The IEP (Individual Education Program) is a legal document that defines students with disabilities’ academic and behavioral performance in school communities. A part of the IEP includes a section called “Present Levels of Performance” which reflects a student’s current level of educational performance based on the student's specific disability. The following sections are evaluated relative to the student’s performance:
Strengths of the student Results of the initial or recent evaluation Data of student’s current performance levels Areas qualified for specially designed instruction Statement of adversity in educational impact of student’s program Identified strengths and current levels of performance Strengths of the student
In evaluating the strengths of the student, the IEP information must reflect how the student’s disability impacts the student’s educational access and equity. The information contained should show using progress reports and behavioral feedback how the student is performing in his/her specialized designed programs in the academic environment.
Results of the initial or recent evaluation
Students with disabilities and their parents have the legal expectation that the student’s IEP is an annual evaluation that is measurable and narrative of the student’s actual and current performance academic and behavioral data. The IEP is cumulative of present diagnostic data which should be reflective of the student’s academic and behavioral skill levels and how those levels are reflective in current educational performance. Once the results of the student’s IEP have been evaluated and incorporated into curriculum programs and behavioral expectations in the classroom, there must be compliance of the IEP. If the IEP needs to be amended during the school year, another meeting must happen with all of the stakeholders to provide an amendment to the current IEP for compliance.
Data of student’s current performance levels
Data included in a student’s IEP should come from a variety of resources, that includes Brigance diagnostic testing. A student’s quarterly progress reports will provide current academic performance in each subject content area. Attendance data will include excused and unexcused absences during the grading period. Attendance is important in that it can directly impact and affect a student’s academic performance in the classroom. Disciplinary data will show how behavior impacts academic performance and the ability to learn progressively. Teacher feedback and other support staff input of observations in a student’s classroom performance can also be included in evaluating a student’s current performance levels.
In Part II, the additional areas of “Present Levels of Performance” will be explored in terms of a students’ IEP checklist for educational equity and access.
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