The following additional areas of “Present Levels of Performance” will be evaluated in reflecting how the student’s disability impacts the student’s ability to access and engage in general education programs.
Areas qualified for specially designed instruction Statement of adversity in educational impact of student’s program Identified strengths and current levels of performance Areas qualified for specially designed instruction
In this section of the “Present Levels of Performance” in the IEP (Individual Education Program), the student’s Case Manager should define specific areas of individualized instruction. For example, if Mark’s areas of specially designed instruction include math and written expression, that information included in this section would state the following:
Mark qualifies for specially designed instruction in the areas of mathematics and written expression.
Statement of adversity in educational impact of student’s program
The statement of adversity is provided to address how delays in a student’s academic skill levels adversely impact the student’s current abilities in a regular education program. In the case of Julia’s diagnostic deficiencies in written expression and mathematical computations, a written statement would include the following:
Diagnostic skill deficiencies and delays in Julia’s written expression in the areas of spelling, conventions, grammar and fluency; and mathematics in the areas of problem solving, computation (basic math levels), and calculation adversely affect Julia’s ability to complete 9th grade level assignments in the general education classroom.
Identified strengths and current levels of performance
The specifics of the current levels of performance and strengths in those levels for students with disabilities are clearly stated in this section. Testing results should include quantifiable data from diagnostic tests such as the Brigance or other specialized designed testing of a student’s academic and behavioral performance levels.
Written Expression: Karen has strength in expressing her views on issues and is impressive with her ability to active questioning of subject expectations in the classroom. She has good research skills and is able to print presented materials which represent some of her strengths. Karen earned a composite score in the “below average” in the 10th percentile range on spelling and written fluency. Karen is not able to compose complete sentences and scored in the 10th percentile range on convention tasks such as punctuation and editing skills.
Brigance test: 3rd Edition
Composites/Subtests Standard Score Percentile Score Grade Equivalent
Written Expression 79 10 4.5