IEP Form 2 – Present
Levels of Academic Achievement and
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, districtwide and other assessments may be gathered prior
to the meeting. Review results of the assessments including (as appropriate):
á
California Standards Test (CST) Advanced -> Far
Below Basic
á
California Modified Assessment (CMA) Advanced -> Far
Below Basic
á
CAT-6 Standard Score
á
California Alternate Performance Based Assessment
(CAPA)
á
CELDT: Write in the CELDT scores.
á
Other Assessment Data, including results of districtwide
and/or individually administered assessments. For preschoolers include
DRDP-R or DRDP access.
á
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
[Source: State SELPA IEP Manual (draft), July 2008]