Part 2: Writing Compliant Present Levels of Performance
In the first post in our IEP series, we learned ” where” to best document the impact of ADHD on our student’s present level of performance. Read it here if you missed it. Now, let’s explore “how”.
Many school based professionals find themselves struggling to write compliant Present Levels of Performance , especially for the functional aspects of the students’ performance.
While present levels of physical development are generally straightforward and easily observable in a child, describing the impact of a student’s disability, on executive function and adaptive behavior (self-regulation), presents a less “visible” challenge.
How do we describe performance that is dependent upon various contextual factors, while providing clarity and measurability? Unfortunately, ” It depends” does not fly in an IEP.
In this article , I’ll share the 5-step formula I use for writing Present Level statements that are not only IDEA compliant but also clearly explain the impact ADHD has on executive functions setting the stage for meaningful goals. Plus, a new resource that will save you time and spark ideas.
Understanding the Foundation
Present levels describe the students current performance, impact of the disability and provide the baseline data for the identified need, goals, program accommodations ect.
Because IEPs are needs-driven, not diagnosis driven, the Present Level of Performance section is the foundation that the entire IEP builds on.
Present Levels are NOT only about Academics
In 2004, the reauthorization of IDEA by Congress shifted from Present Levels of Educational Performance (PLEP) to Present Levels of Academic Achievement and Functional Performance (PLAAFP). The update’s intent was to stress the importance of special education in addressing the holistic needs of a student. 😊OTP’s can definitely get behind that .
Functional performance , the non academic skills necessary for independent living include:
- Intellectual Functioning: areas of general intelligence, attention, memory, problem-solving ability, organization, language functioning.
- Adaptive Behavior: the effectiveness with which the student copes with the natural and social demands of their environment, how the student makes judgments and decisions.
- Daily Living Skills: personal care, preparing meals, household activities, managing resources, travel to and from school.
The “Shoulds” of Present Levels
The Present Level statement is a snapshot of the student at a particular time and place. It describes the levels at which the student is currently working academically and functionally. This includes a description of a student’s strengths and needs.
Various federal and state sources state that the Present Levels should:
- Begin with the student’s strengths and conclude with identified needs.
- Describe how does the the child’s disability affects their access to, involvement in or progress in general education
- Describe students’ performance with easily understood, positive, and measurable terms
- Be based on current evidence (within the last 12 months)
5-Step Formula for Writing Present Levels of Performance
As mentioned in the first post of this series, read it here if you missed it, the executive function and self regulation needs driven by ADHD do not belong in the physical development section of an IEP. So as we break out of the box, let’s do it with fidelity.
Step One: Write the “Can Do” Statement
Begin with the positive – what the student can do in the area of need.
What many do not realize is that the can statement is NOT about all the wonderful things the student “can do” .While the student may be a great piano player, the “can do “statement is about how exactly they are able to do the thing they are having difficulty with right now.
You are describing the level of support that is currently required for the student to complete the task/skill/ performance in the area they need to improve.
“According to [evidence] student can [what you want the student to do] with [observable and measurable data and under what conditions] .”
Step Two: Write the Can’t Do Statement
Move on to what the student struggles within the same area, maintaining a positive or neutral tone. Describe the current performance, supported by evidence.
[Student] continues to require [support] for [area of weakness].
Step Three: Impact Statement
The impact statement clarifies how the student’s disability impacts access to the general education curriculum. Write the impact statement by identifying a weakness which most affects the area of need for the student and then identifying the skill or behavior that will be targeted by the IEP goal.
[Student]’s difficulty in [area of weakness] impacts [his/her/their] ability to [skill].
Step Four: Need Statement
Develop a standards-based needs statement tied to the IEP goal. Clearly state what the student requires to progress in the general education curriculum.
“Student needs to [skill tied to goal] to [standard] in order to progress in the general education curriculum”.
Step Five: Check It
Check if the “Can Do”,” Can’t Do”, “Impact”, and “Need” statements are clearly defined, supported by evidence, and align with standards. Ensure your statements align with the goal .
Takeaway
Crafting effective Present Levels for context dependent “invisible” skills is much easier when you use the Can, Can’t, Impact and Need formula.
Making sure your present levels have a clear ” Can, Cant, Impact and Needs ” statement will ensure they are not only IDEA compliant but help illustrate to the team how an ” invisible” disability like ADHD looks for your student .
Present Level Helper
If you’re looking for a time-saving resource, check out our newest tool, “The Present Level Helper.” It includes an auto-complete spreadsheet and a bank of example “can, can’t, impact and need” statements and goals for executive function – a game changer , especially for addressing functional performance related to ADHD.
The Present Level Helper is designed to streamline your documentation process. This Google Sheet comes equipped with autofills, helping you to generate personalized statements. Create statements that are not only compliant but also tailored to the individual needs of each student.
Simply type in or choose from the dropdown options in each section and watch as the sheet generates a tailored statement for your Present Level or Goal.
Refer to the “Examples” tab for inspiration and guidance on writing effective statements. Explore hundreds of pre-written needs, goals, and PLEP statements to spark ideas and maintain compliance.
Disclaimer: This tool is designed to assist users in generating statements. It is essential to review and ensure that the statements align with the specific requirements and guidelines of your educational institution and are individualized to each student.