By: Frances Shefter, Esq.
Present Levels of Academic Achievement and Functional Performance (PLAAFP), formerly known as Present Levels of Performance (PLOP), are more important than most parents realize. This section is the foundation of the entire IEP. Every goal, service, and accommodation should flow directly from the present levels. If the present levels are vague, incomplete, or unclear, the rest of the IEP will likely be flawed as well.
Present levels should describe your child as a learner. Teachers should not simply copy and paste test scores or summarize progress reports without explanation. After reading this section, any reader should clearly understand your child’s strengths, areas of need, and how they function in the classroom. You should never find yourself asking, “What does that mean?” For example, if the IEP says your child scored a 341 on an assessment, that number alone tells you very little. Is that above grade level? Below? What specific skills can your child perform independently? Where are they struggling? Data without context is not helpful. Present levels must translate numbers into meaningful information about how your child learns and performs in school.
Clarity about supports is equally critical. If the IEP states that a student can draft a five-sentence paragraph, that raises important questions. Can the student do this independently, or only with sentence starters, graphic organizers, or teacher prompts? Is the paragraph organized with an introduction, supporting details, and a conclusion? How are the mechanics such as spelling, capitalization, and punctuation? These details matter because they determine what services, accommodations, and goals are appropriate. If your child requires graphic organizers and teacher prompts to complete writing assignments, those supports should be listed in the Supplemental Aids and Services section of the IEP. If mechanics are an area of need, an editing checklist for all writing assignments may be an appropriate supplementary aid. Present levels should clearly identify not just what your child can do, but under what conditions they can do it.
Present levels are also the basis for developing appropriate goals. Goals should directly address the needs identified in this section. When reading the present levels, you should be able to say, “Yes, that makes sense as an area for a goal.” For example, if the present levels indicate that the student needs teacher prompts to write a paragraph, a logical goal might focus on drafting a paragraph independently. The connection between present levels and goals should be obvious. If it is not, that is a red flag.
Consider the difference between these two statements: “Student can add and subtract single-digit numbers,” versus “With modeling, manipulatives, and two to three teacher prompts per problem, student can add and subtract single-digit numbers.” The second version gives you meaningful information. Now you know the student is not yet independent and requires significant support. That clarity allows the team to develop appropriate goals, such as reducing the number of prompts needed or progressing to more complex math skills. Specificity in present levels makes meaningful goal development possible.
You have a legal right to meaningful participation in IEP meetings. Teachers draft present levels regularly and bring valuable expertise to the IEP process. However, that does not mean they always get it right. You are an equal member of the IEP team. If you do not understand the present levels, or if you cannot see how the goals were chosen, you are not being afforded that right. Do not hesitate to ask, “What does that mean?” or “Can you explain that further?” Your child depends on you to advocate for them, and ensuring that present levels are detailed, accurate, and understandable is the first step.
If you are unsure whether your child’s present levels are well written or properly aligned with the proposed goals, Shefter Law can help. Through a Document Review Strategy Session, an attorney will review your child’s IEP and evaluations in advance and provide written comments. During the session, the attorney will walk through those comments, explain what areas may need to be revised, and answer your questions. This is an effective way to obtain legal insight without committing to long-term representation. If you would like to explore how we can support your family, reach out to our intake specialist, Coleman, to schedule a free case analysis and learn how Shefter Law can help.
