CFR 300.303).
Evaluation reports providing the basis for present levels must be completed within 60 calendar days of parental consent for the initial evaluation (Rule 2362.2.1).
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.