IEP DEVELOPMENT OVERVIEW
WHAT WE WILL COVER

Overview of PLEP Statement

Goal/objective writing

IEP Direct/Cleartrack access

Printing Reports from IEP Direct/Cleartrack
PLEP
Present level of Performance and Individual Needs (4
areas)
 All providers can comment in all areas
 Progress towards goals indicated here
 Strengths and needs are indicated for each section
 Parental concerns must be indicated for each section
 Regression to be documented here
 No recommendations for services or levels of services
to be indicated

FOUR COMPONENTS TO PLEPS

Academic Achievement, Function Learning
Performance and Characteristics

Social Development

Physical

Management
EXAMPLE: PLEP

Welcome to IEP Direct
Academic Achievement, Functional Performance and Learning Characteristics
Levels of knowledge and development in subject and skill area including activities of daily living, level of intellectual functioning,
adaptive behavior, expected rate of progress in acquiring skills and information and learning style
Basic Cognitive/Daily Living Skills:
Madison is easily distracted. On average she attends to tasks for 10 minutes in a one on one activity lead by an adult. When she is in full control of an
activity her attention to task is longer (30 min). Madison continues to have difficulty following the routines of her day. Specifically, her ability to
sequence and perform the steps in her morning routine is challenging. Madison requires frequent verbal and physical cues to remain on task. She
continues to refuse to wear certain clothing items and resists having her hair brushed. She has demonstrated gains in her ability to tolerate and
perform these tasks when a picture schedule is used.
Speech/Language:
Any Volunteers?
Student Strengths, Preferences, Interests
Cognitive skills and pre-academic skills are average
Gains made in daily living activities since implementation of strategies
Responds well to hands on activities
Enjoys books
Academic, developmental and functional needs of the student, including consideration of student needs that are of concern to the parent
Madison needs to:
Improve attention to task
Develop ability to follow simple routines
Participate in grooming and hygiene tasks
Improve intelligibility
Madison’s family is concerned with her ability to follow the morning routine and how this is impacting the family and her transition to school in the AM
ANNUAL GOALS/OBJECTIVES OR
BENCHMARKS
Only 3 to 8 goals (not discipline specific)
 Benchmarks or objectives can be used
 3-4 objectives/benchmarks per goal
 Only do custom goals – do not use goals from the
goal bank (these are only intended to be used as a
place to start – not as a complete goal/objective)
 All providers are responsible for monitoring
progress towards all goals
 Goal should be mastered in one year

ANNUAL GOAL
Annual goal- do what, to what extent, under
what conditions
 Evaluative Criteria – How well and over what
period
 Evaluative Procedures- methods used to collect
data
 Evaluative schedule-How often methods will be
used to collect or review data

OBJECTIVES OR BENCHMARKS


Objective – task analysis, identify sub skills
that support achievement of annual goal, may be
specific to a related service
Benchmark – incremental steps of the same
skill identified on the annual goal; may include
decreasing levels of support, time line for
progress
EXAMPLE: GOAL AND BENCHMARKS
Goal: Joe will express wants and needs to teacher-stated
question using 2 to 3 word responses, with one verbal
prompt, across home and school settings.
Criteria: 2/3 trials/day
Procedure: charting
Schedule: every two weeks
Benchmarks:
By November Joe will express wants and needs using 1-2
word responses with two verbal prompts
By March Joe will express wants and needs using 1-2 word
responses with one verbal prompt
By June goal will be mastered
EXAMPLE: GOAL AND OBJECTIVES
Goal: Given less than two verbal prompts, Ava will stay on
task and complete a variety of fine motor tasks (cutting,
writing, drawing, puzzles, etc.) in 3 out of 5 trials.
Criteria: daily over 2 weeks
Procedure: structured observation, checklist
Schedule: every other month
Objectives:
During craft time Ava will stay on task for at least 7 minutes
with fewer than 3 verbal prompts.
Using an age appropriate grasp on a pencil Ava will draw
basic shapes (square, triangle) and form letters in her
name given a visual model.
Given a 12-15 piece puzzle Ava will place pieces in proper
place.
QUESTIONS









Can children be seen on Saturdays? Yes if it is a make-up session
Make up sessions can be performed back to back with a regularly scheduled
session (60 minute visit – 1 scheduled 1 make-up)
Regression – This should be documented on daily notes, quarterly updates
(comments section on goals), PLEPS for annual review. We will also do a
separate regression statement (form on BB website)
If children have already had an annual review meeting a regression statement
(on BB form) and an amendment request (also on BB form) need to be
completed and submitted (no later than April 27th).
Do not evaluate a child (using assessment tools) or report test scores on any
documentation. You will need to have parent permission to re-evaluate a child.
Try to complete make-up sessions within the month. If you need to go over this
one month period call a supervisor to discuss.
We will work with districts to input goals into IEP direct/Cleartrack if they are
not there (moving forward these should be there more often as evaluating
agencies will be beginning to do this more).
Erie County will be mandating that all preschool providers attend one training
related to IEP development each year. This year they are targeting goal
writing. See web site for training dates.
Coordination of preschool services – There is a handout that outlines
responsibilities
IEP AND CLEARTRACK DIRECT
Web address: www.iepdirect.com,
http://cleartrack.wnyric.org/
 Log in information
 Select the document you want to edit
 Input PLEPS: current level, strengths, areas of
need, parent concerns (all 5 areas)
 Input annual goals and objectives/benchmarks
 Spell check
 Print reports (Quarterly reports/annual review)

PROCEDURES
You will receive and email regarding meeting
date. Please let us know as soon as possible if you
are able to attend the meeting.
 Documentation needs to be completed at least
two weeks prior to meeting date. (input into IEP
direct or Cleartrack as well as regression
statement if appropriate)
 If Patsy is attending the meeting please let her
know your information has been inputted.
Regression can be placed in your secure file.
 If you attend the meeting please complete the
CPSE meeting minutes form found on the BB
website and send in with your billing.

DEMONSTRATION/IEP DIRECT
http://www.iepdirect.com
DEMONSTRATION/ CLEARTRACK

Cleartrack