present levels of performance in the evaluation report

Each assessment area must include: review of existing data, current data, present level of performance, and students needs. All areas assessed require information about these four pieces to complete the assessment. Reviewing data, assessing new data, taking a snapshot of the current performance levels and then determining the educational needs according to the data and performance are all information that drive the decisions for the assessment. These important sections can be located within each evaluation area section in the evaluation report. It is possible to find the four areas discussed in the overall comprehensive summary at the end of the Evaluation Report. They could also be in a separate summary statement addressing all present level of performance data or in a separate summary statement addressing all education needs of the students.

14. Present Levels of Performance in the Evaluation Report (1).pdf

re-evaluations: Review of Progress and Present Levels of Performance

Exclusively during re-evaluations, a Review of Progress and Present Levels of Performance must be included in areas where the student has annual IEP goals. For example, if a student has a DAPE goal, the evaluation must include a Review of Progress and Present Levels of Performance in the Motor Skills area.

This component of the evaluation focuses both on the student’s progress and on the IEP team’s efforts to modify the student’s intervention in order to provide FAPE. During a re-evaluation, this information is key to identifying a student's current educational needs and to determining whether or not additions or modifications to a student's programming are needed. With the goal of saving case managers time, this portion of the evaluation template was intentionally designed such that it can be easily reused to write a CIMP-compliant PLAAFP when updating students’ IEPs.

examples

Adequate Progress

Mark’s current Individualized Education Program (IEP) includes an annual goal in this area of functioning: By March 2019, when given a level 3 math CAP probe and 15 minutes of work time, Mark will increase his score from 4 to 7 for two consecutive data points.

As a participant in the general education curriculum, Mark has been receiving 50 minutes per day of instruction in math using the Saxon math curriculum. To address his IEP goal, Mark receives 50 minutes per day of specially designed instruction in math using the GO Math curriculum and a high frequency of one-on-one feedback.

Strengths: In this area, Mark demonstrates strengths in fluent single-digit addition and subtraction and in multiplying single-digit whole numbers by multiples of ten.

Present Level of Performance: Using the measurement tool and procedure described in his IEP goal, Mark is currently obtaining a score of 7. A non-disabled same-age peer would be expected to obtain a score of 4 on a 5th grade level CAP probe.

Needs: Mark needs to develop greater proficiency in math calculation skills in order to successfully and independently complete required tasks in the core math curriculum and related curricular areas, such as science.

How the Student’s Disability Affects Involvement and Progress in the General Curriculum: Mark’s inability to perform math calculations with expected proficiency affects his capacity to complete math problems independently without frequent adult prompts and problem-solving models to work from.

In order to apply the problem solving process, Mark’s progress monitoring data is plotted on a graph and reviewed using visual analysis (including consideration of the trendline and the current performance level (i.e., most recent 3-5 data points) relative to the goal line). Based on this analysis, Mark has made adequate progress towards meeting his goal. Although Mark is currently making adequate progress, his performance in this area is still significantly discrepant from same-age peers. The team will continue to review Mark’s progress and apply the problem solving process by determining changes to the setting, format, or delivery of instruction necessary for Mark to continue making progress towards his IEP goal.

Inadequate Progress

Alice’s current Individualized Education Program (IEP) includes an annual goal in this area of functioning: By November 14, 2020, when presented with seventh grade level passages, Alice will read orally at a rate of 142 words correct per minute with at least 95% accuracy.

To address her IEP goal, Alice receives 50 minutes per day of specially designed instruction in reading using the Language Live! curriculum plus an additional 50 minutes three times per week using repeated reading of text passages.

Strengths: In this area, Alice reads very accurately and self-monitors the accuracy of her reading. She usually self corrects any errors that she makes in decoding words.

Present Level of Performance: Using the measurement tool and procedure described in her IEP goal, Alice is currently obtaining a score of 126 correct words per minute. Using the same tool and procedure, a non-disabled same-age peer would be expected to obtain a score of 150 correct words per minute.

Needs: Alice needs to develop greater proficiency in reading fluency in order to be successful in her classes and future opportunities for higher education and employment.

How the Student’s Disability Affects Involvement and Progress in the General Curriculum: Alice’s inability to read with expected proficiency affects her ability to independently read items like written instructions, worksheets, or content area texts. Due to Alice’s slower reading rate, it usually takes her longer to complete tasks that involve reading, even when using text-to-speech software.

In order to apply the problem solving process, Alice’s progress monitoring data is plotted on a graph and reviewed using visual analysis (including consideration of the trendline and the current performance level (i.e., most recent 3-5 data points) relative to the goal line). Based on this analysis, Alice has made inadequate progress towards meeting her goal. In order to respond to Alice’s inadequate rate of improvement, in February 2020 the IEP team increased her service minutes to provide an additional intervention block three times per week. Alice's rate of improvement was still not adequate, and in September 2020 the IEP team completed a reinforcement inventory and began to offer Alice an incentive if she beat her previous score. Alice's rate of improvement increased but not sufficiently to allow her to meet her annual goal.

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