P resent L evels of E ducational P erformance PLEPS

1. Present Levels of Educational PerformancePLEPS September 3, 2014 Jennifer Herbold

2. Cognition: David Longo/Gary Hand • Sensory: Vision/Hearing: Dr. Hall for hearing. PCT should do vision unless there was a vision evaluation. • ASL: PCT if student does not attend ASL classes or receive ASL services. ASL Teachers for the rest. • Spoken English: Spoken English teacher or SLPs PLEPS required for the following areas….

3. Reading: ELA teacher • Writing: ELA Teacher • Math: Math Teacher • Self-Advocacy: PCT • Social Emotional: PCT if student does not receive counseling services • Other areas as appropriate • Remember, everyone can contribute to all areas. For example, even if student receives counseling services, teachers probably should include classroom social emotional behavior as appropriate) PLEPS required for the following areas….

4. One week prior to the IEP, PCTs should make sure all PLEPs sections are completed. • Complete the following: • Sensory (vision)- just note if student wears glasses/does not wear glasses or seems to have vision issues, etc. Refer to appropriate service provider if there is more detail that is needed (Students with Ushers’ Syndrome, etc). • ASL (if student does not receive ASL classes/services) • Self-Advocacy • Social-Emotional (If student does not receive mental health services) PCT Responsibilities, with PLEPS: Reviewed

5. All PLEPs have 6 Sections

6. Staff Member(s) Responsible for Initial Development of this PLEP: • Insert your name(s). • Nothing else is required for this section. This is only so that the IEP team knows who wrote the initial draft so that questions can be addressed appropriately. Draft written by…

7. Assessment Data • Should include concrete data (usually numbers) • Assessment data means the actual data itself, not a list of what assessment data is available. • Include the name of the assessment used to evaluate the student. • Use parent-friendly language. • If there is no assessment data (self-advocacy, for example), you can write something similar to “Observational data was used to determine self-advocacy skills.” Use the “strengths” and “needs” sections to provide information. Assessment Data

8. Do not list word for word what other teachers say. Provide a summary if different teachers say the same thing about a student. • If there’s one specific area (John always acts out in math)- then maybe its content specific and should be noted. However, if John acts out in every class, then this should be noted in the social emotional section. • Do not be too broad, especially in self advocacy (e.g.: “The child is able to self-advocate”). Include some examples of how. • Do not be too specific. List the most “recent” level of skill/performance. This provides a baseline for instruction. If you are writing about a student with 6th grade level skills, you do not need to list all 1st-5th grade level skills that the child can do. • Never include yourself in the PLEPs (“I”) • Never include opinions! • Write in full sentences. General Tips for Strengths and Needs

9. You cannot list every single area of strength. Think of the predominant strengths that the student has that sets the baseline for future learning. If the student can multiply 2 digit numbers (but not 3 digit numbers), you can assume the student can multiply one digit numbers. It is not needed to list every single skill. • Include information about what the child can do within this specific domain. Areas of Strength

10. Think of significant areas of need that is “the next step” for the child and attainablewithin one year. • REMEMBER: There must be goals for each area of need. Be reasonable. • Separate “behavior” areas of need from content areas of need. • AVOID OPINION Statements!! (Especially avoid the word “should”) • Again, remove yourself (no “I” statements) • Be specific about what the child needs in order to move on to the next level or to “fill in the gaps.” Areas of Need

11. This is a section where we encourage parental input, etc. Also include teacher/IEP team comments that do not seem to belong in the assessment data, areas of strength and need sections. • If a child is performing on grade level, you can leave the “area of need” section blank but write down some comments about “next steps” for the student in this section. • For example: If a child is a beginning third grader and is performing on grade level, the child may not need goals. However, you could write in the comments section “Mary will be working on developing paragraphs in her writing this year following the 3rd grade standards.” Comments

12. Check “Yes” if there are areas of need listed. • Check “No” if there are no areas of need listed. Is this an area of need? Check boxes

13. Questions?