Tips from the Special Education Section: Reminders to the Field
OSPI, Special Education Update
September, 2012
Present Levels of Academic Achievement and Functional Performance
OSPI reviews individualized education programs (IEPs) through complaints, safety net applications, and other program monitoring activities. Sometimes, the present levels statement simply repeats information from the student’s prior evaluations and does not address current information. The following is guidance for staff in preparing a student’s present levels of academic achievement and functional performance.
A student’s IEP must include a statement regarding the student’s present levels of academic achievement and functional performance. This statement must also describe how the student’s disability affects the student’s involvement in the general education curriculum, or appropriate activities for preschool students. Although IDEA does not define the terms “academic achievement,” “current” or “functional performance”, the Office of Special Education Programs (OSEP) has concluded that academic achievement generally refers to the student’s performance in academic areas, while functional performance generally refers to the student’s performance in non-academic areas such as daily living activities, social skills, behavioral skills, communication and motor skills. See 71 Fed. Reg., pages 46661 and 46662. “Current” has typically been interpreted to mean relevant data and information that can inform a current or annual IEP at the present time.
For an initial IEP, the team is likely to develop the statement of present levels through the information obtained from the initial evaluation that specifically addresses the student’s current academic and functional performance. It will also include information from individuals who have knowledge about the student’s current functioning, including parent input, classroom performance, or other data not addressed in the evaluation.
For IEP’s developed after the initial IEP, the present levels will also be obtained from a variety of sources: current or “real time” information from teachers and other providers, including classroom based assessments or other data used to report progress towards annual goals, state and district-wide tests, more recent reevaluations, observations of the student, parent, and student information.
Present levels are used to address the baselines for measurable annual goals, the need for related services, and other supports including modification and accommodations on an annual basis. In other words, they address both where the student is presently performing academically and functionally, and how the student’s disability affects the student’s ability to access general education
curriculum at the time in which the IEP is developed.
When preparing present levels of functional and academic performance:
Do gather current information about the student.
How are the student’s grades? Are there social or behavioral concerns that affect the student’s ability to progress in the general education curriculum? Is the student making progress towards his or her annual goals? Are there disciplinary or other issues affecting the student’s performance?
Don’t repeat information from prior years or evaluations, unless the purpose is to show a trend for present levels.
Is the parent’s gestational history relevant? Do achievement scores from three years ago add any information to the present levels?
Remember, the statement of the student’s present level of performance is to describe current information about the student. It serves as a present level description in order to develop the remainder of the student’s IEP. When using electronic forms, please make sure to edit prior information as necessary so that IEP teams can plan and implement services based on updated, current, and
relevant information.
OSPI reviews individualized education programs (IEPs) through complaints, safety net applications, and other program monitoring activities. Sometimes, the present levels statement simply repeats information from the student’s prior evaluations and does not address current information. The following is guidance for staff in preparing a student’s present levels of academic achievement and functional performance.
A student’s IEP must include a statement regarding the student’s present levels of academic achievement and functional performance. This statement must also describe how the student’s disability affects the student’s involvement in the general education curriculum, or appropriate activities for preschool students. Although IDEA does not define the terms “academic achievement,” “current” or “functional performance”, the Office of Special Education Programs (OSEP) has concluded that academic achievement generally refers to the student’s performance in academic areas, while functional performance generally refers to the student’s performance in non-academic areas such as daily living activities, social skills, behavioral skills, communication and motor skills. See 71 Fed. Reg., pages 46661 and 46662. “Current” has typically been interpreted to mean relevant data and information that can inform a current or annual IEP at the present time.
For an initial IEP, the team is likely to develop the statement of present levels through the information obtained from the initial evaluation that specifically addresses the student’s current academic and functional performance. It will also include information from individuals who have knowledge about the student’s current functioning, including parent input, classroom performance, or other data not addressed in the evaluation.
For IEP’s developed after the initial IEP, the present levels will also be obtained from a variety of sources: current or “real time” information from teachers and other providers, including classroom based assessments or other data used to report progress towards annual goals, state and district-wide tests, more recent reevaluations, observations of the student, parent, and student information.
Present levels are used to address the baselines for measurable annual goals, the need for related services, and other supports including modification and accommodations on an annual basis. In other words, they address both where the student is presently performing academically and functionally, and how the student’s disability affects the student’s ability to access general education
curriculum at the time in which the IEP is developed.
When preparing present levels of functional and academic performance:
Do gather current information about the student.
How are the student’s grades? Are there social or behavioral concerns that affect the student’s ability to progress in the general education curriculum? Is the student making progress towards his or her annual goals? Are there disciplinary or other issues affecting the student’s performance?
Don’t repeat information from prior years or evaluations, unless the purpose is to show a trend for present levels.
Is the parent’s gestational history relevant? Do achievement scores from three years ago add any information to the present levels?
Remember, the statement of the student’s present level of performance is to describe current information about the student. It serves as a present level description in order to develop the remainder of the student’s IEP. When using electronic forms, please make sure to edit prior information as necessary so that IEP teams can plan and implement services based on updated, current, and
relevant information.