How to Read an IEP: Tennessee
Understanding Present Levels of Performance and Measurable Annual Goals
Tennessee IEP Guide: Present Levels of Academic Achievement & Functional Performance
What is the present levels section of an IEP?
This is one of the meatiest sections of the IEP! This is where the IEP team lists the students academic and functional levels of performance. This is where you start to get a sense of where the student is at– and this section sets up the goals. Like if a student has difficulty decoding, you would see it here– and then should see a goal about it later in the IEP.
Because IEPs are written on all areas of student need, present levels sections include information on the student’s physical, socioemotional, development, and communication baseline as well as on their academics. There is a lot of variation in how districts label the various parts of this section but in every single one you should learn about a student’s skills in reading, writing, mathematics, and their overall development. In most districts that means communication, motor skills, and socioemotional skills– but some districts jumble those together and so omit any areas where the student does not have a need. In California, that would have gotten you in trouble on a state audit but in New Hampshire it is pretty standard not to see anything about motor skills in an IEP– so there is some variation state by state.
Arizona, which combines this section with the student strengths, has a nice clean lay out for this section. Click read more to see how Arizona divided up this section in the sub-sections I talked about of communication, academics, and so on.
Now, take a look at this section of the IEP from the Fresno district in California. They too have a section for communication and motor skills, but academic and functional skills are one sub-section that also includes socioemotional stuff.
The IEP from Oregon has only two sub-boxes– one for academic performance and one for developmental and functional development. In NH (not shown), there are three boxes– one for academic performance, one for functional, and one for developmental– and no one really has a clue how to figure out what goes in the functional versus developmental boxes!
You can see that the amount of content in the boxes varies a lot as does their labels but somehow, every single IEP from every single district is trying to provide a holistic picture of the student’s skills.
The filled out examples on the left are helpful to look at to get a sense of how long this section can be– because when I say this is the meatiest section of the IEP, I mean it is the longest!
Where are the present levels in the IEP?
Typically, this is right after the student strengths section on the second or third page of the IEP. There are a few rebel districts that shift a lot of this information to the student goals section or hide it later in the IEP, but generally this is near the beginning of the IEP.
How do present levels sections of an IEP vary across states and districts?
Every single IEP has present levels of some form. They have to. Some include strengths in it, some don’t. Some divide them up by communication, academic, and so on. Some don’t. Some even put the present levels in the goals. But every district has them– and they should all cover similar content. The labels that districts use and the number of boxes does matter though– the boxes guide what folks write so you will see different emphases district to district with maybe a child’s motor present levels being addressed in one and glossed over in another based on whether there is a box that asks about motor skills specifically.
What does the IDEA law say about present levels?
The Individuals with Disabilities Education Act states that the IEP has to have a “statement of present levels of academic achievement and functional performance,” aka a PLAAFP. That means a statement of where the student is academically (aka reading, writing, and math) and functionally (communication, socioemotional, motor, etc).
What IDEA says in 34 C.F.R. § 300.320(a)(1)
(1) A statement of the child’s present levels of academic achievement and functional performance, including—
(i) How the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or
(ii) For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities;
This IEP comes from the Tennessee Department of Education. See the full IEP here.
Because the images are hard to read, a transcript is below.
Present Levels of Performance
Levels of functioning, should when applicable, include norm reference and/or criterion references data, as well as descriptive information of the student’s deficit areas
Source of Information: Transition Checklist/Interview
Area Assessed: Transition
Date: 8/28/15
Exceptional Yes/No: Yes
Present Level of Performance:
Rocio’s strengths are a willingness to take one step directions and getting along with others. Her areas of need are being aware of health and safety issues and working independently. Rocio has expressed an interest in working with animals and has identified a local veterinarian clinic and pet grooming business as possible employment options. Being able to work independently and follow multi-step directions are critical to her success and are impacting her mastery of standards.
Rocio has attempted to take her driver’s license permit test, but has not passed the test. She would like to be independently mobile but will need to use public transportation and/or family friends to access the community at this time.
Source of Information: Woodcock-Johnson III Normative Update Tests of Achievement (WJ-III NU Ach)/Curriculum Based Measure
Area Assessed: Academics – Reading Comprehension
Date: 9/14/15
Exceptional Yes/No: Yes
Present Level of Performance – Subtest – Reading Comprehension:
Rocio’s decoding and fluency skills have improved one half year. The results of Rocio’s Passage Comprehension test confirm that she is below grade level in the area of reading comprehension. Her SS is 82 and her GE (grade equivalent) is 4.2. She requires accommodations and additional instructional supports to be successful in the general education classroom throughout the day, as reading and learning from reading are a large part of core instruction at the high school level. Her current reading skill level is impacting her mastery of reading standards.
