Present Levels of Educational Performance PLEP

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Present Levels of Educational Performance (PLEP)

• Foundations for
• IEP Planning Enhancing Participation

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IDEA 97 Regulation

• Individualized Education Programs
• 300.347 Content of IEP.
• (a) General. The IEP for each child with a
  disability must include
• (1) A statement of the child's present levels of
  educational performance, including -
• (i) How the child's disability affects the
  child's involvement and progress in the general
  curriculum (i.e., the same curriculum as for
  nondisabled children) or
• (ii) For preschool children, as appropriate, how
  the disability affects the child's participation
  in appropriate activities
• http//www.ideapractices.org/law/regulations/topi
  cIndex.php

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IDEA 97 Regulation Contd

• The IEP for each child with a disability must
  include
• CFR 300 Appendix C
• (1) A statement that accurately describes the
  effect of the childs disability on the
  childs performance in any area of education
  that is affected, including
• Academic areas (reading, math, communication,
  etc.), and
• Non-academic areas (daily life activities,
  mobility, etc.)
• (2) Written in objective measurable terms
  (understandable by all)
• (3) Have a direct relationship between the PLEP
  and the other components of the IEP

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Purpose of the PLEP

• to establish the foundation on which the rest
• of the IEP is developed.
• to identify the impact of the disability on
• participation in the general curriculum.
• Align student PLEP information with
• the following content standards benchmarks,
  annual goals, supplementary aids/services/
  supports, and secondary transition services.

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How the Disability Impacts.

• How does the student perform-independently and
  with support compared to other children in
  general education activities (i.e. Academics,
  Language/ Communication, Motor, Behavior,
  Health/Medical, and Transition/Career)

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Baseline Data Examples

• Charlie scored at the 2.8 level on the problem
  solving section of the Key Math test, 4.8 on the
  Computation section. He completes word problems
  with 50 accuracy.
• Diagnostic assessment results from fall of 01
  show Mary is significantly below average in
  reading comprehension
• Star Reading assessment results show Johnny was
  able to answer 1 of 10 literal questions from
  ______ basal reader at the 3rd grade level.
• Standardized and Non-Standardized data should be
  stated so all participants understand how it
  relates to performance
• Discrepancies between the two should be
  considered when determining criteria for
  evaluating progress

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Academic Examples

• When given grade-level oral instruction, John can
  comprehend and use information when provided
  visual cues and questions for clarification..
  auditory processing needs affect ability to take
  notes during lectures
• When given written materials, Jenny can
  comprehend and use the information when provided
  assistance with technical or difficult
  vocabulary, extended time, and frequent
  questioning for comprehension.

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Academic Examples Contd.

• Charlie knows how to compute math problems, and
  is able to meet the 5th grade standards for
  understanding and applying problem solving
  strategies to story problems when provided
  assistance with determining the required math
  processes in relation to language used.
• When performing grade level writing expectations,
  Patty can complete the assignment when provided
  assistance with organizing information, sentence
  structure and editing for spelling.

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Language Examples

• Stephen is able to follow 2 step directions in a
  variety of contexts with little or no difficulty.
  He occasionally needs prompts and repetitions to
  carry out the directions.
• When orally presented material is broken down
  into small portions, Jo can recall the main idea,
  some details and some concepts.
• Matt is able to formulate a 5 word sentence when
  provided with a target word, at the
  conversational levels he will use utterances of
  3-5 words.

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Motor Examples

• Leslie was able to sit upright for 15-20 minutes
  before beginning to shift to laying on the
  desktop when provided a desk that offered a firm,
  solid back and seat
• Fred is able to physically navigate the school
  campus and playground, however when galloping,
  jumping or hopping some loss of direction can
  occur which requires some arms-length spotting

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Social/Emotional Examples

• Maggie can cooperatively play with peers during
  recess with only minor supervision. One-to-one
  with familiar others she can demonstrate basic
  social skills that reflect a desire to interact
  with others and maintain a relationship.
• When Jimmy is provided arms-length supervision
  and redirection every 15-20 minutes he is able to
  participate appropriately in small groups of 2-3
  students

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Employability/Career Examples

• Joey talks about cars all the time. He learns
  things about cars from his father. Once he
  observes the task he can repeat it without any
  supervision.
• Mary is on time for class 75 of the time. She is
  able to follow instructions by a supervisor when
  given in step-by-step format or modeled. She also
  takes constructive guidance well from adults and
  peers. She is appropriate with others in all
  situations.

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Health/Medical Examples

• When provided Ritalin at home, Bobbys
  appropriate interactions increase by 30
• June is able to eat cafeteria food when staff
  process to an oatmeal-like consistency
• Stanley is able to safely attend school when
  provided adult support to monitor his ventilator
  and facilitate his bathroom routine.

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From Information to Goals and Short-Term
Objectives

• In unstructured settings and transitional times
  of the day, Joannes activity level increases and
  she more likely violates school rules, or becomes
  agitated and angry. Joanne does not de-escalate
  behavior and is not willing to discuss situations
  afterward. Disciplinary records indicate 8
  disciplinary removals in the past 10 school days
  and 27 in 3 previous months, causing her to fall
  behind in her schoolwork.

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Building from BenchmarksSmall Groups will
review student test and report information and
grade level standards and benchmarks
Activity
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Compliance vs. Best Practice
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Compliance vs Best Practice Contd.
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Test

• Could the parent or other staff be able to
  describe how the student participates in class
  and what supports are provided to maximize
  performance.
• If two people independently read a PLEP
  statement, would there be a common understanding
  of the students needs? Would these two people
  write reasonably similar goals and objectives?

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IEP Development Content
Services Corresponding to Annual Goals ?
Instructional ? Related ? Transition ?
Frequency ? Duration ? Nature ? Special Factors
Student Profile ? Strengths ? Concerns ?
Familys Vision ? Students Vision Interests ?
Learning Style ? Transition Needs
Setting the Goals
Educational Performance
Environment Necessary to Achieve Annual Goals
? Academic ? Nonacademic ? Impact of
Exceptionality on Learning ? Assessment
Evaluation Results ? Other Reports
The decision considers ? LRE Spot on the
Continuum ? Accommodations ? Aids Supports (for
Teachers, AT, BIPs)
Prior Written Notice of Actions Proposedall
options and proposals considered