All team members should contribute to the development of the present levels of functional performance and academic achievement, especially parents and the student (§300.324). The information from the various sources of data is used by the IEP team to develop the student’s measurable present levels of performance. The present levels of performance are a comprehensive description of the student’s academic achievement and functional performance, and must include information on how the student’s disability affects the student’s involvement and progress in the general curriculum.
In the description of the present levels of academic achievement and functional performance, the IEP team must be certain to provide clear, measurable levels of performance. These measurable levels are used as baselines for the development of the measurable annual goals
.
In the area of academic achievement, the team describes what the student can do in the academic areas of reading, writing, and mathematics and other areas as appropriate. For a student 14 years of age or older, the IEP team is guided by the student’s post-school goals in the areas of education and training, employment, and if appropriate, independent living.
In describing what the student can do in the academic areas, the IEP team will use as its reference point the academic expectations from the general education curriculum for the student’s age appropriate grade. (Common Core State Standards, AAGSEs and the district’s Proficiency Based Graduation Requirements). For preschool age youngsters, the focus is on the child’s participation in appropriate activities for children aged 3-5 and the RI Early Learning Standards. If a student is an English Language Learner, meaning another language is his/her first language and the student is learning the English of communication and academics, the IEP team must also consider the student’s performance level in terms of the World-Class Instructional Design and Assessment (WIDA) English Language Proficiency (ELP) standards.
In the area of functional performance, the team will describe what the student can currently do in the nonacademic areas of everyday life, such as communication, interpersonal skills, behavior, organizational skills, etc. In describing what the student can do in the functional areas, the team will use as its reference point the functional expectations for a typically performing student at the student’s age level. For preschool age youngsters, the focus is on the child’s participation in appropriate activities for children aged 3-5 and the RI Early Learning Standards.
For students 14 years of age or older, the IEP team must consider the transition services that will be needed to assist the student in attaining his/her post-school goals. Transition services include instruction, related services, community experiences, the development of employment, and other post-school adult living objectives, as well as, if appropriate, acquisition of daily living skills, and the provision of a functional vocational evaluation (§300.43).
(http://www.ride.ri.gov/StudentsFamilies/SpecialEducation/IEPIndividualEducationProgram.aspx#15741-iep-forms)
IEP Checklist for Present Levels
YES |
NO |
COMPONENT OF PRESENT LEVEL STATEMENT |
COMMENTS |
⬜️ |
⬜️ |
The student’s area of need is clearly identified. |
💬 |
⬜️ |
⬜️ |
The skill/behavior to be addressed is defined in observable and measurable terms |
💬 |
⬜️ |
⬜️ |
The skills to be attained by the student in the area of need are described. |
💬 |
⬜️ |
⬜️ |
The skills to be attained next are described. |
💬 |
⬜️ |
⬜️ |
The student’s strengths in the area of need are identified. |
💬 |
⬜️ |
⬜️ |
Sources of information determining the strengths and areas of needs are identified and current. |
💬 |
⬜️ |
⬜️ |
Objective baseline data on defined skill or behavior is included. |
💬 |
⬜️ |
⬜️ |
Measurement tool or methodology can be repeated frequently for progress monitoring. |
💬 |
⬜️ |
⬜️ |
Description of how the disability will impact the student's involvement and progress in the general curriculum is included. |
💬 |
⬜️ |
⬜️ |
The skill/behavior is described in relationship to expectations within the general education setting (norms are included). |
💬 |
⬜️ |
⬜️ |
The student’s interest, preferences and goals are identified. |
💬 |
⬜️ |
⬜️ |
Effective curricular/instructional strategies for this student are identified |
💬 |
⬜️ |
⬜️ |
Information is instructionally relevant. |
💬 |
⬜️ |
⬜️ |
The teacher will know where to begin instruction based on provided information. |
💬 |
⬜️ |
⬜️ |
Language is free of jargon. |
💬 |
IEP Checklist for Present Levels (pdf) iep_checklist_for_present_levels.pdf
The student’s PLAAFP is a narrative description of their current level of performance.
It is required for reading, written language, math, and any functional areas.
It describes the impact the student’s disability has on progress and participation in the general education curriculum.
Secondary (14+) present levels must relate to a transitional area.
It states the strengths and needs.
Strengths
- Statement is intended to comprehensively describe a child’s abilities, and performance.
- Requires specialized instruction
- Must include quantitative data which can be used to develop measurable annual goals.
- Can be framed as what the student can do now and what they need to learn next.
- Prioritize the student’s needs, focus on the needs that will be developed into goals and can be accomplished in a year.
- If there is an area listed in the need section, it MUST be addressed in the IEP.
The PLAAFP can be used as the students “baseline.” Copy and paste the sentences or phrases that are specific, quantitative, measurable, and define what the student can currently do into the “baseline” section of the goal page.
Can include modifications or accommodations which are effective in increasing involvement or progress in the general education curriculum which can then be put in Supplementary Aids, Services, Program Modification/ Supports section of the IEP.
Middle School examples of Present Level of Performance (pdf) plop.pdf