2. PRESENT LEVELS OF
ACADEMIC AND
FUNCTIONAL
PERFORMANCE
1. State and District Tests (Within 1 Year)
• GKIDS
• CRCT
• GHSGT
• Writing Test
• EOCT
2. Psycho-Educational Measures (Within 2 Years)
• I.Q. measures
• Reading/Math achievement measures *For testing information include:
• Social-emotional measures -Test name, date, scores, and what the scores mean
3. Classroom tests
• Progress Monitoring Data…. Formative Assessment
• Tests and Quizzes…. Summative Assessment
• Grades…. Summative Assessment
3. DESCRIPTION OF ACADEMIC,
DEVELOPMENTAL, AND/OR FUNCTIONAL
STRENGTHS
*Must Include: Academic, Developmental, and/or Functional Strengths
Can Include: Personality Characteristics/Traits, and/or work habits
*There MUST be DATA to support the strengths.
*They can be general or specific (as long as the strengths and needs sections do not
contradict one another).
*This can include speech observations if they are documented.
*It is not necessary to include psych evaluation strengths.
4. DESCRIPTION OF ACADEMIC,
DEVELOPMENTAL, AND/OR FUNCTIONAL
STRENGTHS
*Deficits MUST be specific.
*They are specific enough only when they describe the Specific Skills the student
needs to learn so that the stage is set for developing measurable goals.
*This section must align directly with the goals (like pairs).
*THERE IS NEVER A NEED/DEFICIT WITHOUT A GOAL & THERE IS NEVER A GOAL
WITHOUT A NEED/DEFICIT
-only exception: Instructional, Behavioral, Emotional Factors
5. PARENTAL CONCERNS
• You must have input, regardless of whether the parent comes to the meeting or not.
You can put in the IEP that the parent didn’t come, but it is unnecessary. If they do
not attend, use information gathered from communication throughout the year.
• You must document more than one attempt to get the parent to come.
• NEVER leave this section blank!!
6. IMPACT OF THE DISABILITY
• This section includes:
• Characteristics of the disability that affect classroom performance
• Specific impacts of those characteristics on classroom instruction
***Identifying the eligibility category does not adequately address this section.
7. MEASURABLE ANNUAL GOALS
Goals ARE:
-written to support access to the general education curriculum
-Measurable
-skill based
Goals are measured using progress monitoring data based on what is taught.
Do NOT write the CCGPS into the IEP
Do use the standards as a guide when assessing for specific skill deficits, generating
deficit statements, and generating goals.
Words that prevent goals from being measurable: demonstrate, extend, increase,
identify, learn, recognize
8. STUDENT SUPPORTS AND
ACCOMMODATIONS
• Student Supports
• Instructional
• Classroom testing
• Supplemental aids and services
• Supports for school personnel
• District and Statewide Assessments:
• Approved accommodations for each test (standard/conditional)
• Aligned with classroom accommodations (instructional/testing)
*the NEEDS section must include deficits that are aligned with the accommodations
selected.
9. ACCOMMODATIONS
• Criteria
• Aligned with needs/deficits
• Selected according to subject
area
• Instructional and classroom
accommodations are generally
aligned.
*Some accommodations may be used
instructionally that will not necessarily be
used for assessment.
*The type/intensity of the
accommodation may change over time
based on the student’s skill level,
curricular/instructional demands, or
environmental factors.
*Accommodations are NOT to be
confused with differentiated instruction.
