Section II: Present Levels Template

*See suggested language for video conference meetings due to COVID-19 pandemic. See HERE for suggested language regarding full-time online learners.

Present levels of academic achievement

Introducing __

  • Age:

  • Grade:

  • School District:

  • Anticipated Year of Graduation:

  • Exceptionality Category:

  • Included in General Education Curriculum:

  • Current Classes:

  • Current Services:

  • Interview with Student (Interests & Postsecondary Goals):

    • Interview Date:

    • Interests:

    • Postsecondary Education Goal:

    • Postsecondary Employment Goal:

    • Postsecondary Independent Living Goal:


Results of Most Recent Evaluation/Reevaluation Report:

  • Date of Report:

  • Results:

Thrively Strengths Assessment:

Learning Style Inventory (tiny.cc/3styles):

Description of __'s Progress in Current Educational Program:

  • Teacher Comments and/or Summary of Grades:

  • Other Assessment Information:

Previous IEP Goal(s):

  • Goal:

  • Summary of Progress:

Baseline/Rationale for New IEP Goal(s):

  • Goal:

  • Date of Assessment(s):

  • Baseline:

  • Rationale: The IEP team agreed to the new IEP goal in light of __'s performance on recent assessments and demonstrated gaps between __'s current instructional level and current grade level, and in consideration of the topics most relevant to __'s curricular path during the current academic year.


ESY:

  • __ does not qualify for Extended School Year services (ESY) based on the following data: review of the 7 ESY eligibility questions and PowerSchool grade checks.


Strategies for Success:

  • Specially designed instructions (adaptations, strategies, etc.) that have proven beneficial and/or are recommended for __ include: access to the ES/LS room for support services, adapted assignments, and adapted assessments. For a more detailed description of these adaptations and strategies, see section Section VI of the IEP.

Present levels of functional performance

__ has __ absences recorded during current academic year prior to __.

Priority Functional Skills Evaluation (WeaverLearn.com):

  • Completion Date:

__ has demonstrated (or reported) the ability to:

  • recite home address

  • recite parent/guardian contact numbers

  • use a phone to make & receive calls

  • open locker independently

  • choose appropriate clothes/outfits for various occasions

  • get dressed independently

  • complete chores at home

  • make simple snacks/meals

  • order a meal at a restaurant

  • calculate the correct tip for a restaurant server

  • make basic purchases at a grocery or retail store

  • operate a stove safely

  • operate a microwave safely

  • operate a washing machine & dryer safely

__ has not demonstrated (or reported) the ability to:

Executive Functioning Skills (Teacher Survey):

  • arrives to class on time (__% almost always or always, __% sometimes, __% almost never or never, __% not observed)

  • brings required materials to class (__% almost always or always, __% sometimes, __% almost never or never, __% not observed)

  • submits assignments on time (__% almost always or always, __% sometimes, __% almost never or never, __% not observed)

  • organizes materials effectively (__% almost always or always, __% sometimes, __% almost never or never, __% not observed)

  • speaks appropriately in class (__% almost always or always, __% sometimes, __% almost never or never, __% not observed)

  • works hard and stays focused in class (__% almost always or always, __% sometimes, __% almost never or never, __% not observed)

  • demonstrates the ability to access grades online (PowerSchool) and identify missing assignments (__% almost always or always, __% sometimes, __% almost never or never, __% not observed)

  • effectively self-advocates and asks for help if needed (email or in person) (__% almost always or always, __% sometimes, __% almost never or never, __% not observed)

  • demonstrates the ability to track reminders, assignments, and goals with the IASD planner (or online app) (__% almost always or always, __% sometimes, __% almost never or never, __% not observed)

  • completes all work currently due without complaining before engaging in other “free time” activities (__% almost always or always, __% sometimes, __% almost never or never, __% not observed)

In light of __’s functional abilities, the IEP team has determined that a functional behavioral assessment or ecological assessment is not necessary at this time.

Present Levels related to current postsecondary transition goals

Postsecondary Goals & Assessments

  • O*Net Career Interest Profiler (weaverlearn.com/onet)

    • Completion Date:

    • Results:

  • Postsecondary Goals Interview Date:

    • Postsecondary Education Goal:

    • Postsecondary Employment Goal:

    • Postsecondary Independent Living Goal:


Agency participation was considered and deemed not necessary due to the student’s age and needs.

Parental concerns for enhancing the education of the student

No additional specific parental concerns were noted at this time.

How the student's disability affects involvement and progress in the general education curriculum

__ is able to participate in all aspects of the general education curriculum with modifications and specially designed instruction.


__ also has access to the Learning Support room for additional help and support. The LST expects to check in with __ and provide flexible LS services (habits of success, organization/work completion skills, academic support, and progress monitoring) for approximately one class period each day. __ is pulled from study hall during these sessions, so these sessions do not remove __ from the general education curriculum.

Other Options/Examples:

*'s deficits in reading development skills specifically in decoding, fluency, and comprehension are making it difficult for him/her to participate in tasks and activities that are on grade level.

*'s lagging skills and unsolved problems negatively impact his/her ability to participate in the general education curriculum. Additionally, * is resistant to participating in classroom activities involving reading and writing, is having difficulty accessing the general education curriculum in these areas, and has been increasingly reluctant to attend school.

Strengths

Strengths:

Academic, developmental, and functional NEEDS related to the student's disability

Priority Needs: