Understanding the Present Levels Section of an IEP

Creating an Individualized Education Program (IEP) is a vital step for supporting students with special needs. This process ensures they receive tailored assistance to thrive academically and socially. One key component of an IEP is the "Present Levels" section. This part outlines the student’s current skills, challenges, and progress, offering insights that are crucial for parents, educators, and specialists alike.

In this blog post, we will dive into the essential elements of the Present Levels section of an IEP. We will also discuss what to avoid, ensuring this section is clear and effective.

What Should Be Included in the Present Levels Section

Most Recent Progress on IEP Goals

Part of this section will include a summary of the student's latest progress on their IEP goals. It should list the current goals and include specific data that shows how the student is doing compared to the goals set in the previous IEP. For example, if a student aims to improve reading comprehension, mention their current reading level, the types of assessments conducted, and their growth over time.

Let's say a student began reading at a level equivalent to second grade and has made progress to a fourth-grade level within six months. This kind of detailed information paints a clear picture of the student’s academic journey and aids in crafting achievable future goals.

Documenting whether a student is making progress makes it easier for parents to determine if their child is receiving appropriate support. Additionally, it is beneficial for the team to review and record the interventions that have contributed to the student's progress (or lack thereof) so they can effectively address the child's weaknesses.

Evaluation Data

It’s also essential to include relevant evaluation data. This data can originate from the initial or most recent reevaluation that allows the student to qualify for special education services, standardized tests, classroom assessments, and teacher observations. Present this information clearly to highlight the student’s strengths and areas needing improvement.

For instance, if a student was assessed for math skills and scored in the 75th percentile overall but struggles with word problems, note these specifics. This helps identify where support is necessary and guides instructional strategies.

State and District Assessment Data

State and district assessment data are important for context. These assessments show how a student performs compared to peers. This information is valuable for recognizing learning gaps and shaping instructional plans.

For example, if a student is reading at a third-grade level while the state benchmark is fourth grade, it shows a 25% lag behind peers. Parents can use this insight to advocate for additional resources or support.

Description of Needs

In the Present Levels section, include a clear description of the student’s needs. This should cover both academic and functional challenges, providing a complete view of the obstacles a student faces.

If a student struggles with organization, note specific difficulties—for example, consistently misplacing homework or having trouble following multi-step instructions. Along with this, mention strategies already tried, such as using a planner or checklists, so that everyone is on the same page about what interventions are effective or needed.

This section is vital for the team to summarize needs and use this information to help identify the student's least restrictive environment (LRE), services, goals, and more! Although this section may seem repetitive, that's perfectly fine!

Description of Strengths

Don't overlook the student's strengths. Detailing what a student excels at can foster encouragement and motivation. This could be academic strengths, social skills, or particular talents.

For example, if a student has demonstrated exceptional creativity in art, highlight this by describing a project where they created a mural displayed at a local event. Identifying strengths allows them to be used to improve learning in other subjects and assists parents in advocating for the student to engage in their least restrictive environment for those areas of strength.

Parental Concerns

Including parental concerns about their child's education is crucial. Parents often provide insights into their child’s behavior, learning preferences, and emotional needs. Addressing these concerns ensures the IEP team has a full understanding of the student and documents concerns over time.

An example might be a parent's observation that their child feels anxious during group work, which could factor into tailoring their educational experience. Involving parents in this dialogue leads to a more effective IEP.

What Should Not Be Included in the Present Levels Section

Opinions Not Based on Fact

Be cautious about including opinions that lack factual support. Statements not grounded in data can lead to misunderstandings about a student’s needs.

For example, saying “the student is lazy” or “the student doesn’t care” is subjective and unhelpful. Instead, focus on observable actions or measurable data that can drive the IEP. If a student frequently submits incomplete assignments, address this with specific examples to pave the way for actionable outcomes.

Wrapping Up

The Present Levels section of an IEP is foundational for shaping the student's educational path. By incorporating recent progress, evaluation data, state and district assessment statistics, descriptions of needs and strengths, and parental insights, the IEP team can craft a detailed and effective plan.

On the flip side, skirting subjective opinions and centering the discussion on factual information ensure the IEP remains a useful tool for both educators and parents. By grasping these essential elements, parents can better support their children and advocate for a rewarding educational journey.

Written By: Madison Nigh