Reviewed by a licensed speech-language pathologist
Quick answer: On a speech IEP, “present levels” describes exactly what a child can do with communication right now, drawn from evaluation data, observation, and parent input. It is the baseline that every goal is measured against, which is why reading it carefully matters more than skimming past it to the goals themselves.
When parents open an IEP for the first time, they tend to jump straight to the goals. That is understandable, but the goals only make sense in light of the section that comes before them. On many documents it is labeled “Present Levels of Academic Achievement and Functional Performance,” often shortened to present levels or PLAAFP. For a child receiving speech-language services, this is where the whole plan starts. Understanding iep present levels speech language means understanding the foundation the rest of the document rests on.
What is the present levels section?
Present levels is a written snapshot of where a child is with communication at the time the IEP is written. It answers a simple question: what can this child do right now, and what is hard? For a speech IEP, that might cover how the child produces sounds, how many words they use, how they combine words into sentences, how well they follow directions, and how they hold a back-and-forth conversation.
The Individuals with Disabilities Education Act requires this section as the starting point of every IEP. Under the law, present levels must describe how the child’s disability affects their involvement and progress in learning and daily activities, not just list test scores in isolation.
Why do present levels matter so much?
Every other part of the IEP flows from this section. Goals are written as movement away from the present levels. Services are chosen to close the gap the present levels describe. Progress reports later in the year compare the child’s new performance to this original baseline. If the present levels are vague, everything built on top of them will be vague too.
Think of it as the “before” measurement. A goal like “the child will follow two-step directions in 8 of 10 trials” only means something if the present levels tell you the child currently follows two-step directions in, say, 3 of 10 trials. Without that starting number, there is no way to know whether the child is actually making progress.
What should a good present levels statement include?
A useful present levels section for speech is specific, current, and readable by a parent. Look for a few things:
- Concrete data about what the child can do now, with baselines and numbers where possible.
- A description of how the communication delay affects daily life and learning, not only formal testing.
- Strengths, not just deficits, since goals should build on what already works.
- Input from more than one source, including the speech-language pathologist, the teacher, and the parent.
The American Speech-Language-Hearing Association describes speech-language services in schools as built around this kind of individualized picture, which is why present levels should read like a real description of your child rather than a generic paragraph that could apply to anyone.
How is the information gathered?
Present levels come from several sources woven together. A speech-language pathologist runs standardized assessments and language samples. The classroom teacher notes how the child communicates during the day. Observation captures things testing can miss, like how the child asks for help or plays with peers. And parent report fills in what happens at home, which is often the largest and most telling part of a child’s week.
Milestone references help the team frame the data. Resources from the CDC’s Learn the Signs. Act Early. program and ASHA’s developmental milestone guides give age-based markers for sounds, words, and sentence length that put a child’s current performance in context.
How can parents read and add to present levels?
Parents are not passive readers here. Your observations belong in the present levels, and the team is expected to include them. Before a meeting, jot down what your child does at home: the words they use, the directions they follow, the moments communication breaks down. Bring examples rather than impressions when you can.
When you read the draft, check that the baselines match what you see and that the language describes your child specifically. If a statement feels too general or leaves out a skill you know matters, say so. The AAP encourages families to stay actively involved in early intervention and school planning, and present levels is one of the clearest places to do that.
Between meetings, some families keep the momentum going with short practice at home that lines up with the goals in the plan. If a goal centers on following directions or expanding sentences, a play-based, voice-first option such as an at-home speech-goal practice tool can give a child low-pressure daily speaking practice that supports the therapist’s work. Home practice is a supplement to therapy, not a replacement for it, and it works best kept light and playful. It also gives parents fresh, real examples to bring back to the next present levels update.
How often are present levels updated?
Present levels are reviewed at least once a year at the annual IEP meeting, and they can be updated sooner if a reevaluation or new data shows a meaningful change. Each update resets the baselines, so the goals for the coming year are aimed at where the child is now, not where they were twelve months ago. If your child has clearly grown or struggled since the last plan, the present levels should reflect that before any new goals are set. The CDC encourages families who are concerned about communication to raise it early rather than wait, and the same holds inside the IEP process.
Key takeaways
- Present levels describes what a child can do with speech and language right now, and it anchors the entire IEP.
- Every goal and progress report is measured against these baselines, so vague present levels weaken the whole plan.
- A strong statement is specific, includes strengths, and draws on the therapist, teacher, and parent.
- Parent observations are a valid and expected part of the section, so bring concrete examples.
- Present levels are updated at least yearly, and each update resets the starting point for new goals.
Frequently asked questions
What does ‘present levels’ mean on a speech IEP?
It describes what a child can currently do with speech and language, based on evaluation data, observation, and parent input. It is the starting point every goal is measured against.
Why does the present levels section matter so much?
Because goals, services, and progress reports are all measured against it. If the present levels are vague or inaccurate, the goals built on them will be too.
What should a good present levels statement include?
Specific data about current skills, how the delay affects daily communication and learning, strengths as well as needs, and clear baselines that goals can be measured against.
Can parents add information to the present levels?
Yes. Parent observations are valid and expected. What you see at home helps the team build a fuller picture than testing alone can provide.
How often are present levels updated?
At least once a year at the annual review, and sooner if new data or a reevaluation shows the child’s skills have changed.
Sources
- U.S. Department of Education: Individuals with Disabilities Education Act (sites.ed.gov)
- American Speech-Language-Hearing Association: Public Information on Speech-Language Services (asha.org)
- American Speech-Language-Hearing Association: Speech and Language Developmental Milestones (asha.org)
- Centers for Disease Control and Prevention: Developmental Milestones (Learn the Signs. Act Early.) (cdc.gov)
- Centers for Disease Control and Prevention: If You Are Concerned (cdc.gov)
- American Academy of Pediatrics (HealthyChildren.org): Early Intervention (healthychildren.org)
