Present Level of Educational Performance (PLOP) According to the law the IEP must include: a statement of the child’s present levels of educational perfor mance, including how the child’s disability affects the child’s involvement and progress in the general curriculum; or for preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities. 20 USC 1414 (d) (l) (A) The present level of educational performance is a summary that describes the student’s current achievement in the areas of identified need. It specifically addresses the student’s strengths, concerns and other supplementary aides or services that provide student success. It explains the student’s educational needs and states how learning and the ability to progress in the core curriculum could be impacted by the student’s identified disability. Clear, specific, measurable, objective, baseline information links evaluation results and expectations of the core or alternative curriculum. This information forms the basis for goals for the student. If the student is age 16 or older, the PLOP also addresses the student’s transition needs in the areas of trai ning, instruction, employment and post-school adult living, community, and related services. If the purpose of the present level of educational performance is to identify a student’s needs and establish a baseline from which to develop meaningful and measurable goals, then the PLOP should:
• Be stated in terms that are specific, measurable, and objective;
• Describe current performance, not past performance;
• Prioritize and identify needs that will be written as goals; and
• Provide baseline information for each need.
In order to develop meaningful present levels of educational performance and to prioritize student needs, the IEP team considers a variety of factors: interventions and progress on the current IEP goals, evaluation results, and progress in the general curriculum.
Section C – Preschool
17 C.C.R. 52084(a) . Assessment for service planning for eligible infants or toddlers shall identify all of the following:
(1) The infant’s or toddler’s unique strengths and needs in each of the five areas specified in § 52082(b)(3); (2) Early intervention and other services appropriate to meet the needs identified in (a)(1) of this subsection; and (3) If the family consents to a family assessment, the resources, priorities and concerns of the family and the supports and services necessary to enhance the family’s capacity to meet the developmental needs of an infant or toddler with a disability.
Chapter 2 – Evaluation and Assessment, Desert/Mountain SELPA
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As of 02/07/2014 Board Approved
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