Rocio has been given a reading comprehension CBM every other week to monitor her comprehension and determine appropriate next steps for intervention. When given a 3 minute comprehension probe, Rocio has improved her correct answer on the probe from 11 correct answers to 18 correct answers. These scores indicate that Rocio has improved from the middle of 3rd grade to the middle of 4th grade year. The cut off score for middle of 4th grade year is 17 correct answers.
Source of Information: Woodcock-Johnson III Normative Update Tests of Achievement (WJ-III NU Ach)
Area Assessed: Academics – Math Calculation
Date: 9/14/15
Exceptional Yes/No: Yes
Present Level of Performance – Subtest – Math Calculation:
Rocio is working significantly below grade level in the area of math calculation. Her SS has increased from 65 to 70 and her GE (grade equivalent) increased from 4.5 to 5. She is able to compute basic facts but is not yet able to compute multi-step calculations or calculate fractions and decimals (other than money) successfully. This impacts her mastery of math standards, as she is working on foundational math skills.
Rocio’s performance on a curriculum based measure indicated she was able to solve 10 problems correctly, placing her performance at the 50th percentile on an instructional level probe. Her most recent progress monitoring probes at her instructional level result in consistently achieving 13 problems correct. This places her at the 75th %ile on a 4th grade calculation probe. She is making reasonable growth during intervention. Not having mastery of basic multiplication, division, and fractions impacts her performance with grade level math content and state level assessments.
Source of Information: Woodcock-Johnson III Normative Update Tests of Achievement (WJ-III NU Ach)
Area Assessed: Academics – Math Problem Solving
Date: 9/14/15
Exceptional Yes/No: Yes
Present Level of Performance – Subtest – Math Problem Solving:
Rocio is below grade level in this area of math problem solving. Her SS is 60 with a GE (grade equivalent) of 4. Rocio is not able to reason through what information is needed, what is not, and how to use the information given to calculate an answer. She requires visual and verbal prompts in the area of math reasoning. This impacts her mastery of math standards as she is working on foundational math skills.
Source of Information: Woodcock-Johnson III Normative Update Tests of Achievement (WJ-III NU Ach)/Curriculum Based Measure
Area Assessed: Academics – Basic Reading Skills
Date: 9/14/15
Exceptional Yes/No: Yes
Present Level of Performance – Subtest – Basic Reading Skills:
Rocio’s scores in the area of word identification indicates improvement. Her standard score increased from 60 to 65, and her grade equivalent scores increased from 4 to 4.6. Rocio is able to read many words by sight and is able to read short, uninflected monosyllabic words out of context. However, she is behind her grade level peers to a degree that impacts her mastery of all standards as reading is required in all core areas.
Rocio has been given a fluency CBM every week to monitor her decoding/fluency skills and determine appropriate next steps for intervention. At the beginning of the IEP, when given an instructional level probe, Rocio was reading 47 WCPM when given a 3rd grade reading passage. This placed her just above the 25th %ile for the fall norms. Her most recent progress monitoring data indicates she is reading 75 WCPM based on fall norms. This also places her above the 25th %ile based on the fall norms. Her current ROI is .75 and the typical ROI is .66.
Source of Information: Adaptive Behavior Inventory (ABI)
Area Assessed: Adaptive Behavior
Date: 9/16/15
Exceptional Yes/No: Yes
Present Level of Performance – Subtest – General Adaptive Behavior:
Two of Rocio’s teachers have evaluated her adaptive behaviors compared to another student of the same age. Rocio’s oral communication skills, self-care, social, leisure and school/home living skills are all close to the standard. She is able to work and be independently friendly her classes. She knows the day of the week and can write her name and address. She can use a calculator for basic problem solving and can make small purchases independently.
She will follow step-by-step written instructions. She can name five occupations, but cannot fill out an application independently. Her work skills need improvement as she gets easily distracted, but her average when she is corrected. She does not attempt difficult tasks without reminders. Her reading and writing rates affect her writing tests, completing an assignment with no short response task, reading the newspaper, or using resources like dictionaries, and mastering standards.
What do I look for in the IEP to know if it is good?
