This video explains the “present levels” section of the IEP — a clear, data-based snapshot of a student’s current skills in academics, communication, and social-emotional areas. By highlighting both strengths and needs, present levels help guide meaningful goals and services. It’s a key step in making sure the IEP is tailored to support each student’s success.

TPE Alignment:

• TPE 1.2 - Maintain ongoing communication with students and families, including the use of technology to communicate with and support students and families, and to communicate achievement expectations and student progress.
• TPE 4.5 - Promote student success by providing opportunities for students to understand and advocate for strategies that meet their individual learning needs and assist students with specific learning needs to successfully participate in transition plans (e.g., IEP, IFSP, ITP, and 504 plans.)
• TPE 5.8 - Use assessment data, including information from students' IEP, IFSP, ITP, and 504 plans, to establish learning goals and to plan, differentiate, make accommodations and/or modify instruction.
• TPE 6.4 - Demonstrate how and when to involve other adults and to communicate effectively with peers and colleagues, families, and members of the larger school community to support teacher and student learning.

Navigating this Collection:

HQ IEPs > During the IEP > Key Components of the IEP Process > Key Component 2: Present Levels