II. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
Include the following information related to the student:
Present levels of academic achievement (e.g., most recent evaluation of the student, results of formative assessments, curriculum-based
assessments, transition assessments, progress toward current goals)
Present levels of functional performance (e.g., results from a functional behavioral assessment, results of ecological assessments, progress toward
current goals)
Present levels related to current postsecondary 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)
Parental concerns for enhancing the education of the student
How the student’s disability affects involvement and progress in the general education curriculum
Strengths
Academic, developmental, and functional needs related to student’s disability

Present levels of academic achievement (e.g., most recent evaluation of the student, results of formative assessments, curriculumbased assessments, transition assessments, progress toward current goals)
 Introductory Paragraph: Brief paragraph to introduce student, including age, graduation date, disability, current placement
and school, any services such as speech, OT, PT, and post-secondary goals.
Math –
1. Current Assessment results reviewed with interpretation - (PSSA scores if recent – Diagnostic Math assessments – formative
assessments – Curriculum based assessments, Grades IF they are relevant….) relevant input from Math Teacher. Specially
Designed instruction that works for this student
2. Review of the deficit in Math as a result of the assessment findings – give a clear picture of where the student is related to
GRADE level - describe “the gap” Relate this to PA Standard your are targeting
3. Review of the current Math related goals – summarize the progress monitoring data and decide if the goal has been met, needs
adjustment or if new goal area is needed. Make a statement regarding the new goal for this IEP year if needed.
Reading – 1,2,3 same as above for reading – be sure to identify the specific area of reading being address based on the student’s
deficit and on Standards
Writing – 1,2,3 same as above for Writing – be sure to identify the specific area of writing being addressed based on student deficit and
on Standards
Listening Comprehension - 1,2,3 as above if this is an area of deficit
Relation to Post Secondary Goals – looking at all of the Present Levels above, write a brief statement as to how this will impact
student ability to meet with success in all three Post Secondary Goals.

Present levels of functional performance (e.g., results from a functional behavioral assessment, results of ecological assessments,
progress toward current goals)
FBA ….and behavior data
OT, PT. Speech - MUST relate directly to Post Secondary Goals
Attendance and discipline ( if appropriate) remember Attendance is not a deficit – give data to support and summarize
Recreation/community participation
Social skills
Outside info from other agencies
Report on progress toward current goals - summarize data and determine if and current goal has been met, needs adjustment, if a new
goal needs to be added. Clearly identify the deficit area based on data/student need and Standards
Relation to Post Secondary Goals – looking at all of the Present Levels above, write a brief statement as to how this will impact
student ability to meet with success in all three Post Secondary Goals.

Present levels related to current postsecondary 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)
1. Name and date of assessments used in interest and preference AND aptitude and ability
2. Describe and interpret results explaining any areas where more evaluation or additional services and activities are needed
3. Annually review each Post secondary goal and list all 3 post secondary goals - tell what areas need continued support via service
provided by the district (describe those services career exploration, asking for accommodations, interest survey, community
based instruction, self regulation, meeting with guidance…..) AND/OR give data to support that no post secondary goal is needed
in a particular area
4. Make a statement regarding Agency involvement

Parental concerns for enhancing the education of the student don’t leave blank

How the student’s disability affects involvement and progress in the general education curriculum
How does the information presented in the previous sections impact the student’s ability to be successful in the curriculum?

Strengths
These should be mentioned in the body of the Present Ed Level

Academic, developmental, and functional needs related to student’s disability
Make a concise list of prioritized NEEDS - Should match what you have said above in Academic, Functional and Transition. Everything
should be related to the student’s Post Secondary Goals! These should all be noted in the Grid below and should be met by a Measurable
Annual Goal or SDI or transition Activity
III. TRANSITION SERVICES – This is required for students age 14 or younger if determined appropriate by the IEP team. If the student does not attend the
IEP meeting, the school must take other steps to ensure that the student’s preferences and interests are considered. Transition services are a coordinated
set of activities for a student with a disability that is designed to be within a results oriented process, that is focused on improving the academic and
functional achievement of the student with a disability to facilitate the student’s movement from school to post school activities, including postsecondary
education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent
living, or community participation that is based on the individual student’s needs taking into account the student’s strengths, preferences, and interests.
POST SCHOOL GOALS – Based on age appropriate assessment, define and project the appropriate measurable postsecondary goals that address education
and training, employment, and as needed, independent living. Under each area, list the services/activities and courses of study that support that goal.
Include for each service/activity the location, frequency, projected beginning date, anticipated duration, and person/agency responsible.
For students in Career and Technology Centers, CIP Code:
Only complete if in Tech or going to Tech in this IEP year just enter the CIP code from the CTE