CLIU Transition Tuesday Tidbit
January 24, 2023
Do you know?
What should be included in the Present Education Levels of Performance (PLOP) otherwise known as the Present Education Levels of Academic and Functional Performance (PLAAFP)?
Assessments should be conducted each year and include a detailed description of the child's current abilities and skills, with attention given to their strengths and weaknesses and how these characteristics will impact their education. PLOP/PLAAFP is the basis on which IEP goals are built.
-Academic Performance: Addresses current academic levels in the areas of reading, math, writing, etc. Formative, Summative assessments should be included , current grades, teacher input, and progress monitoring data on the previous IEP goals. There should be data driven assessment to indicate that there are specific deficits in areas that will be addressed through specially designed instruction (SDI) or a measurable annual goal (MAG).
-Functional Performance: Addresses data on any related services such as speech, PT and OT, current behaviors, attendance, communication skills, access and mobility skills, self-advocacy, organization skills and other areas of functional performance. Specially Designed Instruction (SDI) and measurable annual goals (MAG) may be created to address any deficits in these areas as well.
The Whitehall Perk
The Whitehall Perk Employees
Victor, Melodie, and Brynn making the bagels
The Whitehall Perk
The Whitehall Perk was established at Whitehall-Coplay Middle School in 2016 by former teacher, Mr. Mike Rile. It’s second location opened at the high school 2 years later by Mrs. Katie Rile. Mrs. Rile has been teaching Life Skills at Whitehall High School for the past 15 years. Mr. Rile, now the assistant principal at the high school, is a frequent customer and is proud to watch some of his former students' continuing to develop their employability skills through this experience.
Mrs. Riles class visited Back Home Bagels Deli and Bake Shop located in Schnecksville. Chef Josh Haines, gave them a tour and walked them through the bagel making process before they opened the Whitehall Perk doors at the middle school. The Perk continues to purchase their bagels from Back Home Bagels. They are the best!
Staff receive a weekly google form to place their order. The students are able to choose the job they would like to complete each week. Jobs include inventorying stock, purchasing needed items, setup, coffee and bagel making, cashier, delivery, and clean up. Students then count all monies and determine how much profit was made for the week. At the end of their shift, both students and staff complete evaluation forms in order to reflect on their work. Students also receive a "paycheck" for their work.
The students are consistently improving their employability, independence, and soft skills as they interact with each other and the customers. They also utilize math skills as they identify the cost to open their store and the profit made each week. Mrs. Rile has watched a quiet, shy bilingual student blossom into a confident young man who enjoys working as a cashier and interacting with customers. Another student who stated she was afraid to make coffee because she didn’t want to burn herself, has now gained the skills needed to make the coffee and is good at it. The climate of the building and the interaction between staff and students who work at the Perk has been so positive, states Mrs. Rile. "Staff who might not interact with our students, know their names and are able to interact with them both in and outside of the Perk doors." A former student of Mr. Rile found her passion through this experience and recently opened her own coffee shop in the area.
Gavin, a 17 year old, stated that when he started working at the coffee shop for the first time during his 6th grade year, he was a rebel who didn’t want to listen and often refused to participate. By his second year of work at the Perk, he realized the opportunity taught him so many skills needed before graduation. He is currently a student in the CLIU Work Based Learning program and has a part time job at Fellowship Manor in the kitchen. He hopes to move up to the position of prep cook when he turns 18. He enjoys working and has learned how to save money as well as spend it responsibly. Thank you Mr. and Mrs. Rile for empowering your students with skills that will lead to a needed and successful transition after high school.
Victor working the counter
Jerome delivering to staff
Jerome cleaning up
Agency Spotlight
A Center for Independent Living (CIL) is a nonprofit agency that assists people with all types of disabilities. CIL's are consumer-controlled. This means that the people with disabilities who receive services, make the decisions.
We believe that every individual has the right to live a healthy, happy, and productive life in a community that is free from all barriers. We can help you achieve or maintain your independence through many of our supportive services and programs, including our five core services: Information and Referral, Peer Support, Advocacy, Independent Living Skills, and Transition Services for Youth and Older Adults. In addition, we also provide specialized services, such as specialized housing search and support, services for Veterans, 24-hour sign language services, transition services for youth, employment services, supports coordination under several waiver programs, community education, and more.
Lehigh County Residents: Lehigh Valley Center for Independent Living (LVCIL)
Carbon County Residents: Anthracite Region Center for Independent Living (ARCIL)
LVCIL Recorded Parent Session
Transition Consultant- Kendyle Mills
Email: millsk1@cliu.org
Website: cliu.org
Phone: 610-749-4111