IEP PLEP

 

Steps for Writing the Present Levels

 

  1. Using the KCAS, identify the grade level standards that all students are expected to know and be able to do. 
  2. Identify the student’s current educational performance using student performance and baseline data (see Student Performance Data section).
    1. Determine the student’s current academic performance in KCAS.  As needed, consider prior grade level standards to identify prerequisite skills and content needed by the student. 
    1. Determine the student’s current functional performance.  Reference additional curricular tools as appropriate (e.g., KCAS, Kentucky Program of Studies for Practical Living/Vocational Studies, Character Education Document, Syracuse Community Reference Curriculum Guide, Expanded Core Curriculum for Visual Impairments). 
  5. Check the box “Performance commensurate with similar age peers” for each Present Level area if the student is performing within the range of academic and functional performance of nondisabled grade and age peers.  If the student’s performance is commensurate with nondisabled grade and age peers, no additional information is required. 

Leave the box unchecked if the student’s performance is not commensurate (significantly and consistently below) with similar age peers as a result of the disability.

  1. For each Present Level area where the student is not commensurate, describe
    1. relative strengths,
    2. needs or concerns,
    3. baseline performance for each need or concern.  Citing the source is recommended but not required.
  2. Describe how the student’s disability affects the student’s involvement and progress in the general curriculum.  Questions to consider:
  •  How needs or concerns in present level areas affect involvement and progress in general curriculum:
  •           academic areas (e.g., reading, math, vocational  courses)
  •           functional areas (e.g., social competence, life skills, sensory and motor skills, communication skills)
  •           transition
  •           achievement of student capacities and life goals (including how these are assessed)
  • How does the disability impact the student’s ability to demonstrate knowledge and reasoning of grade level standards?
  • How will the student’s challenges impact his/her ability to achieve proficiency?
  • What are the student’s barriers to college/career readiness? 

The adverse effect statement may be described in each Present Level area OR as one statement that incorporates all Present Level areas impacted by the disability. 

Example of Social/Emotional PLEP

According to a school-wide behavioral data (universal screener), Garnet’s behavior is rated high risk for aggressive behaviors and behavior problems. During the current school year, Garnet has 6 office discipline referrals and has been suspended two days for physical aggression.  According to a formal Executive Functioning emotional control rating scale, Garnet has frequent tantrums, overreacts to small problems, and is quick to anger with an intensity level higher than same age and gender peers.

Based on a direct measure checklist, Garnet verbally identifies two of four steps of a metacognitive strategy for self-regulation during three consecutive teacher guided decision-making process situations.  Garnet has not consistently applied the strategy independently. She uses the strategy following two verbal teacher prompts 50% of the time.  During cooperative learning activities when other students complete tasks differently than Garnet, she verbally demands or physically pushes students to gain desired compliance as recorded by direct measures (anecdotal). 

Teacher interviews indicate that Garnet has more success in the classroom when she is completing an independent task.  Based on direct measures collected daily and ABC observations, when Garnet is in cooperative groups and non-structured settings (e.g., cafeteria during breakfast) and with same gender peers, she often makes verbal demands.  An example of threatening statements include, “You better hurry up or I’m going to hurt you.”  An example of telling students what to do include, “Move out of my way (using a forceful loud tone).” She physically stands within close proximity to students and stares at them when they do not agree with her.  As a result of threatening behavior, peers often comply with Garnet’s demands. The most recent Scatterplot data collected over a two week period revealed the following information: 39 verbal threats to peers, 8 occurrences of physical aggression (raised fist, hit, kick) and 6 occurrences of pushing in non-structured settings (cafeteria and hallway). Based on checklists, Garnet engages in positive peer interactions 40% of the time in structured situations.  Classroom observations reveal that peers avoid Garnet in the school setting.  According to her mother, Garnet does not maintain friendships within the community.

Garnet is 15 years old in the 10th grade. Garnet’s Course of Study is outlined through completion of high school. Based on informal interviews with Garnet and completion of her ILP, Garnet’s needs are in the area of interpersonal and intrapersonal skills.

Based on an interview with Garnet, teacher and parent observations, and an interest inventory. Garnet’s interests and strengths include: exceling in sports (especially basketball) and has a competitive edge. Garnet prefers activities that move at a fast pace and enjoys outside activities. Her preferences are activities that she can do alone, such as computer games, riding her bike. Garnet likes coming up with unique ideas and being in charge. Garnet plays on the varsity basketball team.

Based on teacher and parent input, statewide and local assessments, Math is an area of strength for Garnet. Her state assessment math score is 20 with the benchmark being 19 and school-wide universal screeners score is 254 with the minimum cut score being 251. Garnet is performing commensurate with her peers for understanding and applying mathematical processes. Based on teacher observation, Garnet has difficulty participating in collaborative discussions during cooperative learning activities and collegial discussions that require accepting views that are different from her own.

Social skills deficits result in frequent confrontations and verbal and physical aggression toward peers (see baseline data in Social Emotional Section). Specially designed instruction and supplementary aids and services emphasize skill building to foster friendships and getting along skills. Garnet’s deficits in social skills deficits negatively impact positive peer interactions in structured settings (e.g., classroom, athletic events) and non-structured settings (e.g., hallway, lunchroom, bus, community, home) which adversely affect Garnet’s progress in achieving her postsecondary goal of having a career in coaching basketball.

Garnet’s inability to effectively identify and apply self-regulation strategies impacts her ability to interact with peers in social situations (structured and unstructured settings) and to engage in collaborative discussions (class discussion and cooperative groups).