1. Present Levels of Academic Achievement and Functional Performance

2. Elementary

4. Secondary

6. Example

7. Math Reasoning: Rubric: Mathematics (K - Algebra I, II, and Geometry) with rubric http://www.escweb.net/tx_bm/math/ http://www.escweb.net/tx_bm/math/ Early Numeracy: Curriculum-based Measurement (CBM): Number Fly http://www.interventioncentral.orghttp://www.interventioncentral.org Addition, Subtraction, Multiplication & Division CBM: http://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.php Addition, subtraction, Mixed Addition and Subtraction, Multiplication, Division, Order of Operations, Fractions, Percentages, Greater than / Less than, Odd or Even?, Rounding, Averages, Exponents, Factorials, Is It Prime? (tool), Telling Time, CBM: http://www.superkids.com/aweb/tools/math/ Rubrics for all areas: Rubistar 4 Teachers http://rubistar.4teachers.org/http://rubistar.4teachers.org/ Irubric http://www.rcampus.com/indexrubric.cfmhttp://www.rcampus.com/indexrubric.cfm Phonics and phonemic awareness https://dibels.uoregon.edu/https://dibels.uoregon.edu/ (Initial Sounds - Letter Naming - Phoneme Segmentation - Nonsense Word) Fluency https://dibels.uoregon.edu/https://dibels.uoregon.edu/ (Oral Reading Fluency) Vocabulary https://dibels.uoregon.edu/https://dibels.uoregon.edu/ (Word use) Comprehension https://dibels.uoregon.edu/https://dibels.uoregon.edu/ (Retell Fluency) Curriculum-Based assessments: http://www.interventioncentral.org/cbm_warehousehttp://www.interventioncentral.org/cbm_warehouse Resources

8.  Teacher reports  Parent information  Anecdotal Records  Case manager notes  Goal data collection worksheets  Accommodations and modifications  State assessment  Benchmark Tests  TPRI  Current grades  Work samples  Observations

9.  Address IEP goal progress  Reflect a review of the FIE and incorporation of FIE data  Include information about the amount of progress over the past year  Include “with” and “without” information  Include information from a variety of sources in a variety of different settings  Be measureable and observable with baseline data included  Show how the disability affects involvement and progress in the same curriculum as nondisabled peers  Focus on student’s area of critical need  Be one summary statement for each area of identified need  Be backed up with specific data

10.  What do you want to know from your general education teacher?