Present Levels of Performance (PLOP)
Considerations
Services
Accommodations
Goals
Least Restrictive Environment (LRE)
Considerations
- Strengths
- Need
- Behaviors
- Limited English Proficiency
- Blind or Visually Impaired
- Deaf or Hard of Hearing
- Communication
- Assistive Technology
- Parental Concerns
PArts of the Consideratin oF Section
The adult involved in the child’s education give information about what the child’s strength academically and non-academically. The parent’s input is also added in this section.
The adult involved in the child’s education give information about what the child’s needs academically and non-academically. The parent’s input is also added in this section.
The team will consider if the child’s behavior impedes their learning or the learning of others.
If yes, the team will discuss creating a Functional Behavior Assessment and the possibility of a Behavior Intervention Plan.
The team will consider the language needs of the child and how they will impact their IEP and services.
In the case of a child being blind or visually impaired, the school division must provide instruction in Braille and the use of Braille.
The must consider the opportunities for direct communications with peers and adults in the child’s language/communication mode.
The team must determine in the child’s speech impacts their learning.
The team must consider whether the child needs assistive technology devices and services.
In this section the case manager inputs al parent concerns they have in their child’s education.
