What is PLAAFP? A Teacher's Guide to Writing Present Levels

If you write IEPs, you've written PLAAFP statements — even if you weren't sure what to call them. The Present Levels of Academic Achievement and Functional Performance (PLAAFP) is the foundation of every IEP. Get it right, and everything else flows from it. Get it wrong, and your goals will lack direction.

What Does PLAAFP Stand For?

PLAAFP = Present Levels of Academic Achievement and Functional Performance

Some states call it PLOP (Present Levels of Performance) or PLODEF (Present Levels of Educational Performance). Regardless of the acronym, it refers to the same thing: a snapshot of where the student is right now — academically and functionally — based on data.

Why PLAAFP Is the Most Important Part of the IEP

The PLAAFP is the legal and logical foundation of the entire IEP:

• IDEA requires it — Federal law (34 CFR §300.320(a)(1)) mandates that every IEP include a statement of the child's present levels.
• It drives the goals — Every IEP goal should directly address a need identified in the PLAAFP. If it's not in the present levels, it shouldn't be a goal.
• It tells the team where to start — Without knowing where the student is, you can't plan where they need to go.
• Parents rely on it — For many parents, the PLAAFP is the most informative section. It tells them honestly how their child is performing.

The 4 Parts of a Strong PLAAFP

Every effective PLAAFP statement includes these elements:

1. Data Sources

List the assessments, observations, and work samples that inform your statement:

• Standardized test scores (e.g., NWEA MAP, DIBELS, STAR)
• Curriculum-based measurements
• Teacher observations
• Work samples
• Related service provider reports (OT, PT, SLP)
• Parent input

2. Academic Present Levels

Describe the student's current performance in each affected academic area:

• Reading (decoding, fluency, comprehension)
• Math (calculation, problem solving)
• Writing (mechanics, composition)
• Other subjects as relevant

3. Functional Present Levels

Describe how the disability affects daily functioning:

• Behavior (attention, task completion, social interaction)
• Communication (expressive, receptive)
• Motor skills (fine motor, gross motor)
• Self-care and independence
• Social-emotional development

4. Impact Statement

Clearly state how the disability affects the student's involvement and progress in the general education curriculum. This is legally required.

A PLAAFP Template You Can Use

Here's a reliable structure:

**[Student] is a [grade] student who receives special education services for [disability]. According to [assessment data from DATE], [Student] currently performs [X grade levels / at a score of X] in [subject area]. Specifically, [Student] can [strengths] but struggles with [specific weaknesses]. This impacts their ability to [impact on general curriculum]. In the classroom, [Student] [functional performance observations]. [Student's] strengths include [interests, learning preferences, social strengths]."

PLAAFP Example: Specific Learning Disability in Reading

Student A is a 3rd-grade student who receives special education services under Specific Learning Disability. According to the DIBELS Next assessment (September 2026), Student A reads 52 words correct per minute on grade-level passages, which is below the 3rd-grade benchmark of 100 WC PM. Student A can decode CVC words and simple sight words with 90% accuracy but struggles with multisyllabic words and vowel teams. In reading comprehension, Student A scores at the 25th percentile on the NWEA MAP assessment, able to identify the main idea with prompting but struggling with inference and vocabulary in context. This impacts Student A's ability to access grade-level texts across all content areas. Student A is a visual learner who benefits from graphic organizers and small-group instruction. Student A's strengths include strong oral vocabulary and active participation in class discussions.

Common PLAAFP Mistakes

1. No data — "Student is doing okay in math" is not a present level. Use numbers: test scores, percentages, grade levels, frequency counts.

2. Only listing weaknesses — Always include strengths. Parents and team members need to know what the student can do, not just what they struggle with.

3. Vague impact statements — "This affects their learning" is meaningless. Be specific: "This impacts Student A's ability to complete grade-level reading assignments independently."

4. No parent input — IDEA requires that parent concerns be part of the present levels. Ask parents: "What do you notice at home? What challenges does your child face?"

5. Copying last year's PLAAFP — Present levels should reflect current performance. If you're not updating data, you're writing fiction.

Tips for Faster PLAAFP Writing

• Keep a data folder — Throughout the year, collect assessments, work samples, and observation notes. When it's time to write, you'll have everything in one place.
• Use a template — Don't start from a blank page. Use a structure (like the one above) and fill in the data.
• Write the PLAAFP first — Before you write any goals. The present levels drive everything else.
• Ask the question: "If a new teacher read this, would they know exactly where this student is?" If not, add more specificity.

Generate PLAAFP Drafts with AI

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• The student's nickname (no real names stored)
• Assessment scores and data
• Disability category
• Key strengths and challenges

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Need help writing IEP goals based on your PLAAFP? Read our How to Write SMART IEP Goals guide.