Micah's
Present Levels of Performance
[Developement of an IEP | Present Levels of Performance]
| Area/Domain |
Present Levels of Performance |
| Communication |
Per Brigance Micah identifies picture
vocabulary to the 6 yr. level except for "nail." She
points to picture vocabulary t the 4 yr. level. She can repeat
4 digits and 4 syllables when requested to do so. Micah receptively
identifies body parts to the 4 yr. level except for "thumbs." She
expressively identifies 12 body parts. Micah continues to have
difficulty with pronouns, directions involving positional/directional
concepts, negatives and possessives. "Wh" questions
are also difficult for her. |
| Self-help |
Micah verbally indicates when she needs
to use the bathroom. She takes care of her toileting needs independently.
She throws away her garbage after meals and snacks. She puts
personal items away with some verbal cues. |
| Preacademic |
Micah matches colors to the 4 yr. level,
identifies and names colors to the 5 yr. level with the exception
of gray. She matches, points to and names circle, square, triangle,
rectangle, and diamond. Micah recognizes her name and peers
names. She demonstrates understanding of in/out and on/off,
front/back. |
| Social |
Micah is beginning to join children
during simple group games with verbal prompts. She has a few
playmates that she will seek out on the playground or during
free play time. Micah greets peers and adults, but needs assistance
in knowing when and who to greet. She plays alone most often. |
| Psychomotor |
Micah imitates simple strokes |,-,
0, +. She is inconsistent when grasping a crayon or marker as
well as coloring within the lines. She uses scissors correctly
to cut across paper on straight lines. Curved lines are more
difficult for her. She imitates simple bilateral hand activities
(stringing beads, block design). |
| Prevocational |
Micah follows the classroom routine
well and transitions from activity to activity with few or no
prompts. Micah attempts non-preferred activities. She has some
difficulty choosing an activity and staying with it during free
choice times. Two step directions, especially those involving
concepts, are difficult for her. |
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