1. Writing Effective IEPs
Back to the Basics

2. Individual Education Plan
An Individual Education Plan, or IEP, is a document that is designed to meet the unique needs of the child. When written, IEPs at the least should contain a Present Level of Performance, goals, accommodations, supports and services, and placement for the child. Out of those basic parts, the Present Level of Performance determines everything that follows.

3. Present Level of Performance

4. Description
The present level of performance (PLOP) is written by considering two areas of development in which a child with a disability may need support. These two areas of development are academic and functional.

5. “Academic achievement” generally refers to a child’s performance in academic areas (e.g., reading or language arts, math, science, and history). We believe the definition could vary depending on a child’s circumstance or situation, and therefore, we do not believe a definition of “academic achievement” should be included in these regulations. (71 Fed. Reg. at 46662) Questions to be answered: 1. Where does that child stand academically? And 2. How does the child’s disability affect his or her involvement and progress in the general education curriculum?
Academic Development

6. Functional Development
This term is often used in the context of routine activities of everyday living.
Routine activities of everyday living refers to skills such as:
dressing, eating, going to the bathroom;
social skills such as making friends and communicating with others;
behavior skills, such as knowing how to behave across a range of settings; and
mobility skills, such as walking, getting around, going up and down stairs.
Functional Development

7. Where do I begin?
Initial IEP The information used to write the PLOP will come from the any tests or rating scales and observations done during the child’s initial evaluation for eligibility. Parent, teacher and student (if appropriate) input is also valuable.
Annual IEP / Revised IEP When writing the PLOP annually, you must still refer to the most recent eligibility. Teacher, parent and student input can be used as well as goal documentation and their progress towards mastery of their goals. This should NOT be the same year after year.

8. Order for Present Level Information
Identify the child’s disability(ies) and what academic areas and/or skills that are affected.
What does the disability look like in the classroom
What accommodations/modifications are used to support those weaknesses
Teacher comments / reports
Parent and Student input
Transition/Vocational Inventory(ies) results

9. Summary A well-written present level will describe:
what the child’s disability is,
the child’s strengths and weaknesses,
how the child’s disability affects his or her ability to be involved and progress in the general curriculum.
what limits or interferes with their learning,
what supports and accommodations help the child learn,
Behavior Concerns – is there a BIP in place.
objective data from current evaluations of the child and goal documentation,
Transition plans and desires (to include results of vocational inventories), and
Parent and student input
A fully developed, well-written Present Level of Performance is the foundation upon which the rest of the IEP is developed to specify appropriate goals, services, supports, accommodations, and placement for the child.

10. Let’s Compare…

11. Can you tell me the Present Level of this child?
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NO!

12. Can you tell me the Present Level of this child?
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YES!

13. Which one provides the foundation to draft the rest of the IEP
Which one provides the foundation to draft the rest of the IEP? The goals, accommodations, services, and placement?
Yep! The second one!

14. Let’s Practice…

15. Using the following items,. 1. Multi-Disciplinary report. 2
Using the following items, Multi-Disciplinary report 2. Eligibility paperwork 3. Teacher comments / reports 4. Classroom Observation Draft a Present Level of Performance