Section 2 Present Level of Academic Achievement and Functional

Performance

Podcast Script

Laura LaMore, Consultant, OSE-EIS

 

 July 13, 2010

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Via Podcast

Welcome

• On behalf of the Office of Special Education and Early Intervention Services (OSE-EIS) at the Michigan Department of Education (MDE) WELCOME!

• This podcast details the Present Level of Academic Achievement and Functional Performance (Present Level) and is part of a series of 9 podcasts designed to walk and talk you through the state model forms for IEP and Notice

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Getting Started

• We want to thank you for tuning in

• My name is Laura LaMore and I am a consultant with the OSE-EIS

• Before we get started, if you have not already done so, we recommend that you download the Quick Reference Guide, Section 2: Present Level of Academic Achievement and Functional Performance, to view with this podcast

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Foundation

• The present level provides a foundation for developing rigorous supports to create an opportunity for student success

• It is the basis from which all other Individualized Education Program (IEP) components are developed

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Purpose

• The purpose of the present level section is to provide an overview of factors that:– Impact the student’s performance and subsequent

development of services and programs to meet the student’s unique learning needs

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Present Level

• Each area of need identified in the present level section must be addressed somewhere else in the IEP

• This section, in its entirety, is used to describe the student’s current performance in areas affected by their disability

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Present Level Sections

• The present level has two sections• Section 2-A is required for all students• Section 2-B is also required for all

students, but there are three options– One of the three options must be completed

for each student

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Section 2-APresent Level of Academic Achievement

and Functional Performance

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Factors to Consider (General)

• This section asks the IEP team to:– Address the student’s strengths

– Address parent concerns

– Take into consideration the results of evaluation when developing:• Goals

• Supplementary aids and services

• Secondary transition services

• Services and programs

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Strengths of the Student• This is the only place to capture the student’s strengths

• Strengths are important to all other sections of the IEP; in particular, they are the basis for developing supplementary aids and services and secondary transition services

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Concerns of the Parent

• If a parent does not identify any concerns, document that no concerns have been identified at this time

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Factors to Consider

Evaluation Results

• Use this section to document results from any student assessments and evaluations

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Factors to Consider

Evaluation Results

• Evaluations may include, but are not limited to:– The Multidisciplinary Evaluation Team (MET) Summary– The Review of Existing Evaluation Data (REED)– The Michigan Educational Assessment Program (MEAP)– District assessments; and – Benchmark assessments

• Identifying the evaluation results enables the team to prioritize the student’s areas of need for completion of the present level statement

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Factors to Consider (Special Factors)

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Factors to Consider (Special Factors)

• Communication needs and assistive technology needs must be considered for every student

• The remaining special factors are to be considered, if appropriate

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Factors to Consider (Special Factors)

• If the IEP team determines there is an area of need, the special factor must be addressed in an appropriate section of the IEP (e.g., Goals, Supplementary Aids and Services, etc.)

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Special Factors• If a special factor is considered, but the IEP team

determines there is no area of need, the rationale for determining no area of need must be addressed in the Notice under “Options Considered but Not Selected”

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Section 2-B (Options I, II, and III)

• Section 2-B is designed to identify the areas of need affected by their disability

• For each area of need identified, provide:– Baseline Data

– A narrative summary or explanation of the baseline

– A statement of how the disability affects the student’s involvement and progress in the general education curriculum or participation in appropriate activities for preschool children

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Baseline Date

• Supports the determination of the area of need and is gathered from a variety of sources

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Narrative Summary

• An explanation of the IEP team’s interpretation of the baseline data

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How Disability Affects Student’s Involvement

• A statement of how the disability affects the student’s involvement and progress in the general education curriculum or participation in appropriate activities for preschool children

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Section 2-B (Options I, II, and III)

• Option I is designed to identify needs across a number of areas

• Option II is designed for a narrative approach

• Option III is designed for use in conjunction with progress monitoring systems

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An IEP team is required to complete only one option

Thank You

• Thank you for participating in this podcast detailing Present Level of Academic Achievement and Functional Performance

• As a reminder, this is part of a series of 9 podcasts designed to walk and talk you through the state model forms for IEP and Notice

• The next podcast in the series is titled Section 3: Secondary Transition Considerations

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Quick Reference Guide

Section 2: Present Level of Academic Achievement and

Functional Performance

Contact

• OSE-EIS – Main (517) 373-0923–www.michigan.gov/ose-eis

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