Present Level of Performance

Section 300.347(a)(1)
Section 4: Present Level of Performance andAnnual Goals and Short-Term Objectives

Present Level of Performance
Present Level of Educational Performance (Including how the child’s disability affects the child’s involvement and expected progress in the general curriculum): (For preschool children, describe how the disability affects the student’s participation in appropriate activities.) ______________________________________________________________________________

Present Level of Educational Performance (PLEP) - The present level determines approaches for ensuring involvement in, or adaptations or modifications to, the general curriculum. Each area of identified educational need must be addressed in at least one of the following: annual goals, supplementary aids/services/supports, or secondary transition services.
The PLEP should accurately describe the student’s performance in all areas of education that are affected by the student’s disability [R340.1721e(2)(a)]. For preschool children, the present level of educational performance should describe how the disability affects the child’s participation in appropriate activities [34 CFR §300.347(a)(1)]. It is helpful to consider the key role of present level of performance in the overall development of the IEP.
Present level of performance information supports the IEP Team’s determination of supplementary aids/services/personnel supports, annual goals and short-term objectives, and state- and district-wide assessments on the IEP [34 CFR §300.347(a)]. The PLEP statement(s) should include four elements (in no particular order):

1. A narrative summary of the baseline data. In understandable terms, explain the data, areas of need, and how the disability affects progress in the general curriculum. The narrative summary must be sufficient to provide a foundation for education planning (a starting point for instruction).
Example: Charlie knows how to compute math problems, but is unable to meet the 5th grade standards (80% on math benchmarks) for understanding and applying problem solving strategies to story problems. He does not understand the relationship between a description and a mathematical solution. Charlie scored at the 2.8 level on the solving section of the Key Math test, and 4.8 on the Computation section. He completes word problems with 50% accuracy.

2. Baseline data may be obtained from criterion referenced tests, standardized achievement tests, diagnostic tests, classroom performance, systematic observations, state or district-wide assessments, checklists, progress reports, report cards, student input, parent input, or any combination of the above.
Example (baseline data in italics): Charlie knows how to compute math problems, but is unable to meet the 5thgrade standards (80% on math benchmarks) for understanding and applying problem solving strategies to story problems. He does not understand the relationship between a description and a mathematical solution. Charlie scored at the 2.8 level on the solving section of the Key Math test , and 4.8 on the Computation section. He completes word problems with 50% accuracy.

3. A statement of how the disability impacts the student’s involvement/progress in the general curriculum. Such as:
"needs skills to perform independent tasks required for daily living""auditory processing needs affects ability to take notes during lectures""needs organizational skills for completing work on time""requires assistance to interact with other children during group play""need for reading skills impedes completion of work at grade level""has difficulty participating in general physical education class""needs skills to pass classes required for graduation by year’s end""behavior prevents independent work on general education assignments"
Example of how the disability impacts the student’s involvement/progress in the general curriculum (in italics): Charlie knows how to compute math problems, but is unable to meet the 5thgrade standards (80% on math benchmarks) for understanding and applying problem solving strategies to story problems. He does not understand the relationship between a description and a mathematical solution. Charlie scored at the 2.8 level on the solving section of the Key Math test, and 4.8 on the Computation section. He completes word problems with 50% accuracy.

4. A description of area(s) of educational need.
"Areas" may refer to:
An academic subject area such as math, reading, social studies, language arts
A functional area such as self-care, social skills, behavior, adaptive functioning
An area of disability such as speech/language behavior, motor functioning
Example of area(s) of educational needs (in italics): Charlie knows how to compute math problems, but is unable to meet the 5thgrade standards (80% on math benchmarks) for understanding and applying problem solving strategies to story problems. He does not understand the relationship between a description and a mathematical solution. Charlie scored at the 2.8 level on the solving section of the Key Math test, and 4.8 on the Computation section. He completes word problems with 50% accuracy.

More examples of PLEP narratives:
"Teacher records show that John turns in a weekly average of 60% of his math assignments, and 50% of his English assignments (100% expected). Fewer than 75% of assignments turned in are complete. He appears capable of completing the work as given. This performance jeopardizes completion of his coursework for graduation."
"In unstructured settings and transitional times of the day, Joanne’s 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. Joanne’s reading fluency is interrupted by substitutions. Joanne does not efficiently use context or phonics clues which affect her progress in reading as indicated by her performance on third grade classroom oral reading benchmark tests."

Physical Education - Physical education services, specially designed if necessary, must be made available to every student with a disability [34 CFR §§300.24(b)(2), 300.307]. If modifications are needed for the student to be able to participate in a general physical education program, those modifications must be described in the IEP. If a student with a disability needs a specially designed physical education program provided by special education, that program must be addressed in all applicable areas of the IEP (present levels of educational performance, annual goals and short-term objectives, and services to be provided).
GOALS AND OBJECTIVES

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What Should be in my child's IEP?
The IEP should accurately describe your child’s learning problems and how these problems are going to be dealt with.
Present Levels of Educational Performance
One of the best and clearest ways to describe your child’s unique problems is to include information from the evaluations. The IEP document should contain a statement of the child’s present levels of educational performance. If your child has reading problems, the IEP should include reading subtest scores. If your child has problems in math calculation, the IEP should include the math calculation subtest scores. To help you understand what these scores mean, you should read our article "Understanding Tests and Measurements."

Measuring Progress: Subjective Observations or Objective Testing?
Let’s return to our medical example. Your son John complained that his throat was sore. You see that his throat is red. His skin is hot to the touch. He is sleepy and lethargic. These are your observations.
Based on concerns raised by your subjective observations, you take John to the doctor. After the examination, the doctor will add subjective observations to yours. Objective testing will be done. When John’s temperature is measured, it is 104. Preliminary lab work shows that John has an elevated white count. A strep test is positive. These objective tests suggest that John has an infection.
Based on information from subjective observations and objective tests, the doctor develops a treatment plan—including a course of antibiotics. Later, you and John return—and you share your ongoing observations with the doctor. John’s temperature returned to normal a few days ago. His throat appears normal. These are your subjective observations.
Subjective observations provide valuable information—but in many cases, they will not provide sufficient evidence that John’s infection is gone. After John’s doctor makes additional observations—she may order additional objective testing. Why?
You cannot see disease-causing bacteria. To test for the presence of bacteria, you must do objective testing. Unless you get objective testing, you cannot know if John’s infection has dissipated.
By the same token, you will not always know that your child is acquiring skills in reading, writing or arithmetic—unless you get objective testing of these skills.
How will you know if the IEP plan is working? Should you rely on your subjective observations? The teacher’s subjective observations? Or should you get additional information from objective testing?