Examples can be very illustrative, so we have included several below. None is a complete “present levels” statement, of course. These snippets are provided to suggest the range of information and detail you might find in a “present levels” statement.
- Elise is essentially non-verbal and uses many ways to communicate including: gestures, facial expression, eye gaze, vocalizations, word approximations, head nods for yes, head shakes for no, and use of a Dynavox 3100 augmentative communication device which she accesses with a head switch.
- Lawrence needs a quiet, separate place to do individual work.
- Terri learns quickly when working in a small group.
- Zung understands and remembers what he hears about a subject. Learning by reading or looking at pictures is difficult for him and doesn’t work as well.
- Kim imitates other children and learns from them.
- Results of standardized testing using the Woodcock-Johnson Revised (WJ-R) show Mario’s basic reading skills are at a beginning-4th grade level (standard score = 89). His basic writing skills are at a 3.7 grade level (standard score = 81).
- David’s performance in basic reading and writing is significantly below his ability. David makes errors when he reads and has trouble decoding long words, but his comprehension skills are strong. He uses context cues and picture cues to help him understand what he is reading (NICHCY,2010).