Section II: Present Levels Template


Note: The following paragraph is being inserted in IEPs during the school closure due to the COVID-19 pandemic:

Due to the global COVID-19 pandemic, Pennsylvania schools are currently closed indefinitely at the time of this IEP meeting (__). This IEP is occurring over video/phone conferencing software with participation from at least one general education teacher, as well as an LEA, special education teacher, and parent. Video/phone conference was agreed upon beforehand as in-school meetings are not permitted at this time per mandate from the governor. In addition, it should be noted that this IEP is being designed with a view to the anticipated, eventual return to normal, in-school educational programming. Although special considerations for remote distance learning may be mentioned in this IEP with special notations, the primary focus of the IEP will be educational placement and programming expected when the current closure ends.

__ is a __-year old, 8th grade student in the Indiana Area School District. __’s anticipated year of graduation is 2024. In an interview with the Learning Support teacher on __, __ indicated that __ interests include __. __’s exceptionality category is __. __ is included in the general education curriculum for __ and receives __ services. __ currently is enrolled in __. __’s post-secondary goal is __. __ needs __.

__’s most recent evaluation report from the school psychologist (ER or RR) was dated __. According to the findings of this evaluation, __.

On __, __ completed the Thrively Strengths Assessment. According to this assessment, __'s top 5 strengths are __. The following statements summarize each of these strengths.

Learning Style: __ completed the “What’s Your Learning Style?” online survey on __ (see According to this survey, __’s dominant learning style is __. This is a brief explanation of the learning style:


During the current academic year, __ completed several assessments with the Learning Support teacher (summarized below). These assessments provide current baseline data and demonstrate gaps between __'s current instructional level and __'s current grade level. __'s performance on these assessments also indicate why __'s __ goal is being revised from the corresponding goal in the previous IEP.

The following is a summary of __'s progress on goals in __'s previous IEP: __

Baseline Data for Current IEP Goals:

__ of __’s teachers responded to a survey about __'s executive functioning skills and emotional intelligence.

Although the Pennsylvania System of School Assessment (PSSA) is a non-adaptive, high stakes assessment, and therefore limited in providing meaningful growth data, the assessment may indicate whether or not a student is performing at grade level. Therefore, the following PSSA data is provided as a reference. In the Spring of __, __ scored __ in MATH and __ in ELA.

__ 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.

Specially designed instruction (adaptations, strategies, etc.) that work well for __ include: ___. For a more detailed description of these adaptations and strategies, see section Section VI of the IEP.


__ has __ absences during the current academic school year. On __, __ completed the Priority Functional Skills Evaluation (PFSE on with the Learning Support Teacher. According to this assessment, __ has demonstrated the ability to

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.

Education/Training: __ reported in the interview with the Learning Support Teacher on __ that __ has a goal of __.

Employment: __ reported in the interview with the Learning Support Teacher on __ that __ has a goal of competitive employment without support in the field of __. On __, __ completed the O*Net Interest Profiler (online assessment) and scored highest in the following area(s):

Independent Living Skills: __ plans to live independently after graduation.

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

Parental Concerns: No additional specific parental concerns were noted at this time.



How the Student’s Disability Affects Involvement and Progress in the General Ed. 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 40-minute period each day. __ is pulled from study hall during these sessions, so these sessions do not remove __ from the general education curriculum.