Steps to Writing an Effective IEP for Transition Present Levels of Academic Achievement and Functional Performance
Student’s Present Level of Academic Achievement: Present levels of academic achievement refer to how the student is performing within the
general education curriculum, including reading, writing, and math (related to post-school goals).
Academic Performance:
 Reading
 Writing
 Math
 Formal/Informal Assessment
 Summative
 Formative
 Benchmark
 Diagnostic
 Other
Student’s Present Levels of Functional Performance: Functional performance is related to activities of daily living, (such as hygiene,
dressing, basic consumer skills, community-based instruction, etc), functional reading levels, and the student’s ability to exhibit, show, and/ or
demonstrate skills and/or knowledge related to the desired post-school goals.
Functional Performance (can include):
 Access & Mobility
-public transportation
-community (voter registration, selective service, PA identification card, social security card)
 Communication
 Community Skills
 Functional Academics: Reading, Writing & Math
 Independent Living Skills
 Organization/Attention
 Recreation/Leisure
 Self-Determination/Self-Advocacy
 Self-Help/Daily Living
 Social Skills/Behavior
 Vocational
Student’s Present Levels related to current post secondary transition goals if the student’s age is 14 or younger if determined
appropriate by the IEP team (e.g. results of formative assessments, curriculum-based assessments, progress toward current goals)
Carbon Lehigh Intermediate Unit 21, Educational Consultants, December 2009
ACADEMIC PERFORMANCE: (Present levels of ACADEMIC achievement refer to how the student is performing within the general education
curriculum, including reading, writing, and mathematics. It must describe how the student is progressing within the general education curriculum
in relation to his/her peers and state-approved grade level standards. Include current instructional levels, description of permanent products, and
work completion. Describe classroom strategies or interventions applied and their results. Describe any additional or alternative instructional
materials, instructional time or personnel. Keep in mind that present levels must describe specifically and quantifiably the skills the student has
exhibited either in response to instruction or response to assessments that provide instructional baselines.)
Reading – phonological awareness, phonics, vocabulary, comprehension, fluency
Math - basic operations, number systems, problem solving
Writing – written composition, written expression, spelling
Assessments - Formal and/or Informal
 Summative Assessments: Attempts to make an overall judgment of progress at the end of a defined period of instruction. These are
considered high-stakes assessments and the results often are used in conjunction with No Child Left Behind (NCLB) and Adequate Yearly
Progress (AYP). Examples: PSSA, Terra Nova
 Formative Assessments: A planned process that elicits evidence of a student’s status so that teachers can adjust their ongoing instructional
procedures or students can adjust their ongoing learning strategies. Can be formal or informal. Examples: curriculum-based measures,
graphic organizers, warm-up/review, questioning strategies, including checks for understanding, analysis of student performance based on set
rubrics including homework, worksheets, tests based on text and lectures, notebook checks, performance in group projects, oral reporting,
verbal responses, online products (online posts, blog wiki entries), presentations, videos, participating in class discussion groups, active
engagements check-ins, including response cards, white boards, think-pair-share, popsicle sticks = random selection, thumb up/down,
red/green-stop & go cards, role plays/skits
 Diagnostic Assessments: Used to identify student strengths, deficits, knowledge and skill level. Permits the instructor to provide remediation
and adjust instruction to meet each pupil’s unique needs. Examples: Developmental Reading Assessment (DRA), Group Reading
Assessment and Diagnostic Evaluation (GRADE), Group Mathematics Assessment and Diagnostic Evaluation (GRADE), Key Math 3,
Comprehensive Test of Phonological Processing (CTOP)
 Benchmark Assessments: Designed to provide feedback to both the teacher and the student about how the student is progressing towards
demonstrating proficiency on grade-level standards. Are reliable and valid, standards aligned assessments administered to a whole-group or
individual at regular intervals. Can be used to guide classroom instruction and identify individual student needs for re-teaching, intervention
and/or acceleration. Examples: 4Sight, DIBELS, Riverside Assess2Know
Carbon Lehigh Intermediate Unit 21, Educational Consultants, December 2009
FUNCTIONAL PERFORMANCE: (This section includes information regarding classroom performance and the results of any functional
assessments that have been administered. Include current functional levels and strengths and needs that may be developmental. Functional
performance is related to activities of daily living, such as hygiene, dressing, basic consumer skills, community-based instruction, etc. Functional
performance may also be defined as the ability to access public transportation, social/emotional learning skills or behavioral difficulties, and the
consideration of personal safety and socially appropriate behavior. If applicable, the information from a functional behavioral assessment should be
included in this section. Information included in this section should include performance data and current skill levels, not just a description of
academic and behavioral deficits. Information included here does not have to be indicative of a deficit. Provide measurable baselines in all areas
when possible.)
Access & Mobility – assistive technology, mobility, transportation, accessing the community, navigating the community
Communication –means of communication can include; auditory, nonverbal, written within different contexts such as school, home, community,
work (e.g. what types of things are communicated, by whom, in which form, etc)
Community Skills – transferring social, behavioral, self-help, daily living skills into community environments
Fine/Gross Motor – gross (e.g. walking, jumping, throwing, climbing, catching, balancing, kicking, swinging, skipping) fine ( picking up, turning
pages, coloring, placing, opening, cutting, squeezing, pasting, folding, copying, pincer grasp, tracing)
Functional Math/Reading /Writing– functional level of performance in math, reading and writing in comparison to actual grade level (e.g.
functional reading level of 2nd grade for a 10th grade student), banking, budgeting
Organization/Attention – class participation, note taking, keyboarding, organization, homework management, time management, study skills, test
taking skills
Recreation/Leisure –preferences for leisure activities and skills in social contexts
Self-Determination/Self-Advocacy – ability to identify and articulate post-school goals, learning strengths and needs, ability to ask for assistance
with learning and independence
Self-Help/ Daily Living – self-care (dressing, eating, grooming, toileting) personal safety, managing money, purchases, being independent or able to
elicit necessary assistance to complete daily tasks and routines
Social Skills/Behavior – interactions with teachers/peers, level of initiation in asking for assistance, responsiveness to services and accommodations,
degree of involvement in extracurricular activities, confidence and persistence as a learner, emotional or behavioral issues related to learning and/or
attention
Carbon Lehigh Intermediate Unit 21, Educational Consultants, December 2009
Vocational Skills – Job readiness skills (pre-vocational and vocational) sustain job performance, perform work directions and requirements, respond
appropriately to supervision and work cooperatively with others
PRESENT LEVELS RELATED TO CURRENT POST-SECONDARY GOALS: (This section should provide a concise description of the
student’s current Academic Achievement and Functional Performance based on age appropriate assessments related to the student’s targeted postsecondary goals if the IEP team determines that transition services are needed.)
 Transition: The ongoing process of collecting data on the individual’s strengths, needs, preferences, and interests as they relate to the
demands of current and future working, educational, living, and personal and social environments (The Division on Career & Development &
Transition, DCDT). Examples: Formal - Career Cruising, CHOICES, PIC, ASVAB, SAT, McCarron Dial Vocational System, Keys 2 Work,
SIB-R, etc. Informal – work samples, situational assessment, parent/student interviews, observations, Informal Assessments Books through
Pro-Ed {Independent Living & Community Participation, Employment & Career Planning & Informal Assessment for Transition Planning}
Carbon Lehigh Intermediate Unit 21, Educational Consultants, December 2009