PLAAFP data sources checklist
By the IEP Atlas editorial teamLast updated
Short answer
Present levels should draw on the most recent evaluation, fresh probes in each goal's unit, classroom work and grades, state and district tests, teacher and related service observations, parent input, student input and last year's progress reports. Use the checklist below to gather them before you draft, check them while you write, and confirm them before the meeting.
A present levels statement is only as good as what went into it. When a PLAAFP reads "struggles with math," the problem is rarely the writing. The writer had no fresh data to put in the sentence.
This checklist lists each source, the reason it matters, and where the rule behind it sits. Print it from your browser and keep one per student in the IEP folder. For what the finished section should contain, start with the present levels of performance guide.
Before you draft: gather
Start four to six weeks before the meeting. Most items take a few minutes to pull; the probes take longer.
- Most recent evaluation report. The team must consider the results of the initial or most recent evaluation, so summarize it instead of skipping it.
- Previous IEP and its progress reports. These show whether last year's goals were met and give the starting line for this year.
- Fresh probes in each goal's unit. At least three per area, on different days, so you can report a median. See how to collect baseline data.
- Classroom work samples. Two or three recent samples show how the skill looks in real assignments, not only on probes.
- Grades and missing-work counts. These show the impact on general education in a form parents already understand.
- State and district assessment results. The IEP must address how the student takes part in these tests, and the scores add a peer comparison.
- Universal screening and benchmark scores. Fall, winter and spring screening gives a trend across years.
- General education teacher input. A short form with three questions: strengths, concerns, and what helps. The general education teacher sees the student most.
- Related service provider data. Speech, OT, PT, counseling and others each bring their own probes and observations.
- Parent input. Send the parent input form at least two weeks ahead so it can shape the draft.
- Student input. Use the student input survey. For transition-age students it is required practice.
- Attendance, behavior and discipline records. Absences and removals explain gaps and can signal a need for a behavior plan.
- Health and vision or hearing screenings. A new prescription or a failed hearing screening changes how you read every other score.
- Transition assessments for students 16 and older, or younger if your state starts earlier.
While you draft: check each statement
- Every number has a date and conditions. A score without the task and setting can't be repeated next year.
- Probes use the goal's unit. If the goal will count words correct per minute, the baseline must too.
- Each area cites at least two sources. One probe plus one classroom source makes the picture harder to dispute.
- Strengths come from data, not courtesy. Name what the student does well, with an example.
- Impact names the class and the task. "Cannot finish science reading in the 20 minutes given" beats "affects all areas."
- Evaluation scores are translated. Pair a standard score or percentile rank with what it means in class.
- Special factors are considered. Behavior, language, Braille, communication, deaf or hard of hearing needs, and assistive technology each need a yes or no with a reason.
- Parent and student input are quoted, not paraphrased away. Use their words where you can.
After you draft: confirm
- Share the draft with the family before the meeting. They can correct facts and come ready to talk.
- Ask each provider to check their section. Errors in someone else's numbers are common and easy to fix early.
- Match each need to a goal, service or accommodation. A need with nothing attached is a gap a reviewer will find. The PLAAFP to goals alignment guide walks through this check.
- Run each draft goal through the goal checker. It flags goals with no number, no condition or no measurement method.
- Store the raw data. Keep the probe sheets where next year's writer can find them.
Where each required item comes from
These are the federal locations. States often add their own required elements or name the section differently, so check your state's IEP form and manual too.
| Item | What the regulation says | Location |
|---|---|---|
| Present levels statement | The IEP includes present levels of academic achievement and functional performance, including how the disability affects involvement and progress in the general curriculum[1] | 34 CFR 300.320(a)(1) |
| Preschool participation | For preschoolers, how the disability affects participation in appropriate activities[1] | 34 CFR 300.320(a)(1)(i) |
| Strengths, parent concerns, evaluation results, needs | The team considers the child's strengths, the parents' concerns, the results of the initial or most recent evaluation, and academic, developmental and functional needs[2] | 34 CFR 300.324(a)(1) |
| Special factors | The team considers behavior, limited English proficiency, Braille, communication and assistive technology needs[2] | 34 CFR 300.324(a)(2) |
| Review of existing data | Evaluations, parent information, classroom-based assessments and observations, and teacher and related service observations are reviewed[3] | 34 CFR 300.305(a)(1) |
| Variety of sources at eligibility | Eligibility draws on several sources, such as tests, parent input, teacher recommendations and adaptive behavior[4] | 34 CFR 300.306(c) |
| Progress reports | The IEP describes how and when progress is measured and reported, which makes old reports a source[1] | 34 CFR 300.320(a)(3) |
| Transition assessments | Postsecondary goals rest on age-appropriate transition assessments[1] | 34 CFR 300.320(b) |
What to do when an item is missing
- No fresh probes. Take three short probes in the next two weeks during regular instruction. Five minutes each is enough for most academic skills.
- Evaluation is old or due. Check the triennial date with the IEP due date calculator. If a reevaluation is coming soon, note that the scores will be updated and plan the probes now.
- No parent input. Call instead of sending another form. Ten minutes on the phone often gets more than a page of writing.
- No general education teacher input. Ask three questions in person or by email: what goes well, what is hard, what helps.
- No student input. Give the survey orally in 10 minutes. If the student declines, note the attempt.
- No progress report data. State it plainly, collect a new baseline, and set up a data sheet now so it doesn't happen again.
- Data can't be ready by the meeting. Write what you have, name the missing source, and agree on a date to add it by amendment.
Matching the source to the area
Use this as a quick reference for which source carries each area.
| Area | Strongest source | Data sheet |
|---|---|---|
| Reading fluency | Timed grade-level passages | Reading fluency data sheet |
| Math computation | Timed probes | Accuracy data sheet |
| Writing | Rubric-scored samples | Rubric scoring data sheet |
| Behavior | Counts across settings | Frequency data sheet |
| Daily routines | Step checklists | Task analysis data sheet |
For full wording built from these sources, see the PLAAFP template and how to write a PLAAFP.
Frequently asked questions
How recent should present levels data be?
Aim for probes from the last four to six weeks. Federal rules do not set a number of weeks, but data older than a few months may describe a student who has already changed. Older evaluation scores can stay if you add fresh classroom data.
Can I use only the evaluation report for present levels?
No. The evaluation shows how the student compares with peers, but it rarely gives a baseline in the unit a goal will measure. Pair it with classroom probes, work samples and input from parents, the student and teachers.
How many sources should each area of present levels have?
At least two: one probe or test in the goal's unit and one classroom source such as work samples, grades or teacher observation. Areas that will carry a behavior or transition goal usually need three or more.
Use it in IEP Atlas
- PLAAFP in the IEP glossary
- Baseline in the IEP glossary
- Free data sheets
- IEP due date calculator
- IEP goal checker
Related guides
- Present levels of performance (PLAAFP): what to include, with examples
- How to write a PLAAFP, step by step
- PLAAFP template with sentence starters
- PLAAFP examples for reading
Sources
- 34 CFR §300.320: Definition of individualized education program, Legal Information Institute, Cornell Law School
- 34 CFR §300.324: Development, review, and revision of IEP, Legal Information Institute, Cornell Law School
- 34 CFR §300.305: Additional requirements for evaluations and reevaluations, U.S. Department of Education (IDEA website)
- 34 CFR §300.306: Determination of eligibility, U.S. Department of Education (IDEA website)
Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.