Tuesday, October 9, 2012

IEP I-4 Page: Present Level of Academic Achievement and Functional Performance

 IEP I-4 Page: Present Level of Academic Achievement and Functional Performance: 
Three things to address on the IEP 1-4 page: 

Academic Achievement:
Academic Achievement refers to a student's performance in academic content areas (reading, math, science, history). Academic Achievement statements may include information about a student's performance compared to established grade level benchmarks or performance measures or in relation to district or school rubrics, screeners or progress monitoring tools to track student achievement. 

Functional Performance: 
Here is what Functional Performance includes: 
  • Activities and skills not considered academic or directly related to a student's academic achivement
  • Routine activities of daily living
  • Skills needed for independence and performance at school, in the home, in the community, for leisure time, and for post-secondary and life-long learning. 
  • Motor skills, personal care, time and money, school/work habits, home/community orientation, and
  • Behavior and interpersonal relationships
Academic Achievement and Functional Performance for Early Childhood 3-5 years of age
You may include information about positive social-emotional skills (including social relationships); acquisition and use of knowledge and skills (including early language/communication and early literacy); and use of appropriate behaviors to meet their needs. 

Description of a Student's Disability on his/her Progress and Involvement in the General Curriculum
The present level of educational performance must include how the student's disability affects his or her involvement and progress in the general curriculum. General curriculum is the same curriculum as for non-disabled students.  For an Early Childhood 3-5 student, the present level must address how the student's disabilities affects his or her participation in age appropriate activities.  Appropriate activities mean activities that students of that chronological age typically engage in as part of a formal EC 3-5 program or in informal activities for example coloring, pre-reading activities, play time, sharing time, listening to stories by teachers or parents. 

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