Present+Educational+Levels

What other suggestions do you have for other items to include?
= = =High School:= 
 * **Current yearly grades**
 * **Current PSSA scores**
 * **Strength areas**
 * **Teacher Input**: currently-
 * inquire regarding strengths they see (most teachers are vague with this information) **Suggestion**: //with the help of the subject department, create a general PLEP input sheet specific to a subject area and ask them to check the student strength area and add suggestions for ways to enhance these strength areas//
 * Inquire regarding suggestions that will enhance these strength areas
 * Areas of improvement - this generally includes organization, study skills, contributing to class discussions, voicing opinions. **Question**: Is this an area to note in the PLEP? **Question**: What if the student's disorganization effects him in all subject areas and this is hindering a teacher seeing a strength area? What do we do with that?
 * **Other information:** (//General Guidelines interpretation - pg. 18; evidence of excellence in other than academic areas//) - based on parent/student input - typically includes student's work with clubs, musical interest, athletic interest, volunteering, strong interest areas.

Elementary**
NC- Michele Smith
 * 1) Cognitive/Academic Functioning Assessment (WISC score breakdown and date of GWR…there was discussion about not including this, but I always have as it is the basis for identification in the first place)
 * 2) Achievement Testing (most current: PIAT, Terra Nova, or PSSA scores)
 * 3) Reading Assessments (Reading Level, OJR Anchor Assessment score)
 * 4) Writing Assessments (most current score 1-4 for the following: Focus, Content, Style, Organization, Conventions)
 * 5) Math Assessments (quarterlies or pre/post test scores)
 * 6) Strengths (compiled from ATP end of the prior year evaluations by me, end of previous year data collection sheet I send to reg. ed teacher as well as new/current teacher in the beginning of the year, parent input forms, and student inventories)
 * Areas of Growth (if applicable)
 * 1) Needs (to optimize student’s strengths) –from same sources as listed for strengths
 * Strategies that have been beneficial/successful for child (if applicable)
 * Personal Goals (from student inventories- if applicable)
 * 1) Most recent progress report grades (only if shows significant change)
 * 2) Activities/Interests (from above inventories) to showcase current involvement at school and extra curricular (indicate if new or continued)
 * 3) Achievements: recent honors, accomplishments, awards, etc. (if applicable)
 * 4) A general/concluding statement that summarizes educational history, parent and teacher input/observation, and academic testing indicate child is functioning above grade level

I like Melissa’s idea about adding a section to teacher input forms for suggestions to enhance listed strengths. I also send out end of the year evals to teachers, with a checklist and input sheet requesting them to rate each student’s skills (critical and creative thinking, communication, problem solving, research, personal growth, motivational development, and organization). Teachers simply need to rate the skills, check if the child shows growth in that area, indicate if it is a current goal, and check if it is a suggested goal. There is also a section for teachers to indicate what strategies/activities have been beneficial/successful for the student. I find that invaluable in preparing GIEP goals.