The accuracy of statements about a student’s present levels of performance can mean success or failure for them. Present levels statements are foundational in education plans because everything in the plan is built off of them. Not only is the Goalbook team committed to rigorous, realistic, and research-based academic statements, we want to ensure that teachers can draft strong functional statements as well.
Below are the 3 newest additions to the Present Levels Wizard in Goalbook Toolkit:
Social and Emotional Learning
What does this section address?
This section pertains to a student’s ability to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
Who will benefit from accessing this content?
The users that our content will impact the most are Early Childhood Educators, Special Education Teachers, Counselors.
What specific skills does this content cover?
- Self Awareness
- Relationship Skills
- Emotional Regulation
- Social Awareness
- Responsible Decision Making
Success Skills
What does this section address?
This section pertains to the neurological-based skills (i.e., self-regulation and mental control) needed to manage one’s self and resources in order to accomplish goals.
Who will benefit from accessing this content?
The users that our content will impact most are Special Education Teachers, Counselors.
What specific skills does this content cover?
- Attention
- Planning
- Organization of Materials
- Self-Monitoring
- Task Initiation
Fine Motor Skills
What does this section address?
This section pertains to a student’s ability to make movements with the small muscles in their hands and fingers.
Who will benefit from accessing this content?
The users that our content will impact the most are Occupational Therapists, Early Childhood Educators.
What specific skills does this content cover?
- Fine Motor Precision
- Visual-Motor Integration
- Functional Fine Motor
- Handwriting
- Keyboarding
