Section 2 Present Level of Academic Achievement and

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Section 2 Present Level of Academic Achievement and Functional Performance Podcast Script Laura La.

Section 2 Present Level of Academic Achievement and Functional Performance Podcast Script Laura La. More, Consultant, OSE-EIS Via Podcast July 13, 2010 1

Welcome • On behalf of the Office of Special Education and Early Intervention Services

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 2

Getting Started • We want to thank you for tuning in • My name

Getting Started • We want to thank you for tuning in • My name is Laura La. More 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 3

Foundation • The present level provides a foundation for developing rigorous supports to create

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 4

Purpose • The purpose of the present level section is to provide an overview

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 5

Present Level • Each area of need identified in the present level section must

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 6

Present Level Sections • The present level has two sections • Section 2 -A

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 7

Section 2 -A Present Level of Academic Achievement and Functional Performance 8

Section 2 -A Present Level of Academic Achievement and Functional Performance 8

Factors to Consider (General) • This section asks the IEP team to: – Address

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 9

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

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 10

Concerns of the Parent • If a parent does not identify any concerns, document

Concerns of the Parent • If a parent does not identify any concerns, document that no concerns have been identified at this time Factors to Consider 11

Evaluation Results Factors to Consider • Use this section to document results from any

Evaluation Results Factors to Consider • Use this section to document results from any student assessments and evaluations 12

Evaluation Results • Evaluations may include, but are not limited to: – – –

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 13

Factors to Consider (Special Factors) 14

Factors to Consider (Special Factors) 14

Factors to Consider (Special Factors) • Communication needs and assistive technology needs must be

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 15

Factors to Consider (Special Factors) • If the IEP team determines there is an

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. ) 16

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

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” 17

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

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 18

Baseline Date • Supports the determination of the area of need and is gathered

Baseline Date • Supports the determination of the area of need and is gathered from a variety of sources 19

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

Narrative Summary • An explanation of the IEP team’s interpretation of the baseline data 20

How Disability Affects Student’s Involvement • A statement of how the disability affects the

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 21

Section 2 -B (Options I, II, and III) • Option I is designed to

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 An IEP team is required to complete only one option 22

Thank You • Thank you for participating in this podcast detailing Present Level of

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 23

Section 2: Present Level of Academic Achievement and Functional Performance Quick Reference Guide 24

Section 2: Present Level of Academic Achievement and Functional Performance Quick Reference Guide 24

Contact • OSE-EIS – Main (517) 373 -0923 – www. michigan. gov/ose-eis 25

Contact • OSE-EIS – Main (517) 373 -0923 – www. michigan. gov/ose-eis 25