Present Levels (PLAAFP)

INTRODUCTION/BACKGROUND INFORMATION (general program and student information, should not include specific student/staffing numbers)

• Name, age, grade level, where they attend school, and school hours 

• Description of the setting IV programming, staff supports 

• When did they start attending the setting? Where did they previously attend? What setting? Why were they referred for setting IV services? 

• Data from their daily point sheets.

• Description of behavior and social interactions daily (during academics, non-structured times, etc.) 

• Preferred and non-preferred subjects 

• CTE/ Mainstream information, if applicable 

GENERAL STRENGTHS (general strengths observed at school)

• What do they like to do during choice time/free time? At home? With friends?

• Academic and social strengths (If not noted with goals already, do not repeat information)

• What do they do right?

PARENT/CAREGIVER CONCERNS (include parent/caregiver concerns reported at the IEP meeting as well as information gathered from their most recent evaluation)

PRESENT LEVELS (This section is a comprehensive overview of the student’s present levels in all identified areas of need per the most recent evaluation. It should include assessment results and scores from evaluation assessments, as well as state and district assessments. Also, add information from their day-to-day academics, such as curriculum-based assessments, formative assessments, summative assessments, and progress monitoring. Note what classes students are currently enrolled in and what grades they are receiving. Think of this as the big-picture overview of the student's present levels across all areas. This would be a good place to include quantitative peer comparisons.) 

• Math - 

• Reading - 

• Writing - 

• Functional Performance - 

• Developmental Adaptive Physical Education (DAPE) - COMPLETED BY DEVELOPMENTAL ADAPTED PHYSICAL EDUCATION TEACHER

• Speech - COMPLETED BY SPEECH LANGUAGE PATHOLOGIST

• Occupational Therapy - COMPLETED BY OCCUPATIONAL THERAPIST

• Mental Health - COMPLETED BY MENTAL HEALTH PROFESSIONAL

• *Add any other areas of need that the student has 

TRANSITION - if applicable (include information for each area of transition for all transition-age students. Pull this information from the most recent evaluation and any classroom data/information you may have) 

• Post-Secondary: 

• Employment: 

• Independent Living: 

STUDENT'S UNIQUE NEEDS RESULTING FROM THE DISABILITY (this statement should relate to all goal areas and identified needs from the most recent evaluation, including speech, OT, and DAPE)

• Describe what the student's primary disability is, along with any secondary disabilities and/or related services they may receive 

• What behaviors does the student display as a result of their disability that directly relate to the needs from their evaluation

HOW DO THESE NEEDS AFFECT THE STUDENTS' PROGRESS IN THE GENERAL EDUCATION CURRICULUM? (This statement should relate to all goal areas)

• These unique needs of the student inhibit the student's ability to participate in the general education curriculum due to……