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PLEP A and PLEP B: General Considerations, Content, Methodology, and Performance Criteria.



The IEP is full of pages specific to your child’s unique educational needs. For some, it can be a very overwhelming experience. Especially the PLEP PAGES. First, what does PLEP stand for? PLEP stands for Present Levels of Educational Performance. There are two pages on the IEP. PLEP A for the General Curriculum, which lists what is needed for the classroom and PLEP B for other Educational Needs, such as Behavior, OT, PT, and Speech. In this blog, I talk specifically about the General Considerations, Content, Methodology, and Performance Criteria.


On PLEP B, General Considerations, many boxes are listed that need to be checked if your child requires these services. To understand what boxes your child needs, look at goals and benchmarks to see what your child is working on and what service is needed.


Adapted physical education (APE): If your child is receiving an alternate P.E. class or in addition to P.E. A separate goal will be added to the IEP, or benchmarks may be added to a PT goal.


Braille needs: For those students who are blind or visually impaired. A goal may be added in this area, and or accommodations will be added.


Extra curriculum activities: This is for students who would like to participate in after school activities, however, need additional support. Any child can sign up for after-school activities, and it is the district's responsibility to provide support and services so children can participate.


Social/emotional needs: For those students with anxiety, social skills deficits, and emotional needs.


Assistive tech devices/services: Students who use augmentative and alternative communication devices.


Communication (all students): Students receiving speech services or have deficits in communication.


Language needs (LEP): For students who are Limited English Proficient.


Travel Training: For students who need instruction on how to travel independently in the community. For example, have the skills to cross the street or take public transportation.


Behavior: For those students who struggle with behavior and are on a behavior plan.


Communication (deaf/hard of hearing students): Students who struggle with communication due to hard of hearing.


Nonacademic activities: This would include lunch, recess, and field trips.


Skill development related to vocational preparation or experience: For those students receiving support with vocational needs.


Content: Describes what level of the curriculum your child is receiving. Is your child receiving grade-level work or is provided a different level of content than their peers? This is also called modifications. Please note that DESE requires IEP goals and benchmarks to be robust and to reflect the skills needed to meet the Curriculum Frameworks.


Methodology/ Delivery of Instruction: Describes how the student will be taught differently from their peers. Some examples would be small group instruction, a multi-sensory approach, and a specialized reading program. Service providers will list how they deliver instruction as well.


Performance Criteria: How the district will determine if the student has achieved skills. Some examples would be teacher observations, data collection, and informal assessments.


The PLEPS are difficult to navigate, and there has been talk of combining the two to make things easier. Either way, the best advice is to ask questions when you are in a TEAM meeting, as now you understand more about what information is needed to fill out the PLEPS!










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