FORM 2 – PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Except for the Concerns of
the
Parent, a draft
of this portion of the IEP may be prepared prior
to
the meeting. Each section should be discussed at the meeting and changes made as
appropriate based on input by members of the IEP team.
1. Strengths, Preferences, and Interests:
Identify the studentÕs strengths, preferences, and interests.
2. Parent Concerns related to Educational
Performance: This information should be discussed at the IEP Team meeting.
3. Test Scores: Scores reflecting the studentÕs performance on state, district wide and other
assessments may be gathered prior
to
the meeting.
Review results of the
assessments including (as appropriate):
¥ California Standards Test (CST) Advanced
-> Far Below Basic
¥ California Modified Assessment (CMA) Advanced
-> Far Below Basic
¥ CAT-6 Standard Score
¥ California Alternate Performance Based Assessment
(CAPA)
¥ CELDT: Write in the CELDT scores.
¥ Physical
Fitness Test
¥ Other Assessment
Data,
including results of district wide and/or
individually
administered assessments. For preschoolers include DRDP access.
¥ Hearing and Vision Screening: Enter date and if the student passed or
failed the hearing and vision screening. This data may be from a prior year
IEP. Note the reason for
ÒotherÓ, such as parent exemption.
¥
4. Pre-academic/Academic/Functional Skills: Summarize Pre-academic/Academic/ Functional skills, including the studentÕs performance in the classroom, levels of mastery
of
the California content
standards, progress in the curriculum,
etc. Pre-academic and
Functional skills should address the studentÕs development of
readiness concepts for continued academic progress in the general
education curriculum, as appropriate.
Include classroom
performance in all
academic areas.
¥
5. Communication: For the students with identified areas of need in communication,
describe the studentÕs articulation, voice,
fluency,
and language needs. If none, indicate
Òno concerns noted at
this time.Ó
¥
6. Gross/Fine Motor Development: For a student, who has been identified with motor development concerns, describe his or her
specific skills and/or
needs. If none, indicate Òno concerns noted at this time.Ó
¥
7. Social/Emotional/Behavioral Development:
Describe the studentÕs social/emotional/
behavioral strengths and needs.
If the studentÕs behavior is appropriate in the
educational setting indicate Òno concerns noted at
this time.Ó
¥
8. Vocational: Include strengths,
interests, and needs related to pre-vocational/ vocational skills. Address traits, such as work habits,
initiative, completion of
classroom or school
site jobs,
etc.
¥
9. Adaptive/Daily Living Skills: For those students with needs in self-help, specify skills such as dressing, toileting, feeding, etc. Indicate Òage appropriateÓ if no concerns are noted.
10. Health: Describe pertinent
medical
information that
relates to the studentÕs educational progress.
If
none, indicate Òno concerns noted at
this time.Ó
Educational
Benefit Reminder
- Are the studentÕs strengths, preferences, and interests clearly identified?
- Are the concerns of
the
parent identified?
- Are all sections of the Present Levels of Academic Achievement and Functional
Performance addressed including documentation of
Òno
concerns noted at this time?
- Does this clearly reflect
the
studentÕs performance in the educational
setting?
- Do the Present
Levels of Academic Achievement
and Functional Performance reflect
all
needs identified in the assessments?
[Excerpted from the State SELPA IEP
Manual, July 2013]