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.

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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.

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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

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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

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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

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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.

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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]