IEP Present Levels (PLAAFP) in Virginia
What should present levels include in a Virginia IEP?
In Virginia, the present levels of academic achievement and functional performance (PLAAFP) section is the foundation of the IEP. Under 8VAC20-81-110.G.1, this section must include a statement of the child's present levels of academic achievement and functional performance in objective, measurable terms, including how the child's disability affects the child's involvement and progress in the general education curriculum (or for preschool children, how the disability affects participation in appropriate activities). The PLAAFP must be based on objective, measurable data from evaluations, classroom performance, teacher observations, and parent input. Virginia requires that the IEP team—which under 8VAC20-81-110.C includes the parent, at least one general education teacher, at least one special education teacher or provider, an LEA representative with authority over resources, an individual who can interpret evaluation results, and the student when appropriate—collaborates to establish accurate present levels. Parent concerns for enhancing the education of their child must be considered and documented (34 CFR 300.324(a)(1)(ii)). For students in transition planning (beginning no later than age 14 under Virginia's earlier-than-federal requirement), present levels should include age-appropriate transition assessment results covering education/training, employment, and independent living (8VAC20-81-110.G.10). Virginia requires that the evaluation report be available to parents at least two business days before the eligibility meeting, and present levels must reflect the most current evaluation data (8VAC20-81-70.D).
What Virginia Requires
Present levels must describe how the child's disability affects involvement and progress in the general education curriculum, in objective, measurable terms (8VAC20-81-110.G.1; 34 CFR 300.320(a)(1)).
Present levels must be based on objective, measurable data including formal and informal assessments, classroom performance data, teacher observations, and parent input.
For transition-age students (beginning at age 14 in Virginia), present levels must include results of age-appropriate transition assessments in postsecondary education/training, employment, and independent living (8VAC20-81-110.G.10).
Parent concerns for enhancing the education of their child must be considered by the IEP team (34 CFR 300.324(a)(1)(ii)).
Each annual goal must logically flow from the documented present levels of performance.
The evaluation report must be available to parents at least two business days before the eligibility meeting so that current data informs the PLAAFP (8VAC20-81-70.D).
Key Timelines
Present levels must be updated at each annual IEP review with current data (8VAC20-81-110.B.5; 34 CFR 300.324(b)).
Reevaluation of present levels occurs at least once every three years (triennial) or more frequently if conditions warrant or if requested by parent or teacher (8VAC20-81-70.F.1; 34 CFR 300.303).
Initial evaluation must be completed within 65 business days of referral receipt, after which present levels must be established (8VAC20-81-60.B.1.g).