Present Levels of Performance
Hi there! How are you? It’s so nice to see you here!
The last time we were together, I shared with you the alphabet soup of special education and what the “Alphabet Soup” series at Coffee Mugs & Clipboards entails.
Our first stop - Present Levels
Disclaimer: Before we dive in, it is important to know that every state and municipality follows a different format of an IEP, thus I will not be speaking specifically to any one state’s version of an IEP. However, the overarching information discussed here are the building blocks to what goes into the IEP.
Present levels (call it PLEP, PLOP, etc. depending on your area of the country), are an important component in the foundation and “how-to” for helping children make progress within their respective areas of concern.
Specifically, present levels discuss HOW your child is currently doing across various academic areas (reading, writing, math, science, social studies, etc.), communication, behavior, fine and gross motor skills, executive functioning, social, activities of daily living, health and development, etc.
Present levels breaks down into strength and concerns (or needs) to highlight the skills the learner is doing well with and brainstorm what areas the learner could use further support with.
Within the school setting, this information is used to build educational programs, more specifically, targeted goals and objectives; the what and how of learning.
As a special educator, I’ve had students ask me “Why do I need to know this?” and other than provide a response of “because…” I struggled with connecting this to learning outside of the school walls.
So how exactly can do we do that?
Why do we need to make learning relevant?
Are there certain skills you may not need to know on a daily basis, unless you’re an aspiring architect or general contractor? Sure (sorry Pythagoras)! But the skills that helped you understand the Pythagorean theorem, you certainly will, such as knowing the shape is a triangle, knowing how to count the number of sides, adding, multiplying, and more.
Here are 5 tips for where to start at home:
1) Focus on the basics first.
2) Pick one content area (e.g. math, reading, writing, motor skills, executive functioning, etc.)
(I find a good place to start is with math or reading, even executive functioning.)
3) Choose a strength to focus on in that area. (Starting with previously understood (mastered) skills builds momentum.)
4) Under concerns (or needs), find a skill related to the strength.
5) Talk with your family and find a time of day that this skill could fit (if it isn’t happening already.
Now, let’s put these steps into action with an example.
Here is what you already know:
- You and your family decide to start with reading and your learner struggles with letter identification.
- You know that while you’re cooking dinner you’re taking items in and out of the cabinet.
- You know your learner loves to draw and be in the kitchen with you.
Grab a marker (washable, dot marker - whatever you have on hand.), a box or container (it could be cereal, crackers, granola bars) with letters on it.
Play “I spy….” Model for your learner how you’ll play and have them color, circle, cross out, etc. the letter.”
Pick a spot to sit: on the floor, at your feet while you cook, at the counter or kitchen table.
Take turns (to build in social skills) or work independently (to build in task initiation/increasing working independently)
Build in requesting (aka as “manding” in the world of behavior) if youre taking turns by using one marker/utensil. Build in statements such as “I want…” or “Can I have a turn, please?” depending on your learners language skills.
Building in skills can take time. It won’t just happen right away and go off without a hitch. This will take some practice, some trial and error and working on the kinks to fit your home flow. But once you begin incorporating activities like this, you’ll start to see the possibilities are truly endless.
Next ingredient in our alphabet soup — goals & objectives.
I’m so glad you’re here!