The present levels section should tell you what a student can do right now. That includes in reading. What level of text can they read? How is their decoding, fluency, comprehension? For areas where the student is working at grade level this might be as short as, “Juan is decoding and understanding tests at grade level according to classroom assessments.” Similarly, you should get useful information about the students’ knowledge of and skills in mathematics and writing. This should not just be test scores. It should be information that makes sense to a parent or a general education teacher. Jargon is a red flag. Often jargon and numbers means the case manager didn’t actually do assessments for the annual IEP– the numbers are often years out of date and a way to hide that no new assessments were done.
This section should also include more than academics. For example, there needs to be something in here about the student’s socioemotional well being and behaviors. If there are no concerns, awesome– it should say that. But in today’s world, how many kids with IEPs or kids in general are really totally fine? Not shy, not anxious, not disorganized at all? This section needs to include that information too– you want a complete picture of the student. If you don’t see that, then that’s a red flag.
Present levels also should include communication and motor skills information. If a student has concerns in these areas, those sections should be filled in by a SLP or OT or PT or APE teacher. If there are statements about concerns on any of those areas, that student should have services in those areas. If they don’t, that’s a red flag. If a student is in 5th grade and wiping out going down the stairs on the regular and that isn’t in the IEP, you want to know if a PT has screened the student. This is an area where you know you student/child– are all concerns reflected here and linked to services and goals? Or at least acknowledged with a note that there was a screening done?
Broadly, you need to see that all information in the present levels is current, intelligible to humans (not just numbers and jargon), reflective of the teams’ concerns, and linked to both goals and services. If there are a lot of concerns, you expect to see a lot of goals and services. If there aren’t a ton, then you expect to see that student on their own a lot in general education being successful.
When and how should I get help?
It depends on who you are. If you are a parent, you have the right to show the IEP to anyone you want to get their thoughts on it– and the right to bring someone who has “knowledge or special expertise regarding the child” to the IEP meeting. To learn more about parents’ rights in IEP, visit our page on the rights hidden inside district procedural safeguards.
If you are a teacher at the school and are worried about the quality of the IEP goals, feel out the case manager. If you hit resistance, try meeting with a service provider at the school an administrator, or a special education teacher that you are more comfortable with– but try the case manager first to get a sense of what is going on.
Here is what IDEA says in 34 C.F.R. § 300.321(a)(6) about bringing people to meetings:
‘‘(vi) at the discretion of the parent or the agency,
other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
What are the disclaimers?
This website is not a lawyer or an educational advocate. Nothing on this site is, nor is intended to be, legal advice. The information here is for informational purposes only.
If you are worried about your student or child’s IEP, please reach out to a real, live human.
Many law schools have free educational law clinics for special education. Many larger districts employ ombudsmen to bridge the gap between parents and schools. Many regions and states have parent centers that can help parents connect to other parents and find resources in their community. All of those are free, as is talking through the paperwork with a friend. Educational advocates are often paid professionals with special expertise who can also help. While we are happy to address general questions about the IDEA law or IEP process, please note that any communication via email is for informational purposes only and cannot be treated as legal advice. You can email questions to rose@spedhelper.org.
Tennessee IEP Guide: Measurable Annual Goals
What are the annual goals in an IEP?
This is one of the most, if not the most, important part of the IEP. This is where the IEP team lays out what the student will be working on with special education support over the next year. Generally, the goals written by the special education teacher fall into the reading, writing, math, and socioemotional buckets. So you might see a goal for reading comprehension, one for multivariable equations, and one for work completion or managing frustration. Related service providers, like speech and language pathologists or counselors, will also write their own goals so there might also be goals from them on communication, self-regulation, or other skills. Generally, looking at a student’s goals gives you the best sense of where the student is and the biggest thing the team thinks they need to work on.
Each goal will have two key parts– the goal itself, which should be measurable and easy to understand– and a baseline which says where a student is now. You might also see benchmarks, also known as objectives. These are ways to break down the goal for monitoring at report card intervals. Fun fact, if you didn’t know– special education teachers are responsible for reporting on each student’s progress towards each goal at report card intervals. So when you do report card (or they do, depending on the school), they are also writing narratives on every single goal. That’s one of the main reasons that special education teachers work to keep goals to a minimum– don’t assume that all of a student’s needs are covered by their goals. Instead, assume that the goals are the biggest needs and the special education teacher was refusing to do bonus paperwork for the lesser needs. In line with this, a lot of goals will also tell you how the parent will be notified of progress. Regardless of language, assume that when the report card goes home, parents are supposed to also get a goals’ progress narrative.
Where are the annual goals found in an IEP?
