Present Levels Blueprint
IEP Writing Toolkit
Present Levels Blueprint
Professional IEP Language Translation & EdPlan-Compliant PLAAFP Draft
Student Profile 7th Grade (ELA Focus)
Classification OHI (ADHD, Combined)
Placements / Support In-Class Support (ELA/Math)
Current ELA Grade B- (Report Card)
Work Completion HW: 90% | CW: 95%
1
Student Strengths, Preferences, and Interests
(Academic & Functional Strengths)
Academic Strengths: The student demonstrates strong grade-level skills in reading comprehension, specifically in the standard of identifying the central idea of a text. On the ELA Interim Assessment (IA) 1, he achieved a score of 75%, which is above the grade-level mean average of 64% (SD: 14), representing a notable academic asset. He maintains a consistent B- average in ELA.
Functional & Executive Habits: The student is organized and conscientious, demonstrating strong learning habits through a homework completion rate of 90% and a classwork completion rate of 95%. He displays excellent self-advocacy and dedication to improvement by consistently utilizing test and quiz corrections when opportunities are provided.
2
Present Levels / Areas of Need
(Academic & Functional Assessment Data)
Academic Areas of Need: The student demonstrates positive academic trajectory on his ELA assessments, raising his score from 45 (Tier 2) on IA 1 to 55 (Tier 1) on IA 2 (grade-level average: 60, SD: 13). Targeted instruction is required to address standard-specific skill deficits. His lowest-performing standard areas across both tests were Figurative Language and Form Analysis. While his challenges in Figurative Language are comparable to grade-level peers, his performance in Form Analysis falls significantly below peers and is his primary area of academic need.
Functional & Testing Needs: The student struggles with the pacing and concentration demands of formal testing environments, which impacts performance on tests and quizzes even when utilizing his current accommodations of extended time and frequent breaks. In class, he is slow to initiate active participation and rarely raises his hand spontaneously. He requires explicit cognitive processing time before speaking aloud, benefiting from pre-calls.
3
Impact of Disability on Progress
(General Education Curriculum Access)
The student's diagnosis of ADHD (Combined Type) manifests as challenges with sustained attention, processing speed, and cognitive retrieval. These executive functioning deficits directly impact his progress and involvement in the 7th-grade general education ELA curriculum by hindering his performance on timed assessments and his ability to analyze complex literary structures (such as Form Analysis). Without specialized instruction, targeted interventions in structural analysis, and accommodations (such as structured processing time, pre-calls during oral activities, and scaffolded assessments with breaks), the student will continue to face barriers in demonstrating his academic capabilities and keeping pace with his peers.
Actionable Accommodations Reference
Testing Scaffolds
- Extended testing time
- Frequent, scheduled breaks
- Error correction access
Daily Classroom Supports
- Pre-call prior to oral prompts
- Extended processing time
- Visual workspace prompts
Instructional Focus
- Form Analysis mini-lessons
- Graphic organizer scaffolds
- Guided peer discussions
IEP Writing Toolkit
Standards-Aligned IEP Goals
EdPlan Goal Formula: Given [Condition], [Student] will [Target Skill], to this extent [Criteria]
Goal Roadmap Target Skills
Goal 1
Academic: Reading Form & Structure Analysis
CCSS.ELA-LITERACY.RI.7.5 / RL.7.5
Goal Statement: Given a 7th-grade level informational or literary text and a graphic organizer (Condition), Student 1 will analyze the text to identify and explain its organizational structure and form (Target Skill), to this extent: achieving an average score of at least 80% accuracy across 4 consecutive bi-weekly work samples or assessments (Criteria).
Measurable Objectives
1.1 (Identification) Given a 7th-grade level text with pre-highlighted structural transitions, Student 1 will correctly identify the organizational form (e.g., compare/contrast, cause/effect, chronology) with 80% accuracy in 4 out of 5 opportunities.
1.2 (Visual Mapping) Given a 7th-grade level text, Student 1 will fill out a structural graphic organizer to map structural relationships with 80% accuracy in 4 out of 5 observed classroom assignments.
1.3 (Textual Clues) Given a 7th-grade level text, Student 1 will locate and list at least 3 transition words or structural phrases that justify the selected text structure with 80% accuracy across 4 consecutive trials.
Goal 2
Functional: Assessment Self-Regulation & Pacing
Executive Functioning Focus
Goal Statement: Given a formal classroom assessment, extended testing time, and structured pacing cues (Condition), Student 1 will apply self-regulation techniques to complete testing blocks and systematically perform post-test correction reviews (Target Skill), to this extent: completing 100% of standard testing items and submitting corrected responses on all errors across 4 consecutive formal assessments (Criteria).
Measurable Objectives
2.1 (Pacing & Focus) Given an assessment, Student 1 will monitor his progress using a structured visual timer, completing at least 50% of the test by the half-way mark without showing active fatigue on 4 consecutive assessment opportunities.
2.2 (Correction Independence) Given a graded quiz or test returned with errors, Student 1 will independently access a correction checklist and rewrite/explain 100% of correct responses on 4 consecutive opportunities.
2.3 (Oral Processing) Given a pre-call warning and a minimum of 5 seconds of formulation wait-time, Student 1 will actively verbally respond to teacher-directed grade-level prompts in 4 out of 5 class discussion samples.
Implementation Note
Collect quantitative data bi-weekly using formative progress tracking sheets. Coordinate with in-class support staff.
Tracking Interval Bi-Weekly / Work Samples
