The IEP Decoded - Part 1

One thing I have noticed in my many hours of IEPing (yes, I made that a word) is that many times nobody gets much of anything out of the meeting.  Upon talking to some of my regular teacher buddies, I realized that the IEP itself has very little value to anyone but the special education teacher.  So what is included in those 24+ pages of mumbo jumbo that is of use for everyone else?  I decided that it was time for a guide for those other IEP team members, so that the meeting becomes more than just another reason to miss a prep period.

THE IEP DECODED - Present Levels


One of the first sections of the IEP that is normally reviewed is the Present Levels of Academic Achievement and Fuctional Performance.  It is in this section that a clear picture of the student's current abilities is painted.

What's Included?
The specifics of what is included in this section will vary depending on the teacher writing the IEP.  Common items include:

• Description of the disability
• Services/Accommodations/Modifications
• Current/past grades
• Test scores
• Current goal progress
• Descriptions of what the student can and cannot do

This section is filled with valuable information for the team members.

Ways to Use This Information

• Description of the disability - This helps you to know what to expect from a student with this diagnosis.  Not sure what a specific disability involves?  Ask.  You don't necessarily need to ask in the middle of a meeting, but make a note to talk to the special education teacher after the meeting.  They can help you understand what the disability means, and how it will affect your classroom.
• Services/Accommodations/Modifications - If the student is already receiving services, the special education teacher will most likely include a description of the current state of affairs.  Where is the student receiving instruction?  What types of adaptations or modifications are being made?  Are there any related services being provided?
• Current/past grade - This is pretty self explanatory, but still should be given attention.  Especially for students who you haven't had yet, it is always nice to know their past performance.
• Test scores - There are a wide variety of test scores that could be included.  Some common inclusions are:
• IQ Testing - An average IQ is 100, with the average range being 85-115.
• Achievement Testing - These types of tests look at student performance on various tasks.  Scores on achievement tests are often looked at in relation to a student's IQ.
• Standardized Test Scores - In PA, we have the PSSA tests that students in grades 3-8 and 11 take.  Knowing how a student scored on these tests helps to give a clearer picture of the student's abilities on grade level material.
• Current goal progress - If the student is already receiving special education services, current data related to their IEP goals will be included.
• What the student can do - This seems like a no-brainer, but can mean more than meets the eye.  When listing what the student is able to do there are often indications of specific levels of achievement.  For example, maybe the student is reading with 100% accuracy on a 3rd grade level.  This is excellent news if the student is in 3rd grade, no so excellent if the student is in 6th grade.
• What the student cannot do - Normally, when skills are mentioned in relation to what a student cannot do, there will be goals developed for those areas.  Goals are a major part of the IEP and knowing these deficits can help you plan your instruction.

The Present Levels section is often long, and involves a lot of numbers.  Yet, with the attention on the right items, a teacher can garner quite a bit of useful information.  Remember, if you have specific examples of behaviors or skills, share them.  It always means more when actual real-life examples are given.

Any other questions about the Present Levels section?  Next up - Transition