What are present levels in an IEP?

Present levels describe where your child is now. Strong present levels make goals and services meaningful.

July 5, 2026

This article explains federal special education law (IDEA). Your state may have its own deadlines, forms, and complaint rules. Check your school's procedural safeguards notice for state-specific details.

Quick answer

Present levels of academic achievement and functional performance, often called PLAAFP or PLOP, describe your child's current skills, strengths, and needs in areas affected by the disability. They should use data from evaluations, classroom work, progress monitoring, and parent input. Goals and services should build directly from present levels.

What this means for parents

If present levels are vague, the whole IEP becomes guesswork. This section is the foundation.

Present levels should cover academics, communication, behavior, social skills, motor skills, and daily living skills when relevant.
They should include strengths, not only deficits, so the team builds on what your child can do.
Data sources may include test scores, work samples, teacher reports, related service notes, and your observations.
Parent concerns must be documented in the IEP. This is often part of present levels or a related section.
Present levels should be current. Old evaluation scores alone may not reflect your child today.

Questions to ask about present levels

Push for specifics when you see boilerplate language.

What current data supports each statement in present levels?
How do present levels reflect my concerns about [specific area]?
Which evaluation or progress monitoring results were used for reading, math, or behavior?
Are functional skills, such as organization, self-advocacy, or independence, described here?
If present levels changed from last year, what new information prompted the change?

Simple parent script

Ask for data-based present levels

I want present levels to be based on current data, not generic statements. Please revise this section to include specific information about my child's skills in [areas], including strengths and needs, and cite the evaluations or classroom data you used.

Add parent concerns

My concerns about [describe concerns] are not reflected in present levels. IDEA requires parent concerns to be documented. Please add these concerns and explain how they connect to proposed goals and services.

Common mistakes to avoid

Accepting present levels that only list test scores without classroom impact.
Skipping functional and behavioral needs when they affect school every day.
Letting the team reuse last year's present levels with minimal updates.
Not correcting factual errors before goals are written.
Assuming teacher comments at the meeting will automatically appear in the IEP.

When to get more help

Consider getting help when present levels contradict what you see at home and school, ignore major evaluation findings, or you need help tying present levels to specific measurable goals.

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Sources

34 C.F.R. § 300.320, Definition of individualized education program (34 C.F.R. § 300.320)