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IEP Development

1

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Present Levels of Performance

2

Academic Achievement, Functional Performance & Learning Characteristics

Social Development

Physical Development

Management Needs

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Considerations for All Students

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Results of initial or most recent evaluation

Student’s performance on any general State or district-wide assessment programs; or teacher assessments

Student strengths;

Concerns of the parents for enhancing the education of their child;

Academic, developmental and functional needs; and

Special considerations.

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Special Considerations

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Consider:

Behavior

Limited English proficiency

Use of and instruction in the use of Braille for blind or visually impaired students

Communication needs including language/ communication needs for students who are deaf or hard of hearing

Assistive technology

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Present Levels of Performance

5

Academic Achievement, Functional Performance, and Learning Characteristics

Intellectual functioning

Daily living skills

Rate of progress

Adaptive behavior

Learning styles

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Academic Achievement, Functional Performance & Learning Characteristics

6

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Alternate Example

7

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Present Levels of Performance

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Social Development

Relationships with peers & adults

Feelings about self

Adjustment to school & community

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Social Development

9

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Present Levels of Performance

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Physical Development

Degree and quality of motor and sensory development

Health and vitality

Physical skills or limitations related to learning

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Physical Development

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Present Levels of Performance

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Management Needs*

Nature and degree to which the following are required to enable the student to benefit from instruction:

*must be developed in accordance with the factors identified in other Present Levels of Performance areas.

Environmental modifications

Human resources

Material resources

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Management Needs

13

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Present Levels of Performance

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Effect of a Student’s Needs on

Involvement and progress in general education curriculum

(for school-age students)

Participation in appropriate activities

(for preschool students)

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For school-age students, consider such factors as:�

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Content/skill expectation

Materials/equipment

Instructional approaches

Environment

Demonstration of knowledge

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Example: School-Age Student

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Student Needs Relating to Special Factors - Behavior

Does the student need strategies, including positive behavioral interventions, supports and other strategies to address behaviors that impede the student’s learning or that of others?

Yes
No

If yes, does the student have a behavioral intervention plan?

No
Yes.

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Student Needs Relating to Special Factors – Limited English Proficiency

For a student who is limited English proficient, does he/she need a special education service to address his/her language needs as they relate to the IEP?

Yes
No
Not Applicable

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Student Needs Relating to Special Factors – Students who are Blind or Visually Impaired

Does he/she need instruction in Braille and the use of Braille?

Yes
No
Not Applicable

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Student Needs Relating to Special Factors – Communication Needs

Does the student need a particular device or service to address his/her communication needs?

Yes
No

For a student who is deaf or hard of hearing, does the student need a particular device or service in consideration of the student’s language and communication needs, opportunities for direct communication with peers and professional personnel in the student’s language and communication mode?

Yes
No
Not Applicable

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Student Needs Relating to Special Factors – Assistive Technology

Does the student need an assistive technology device and/or service?

Yes
No

If yes, does the committee recommend that the device(s) be used in the student’s home?

Yes
No

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