IEP Form Ð 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):
á
á
á
á
CELDT: Write in the
CELDT scores.
á
á
Other Assessment
Data, including results of district-wide 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
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
o
Are the studentÕs
strengths, preferences, and interests clearly identified?
o
Are the concerns of
the parent identified?
o
Are all sections of
the Present Levels of Academic Achievement and Functional Performance addressed
including documentation of Òno concerns noted at this time?
o
Do the Present
Levels of Academic Achievement and Functional Performance reflect all needs
identified in the assessments?