Present Levels (PLAAFP)

To make sure the information is clear and easy to find for both parents/caregivers and MDE, use the following heading and reference each bullet to make sure all information is addressed clearly. 

All-In-One PLAAFP: This should be on the present level page of the IEP:

Introduction and Background information 

• Name, age, grade level, where they attend school, and school hours 
• Description of the setting and staff supports 
• When did they start attending the setting? Where did they previously attend? What setting? Why were they referred to the new setting (setting II, III, IV)? 
• List all of the data you’ve collected on the student- use IEP data tracking sheets/point sheets 
• Description of behavior daily (during academics, non-structured times, etc.) 
• Social interactions with both peers and staff 
• DCTC / Mainstream, if applicable 
• Altered school day, if applicable

General Strengths and Interests 

• What do they like to do during choice time/free time for fun? During school? After school? With friends?
• Academic and social strengths (If not noted with goals already- DO NOT repeat information).
• What do they do right?

Parent/Caregiver Concerns 

• What are their academic, social, and behavioral concerns for their child? 
• Include information that parents/caregivers reported at the IEP meeting, as well as information gathered from their most recent evaluation. 

Academic/Functional Performance Present Levels: This section is a comprehensive overview of the student’s academic present levels in all identified areas of need per the most recent evaluation. It should include assessment results and scores for the evaluation as well as state and district assessments. Think of this as the big-picture overview of the student’s academic present levels.

• Current classes they are taking, along with their grades
• Preferred and non-preferred subjects 
• Math
• Reading 
• Writing
• Functional Performance
• Developmental Adaptive Physical Education (DAPE)- COMPLETED BY DAPE TEACHER
• Speech - COMPLETED BY SLP
• Occupational Therapy-COMPLETED BY OT
• Add any other areas of need that the students have. 

If transition-age, 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. 

• Include post-secondary, employment, and independent living (recreation & leisure, home living, community participation).

• What transition needs must be addressed to prepare the student for living, learning, and working in the community? 
• Student needs to improve his/her understanding of (transition area being addressed) to become a productive member of society.

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 which directly relates to their needs from their most recent educational evaluation?  

How does his/her disability affect participation and progress in the general education curriculum? This statement should relate to all goal areas and identified needs from the most recent evaluation, including speech, OT, and DAPE. 

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