Section II: Present Levels
Present Levels of Academic Achievement and Functional Performance
This is the foundation of the entire IEP. Include clear and measurable data that provides the baseline for all goals, adaptations, and services.
Introduce the student.
- current grade level
- school district
- anticipated year of graduation
- exceptionality (disability) category
- inclusion into regular education classroom/services receiving
- classes in which currently enrolled
- brief postsecondary goal
- brief description of needs
- Include a reference to most recent ER/RR.
Document academic achievement.
- Include relevant assessment scores with interpretation.
- Reference gaps in instructional level vs. grade level, standards and expectations.
- Reference the previous IEP. Indicate WHY goals are changing or staying the same. Include progress on goals.
- Include teacher input. Teacher input should include specific, measurable data about the student’s strengths - what he/she can do - and about the student’s needs. Also, teacher input should address what SDIs are beneficial and what strategies teachers have found useful.
- NOTE: Avoid using the word "best" when describing IEP services for the student. The school is not legally obligated (nor often able) to provide the best possible services (which is subjective). Instead use the word "appropriate."
- Include data that supports if the student does or does not qualify for ESY.
- Briefly note SDIs (specially designed instruction, strategies, adaptations, etc.) that especially benefit the student.
Document functional performance.
- Functional Performance – FBAs, ecological assessments, progress monitoring (can include organization, behavior, and attendance data that addresses Independent Living in the Transition grid)
- Postsecondary Transition Goals – Address (1) Education/Training
- Postsecondary Transition Goals – Address (2) Employment
- Postsecondary Transition Goals – Address (3) Independent Living … and indicate required statement about AGENCY PARTICIPATION.
- Sample IEP Statements:
- Representatives from agencies were invited with parent permission. (List the agencies and the dates that occurred.)
- Parent refused to consent to inviting outside agency personnel.
- Although the agency did not participate in the IEP meeting, parents and students were provided with information about upcoming agency involvement.
- Examples of Agencies: Office of Vocational Rehabilitation, County Mental Health, County Office of Developmental Programs / Intellectual Disabilities, Department of Public Welfare - Bureau of Autism Services, Blindness and Visual Services, Juvenile Justice System, AHEDD, Social Security Administration, The ARC, Centers for Independent Living, Disability Specific Agencies
- Sample Agency Statement (from Pattan training)
- Bob and his family were provided with information regarding supports provided through Allegheny River Intellectual Disability Services (ARID) and the Office of Vocational Rehabilitation (OVR). Bob met with a supports coordinator from ARID on May 3, 2016 and now has a current open case. Bob is scheduled for an intake with an OVR representative during the Fall of 2016. Both an OVR and ARID representative were invited to his current IEP meeting.
- NOTE: In the “services” under Independent Living, focus on skill deficits already being addressed in student’s programming (i.e. reading comprehension is a deficit that affects independent living). In the “activities” section, list specific activities that prepare the student for independent living (i.e., “opportunity to take O*Net Assessment & discuss with LS teacher).
Document parental concerns.
Identify student's strengths.
Identify student's priority needs
Priority needs can be academic, developmental, or functional needs related to the student’s disability. Every need should be addressed with a goal. Usually it's wise to have no more than 2 – 3 goals unless receiving special services, i.e., speech, OT, or PT.