Goals are always after the present levels. In some districts, they are the last things in the IEPs. In others, they are in the middle, but they are always after the present levels.
How do goals vary across states and districts?
Every single district will have measurable annual goals and baselines. Some districts split up the baselines, like listing an academic and functional baseline. Some don’t. Some list the quarterly benchmarks in the IEP. Some don’t. Some districts use goal writing tools that write weird, generic goals. Some don’t. But because IEP goals are the heart of an IEP, every single district will have them– and will have the goal and the baseline in separate boxes.
What does the IDEA law say about goals?
The Individuals with Disabilities Education Act, the federal law behind special education, says that IEP goals have to be measurable, help the student move towards meeting grade level standards, meet the student’s other educational needs, and have benchmarks to ensure progress monitoring. The exact wording is below.
(i) A statement of measurable annual goals, including academic and functional goals designed to—
(A) Meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and
(B) Meet each of the child’s other educational needs that result from the child’s disability;
(ii) For children with disabilities who take alternate assessments aligned to alternate academic achievement standards, a description of benchmarks or short-term objectives;
(3) A description of—
(i) How the child’s progress toward meeting the annual goals described in paragraph (2) of this section will be measured; and
(ii) When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided;
This IEP comes from the Tennessee Department of Education. See the full IEP here.
Because the images can be hard to read, a transcript is below.
TENNESSEE REFERENCE SYSTEM
Student Name: Student Test
DOB: 05/01/2006
IEP Meeting Date: 06/15/2016
Measurable Annual Goals and Benchmarks/Short-term Instructional Objectives for IEP and Transition Activities
Area of Need: Academics–Basic Reading Skills
Annual Goal: Given ______ (condition/materials/setting/accommodation), ______ (student name) will ______ (do what measurable/observable skill/behavior in functional terms), _____ (to what extent/how well to determine mastery), ______ (# of times/frequency/how consistently), by ______ (how often) evaluated/determined by _____ (measure).
Personnel/Position Responsible: Teacher
Goal 1 of 2
Program Modifications/Supports for School Personnel:
Modifications
Area of Need: Academics–Oral Expression
Annual Goal: Given ______ (condition/materials/setting/accommodation), ______ (student name) will ______ (do what measurable/observable skill/behavior in functional terms), _____ (to what extent/how well to determine mastery), ______ (# of times/frequency/how consistently), by ______ (how often) evaluated/determined by _____ (measure).
Personnel/Position Responsible: Teacher
Goal 2 of 2
Program Modifications/Supports for School Personnel:
Modifications
Supplementary Aids/Services and Support for the child:
NA
What do I look for in the IEP to know if it is good?
So the big focus of this entire website is on how to write strong goals– that means that if you want a detailed answer to this question, click on the goals tab! But the short answer is that you want to see goals that make sense. You know your student or child. What are their biggest areas of need? IEP goals don’t cover everything– but whatever you think are the most pressing issues need to be in the goals. You also should see language that makes sense. You need to be able to read these and immediately know what the student needs to do and what they can do now. The goals drive special education supports so if they don’t make sense, it is likely the services your student/child receives won’t either.
When and how should I get help?
It depends on who you are. If you are a parent, you have the right to show the IEP to anyone you want to get their thoughts on it– and the right to bring someone who has “knowledge or special expertise regarding the child” to the IEP meeting. To learn more about parents’ rights in IEP, visit our page on the rights hidden inside district procedural safeguards.
If you are a teacher at the school and are worried about the quality of the IEP goals, feel out the case manager. If you hit resistance, try meeting with a service provider at the school an administrator, or a special education teacher that you are more comfortable with– but try the case manager first to get a sense of what is going on.
Here is what IDEA says in 34 C.F.R. § 300.321(a)(6) about bringing people to meetings:
‘‘(vi) at the discretion of the parent or the agency,
other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
What are the disclaimers?
This website is not a lawyer or an educational advocate. Nothing on this site is, nor is intended to be, legal advice. The information here is for informational purposes only.
If you are worried about your student or child’s IEP, please reach out to a real, live human.
Many law schools have free educational law clinics for special education. Many larger districts employ ombudsmen to bridge the gap between parents and schools. Many regions and states have parent centers that can help parents connect to other parents and find resources in their community. All of those are free, as is talking through the paperwork with a friend. Educational advocates are often paid professionals with special expertise who can also help. While we are happy to address general questions about the IDEA law or IEP process, please note that any communication via email is for informational purposes only and cannot be treated as legal advice. You can email questions to rose@spedhelper.org.
