Maryland Statewide Individualized Education Program (IEP) Process Guide July 2014  

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Early Learning Skills

Child’s educational and functional performance

Document child’s educational and functional performance levels in areas, as appropriate:

  • Social Foundations
  • Language and literacy
  • Mathematics
  • Science
  • Social studies
  • Physical well-being and motor development
  • Fine arts

Sources

If applicable, identify the sources of the data used to assess the student’s academic achievement and functional performance. Sources may include, but are not limited to current classroom-based assessments, district and/or state assessments, and classroom-based observations, parent information, student and general education teacher input in all relevant areas.

Summary of Assessment Findings

Summarize formal and informal assessment findings in terms of how the child’s performance impacts his/her ability to participate in preschool activities.

Level of Educational and Functional Performance

         Describe the child’s educational and functional performance as compared to typically developing peers

Impact on Educational and/or Functional Performance

        If applicable, indicate YES or NO if the student's disability impacts the student's educational and functional

        performance in the identified area that requires the provision of special education and related services to    

        enable the child to participate in appropriate activities.

Academic

Sources

If applicable, identify the sources of the data used to assess the student’s academic achievement and functional performance. Sources may include, but are not limited to current classroom-based assessments, district and/or state assessments, and classroom-based observations, parent information, student and general education teacher input in all relevant areas.

Instructional Grade Level of Performance

If applicable, identify the student’s level of performance.

NOTE:
The student’s instructional performance may not be on grade level. If not, this may be an indicator that the student’s IEP team needs to consider supplementary aids, services, program modifications, and supports needed. Although a student’s performance may not be at grade level, the student is to receive instruction in grade level content.

Summary of Assessment Findings

If applicable, summarize the assessment findings, including the date(s) of administration. Assessment findings include data and information from, but not limited to: current classroom-based assessments, district and/or state assessments, classroom-based observations, parent information, and student and general education teacher input in all relevant areas.

Impact on Academic Achievement and Functional Performance

If applicable, indicate YES or NO if the student's disability impacts the student's academic achievement or functional performance in the identified area that requires the provision of special education and related services.
 

Health

Identify, as applicable, any strength, concern/needs, parental concerns regarding the student’s health, including vision, hearing, allergies, medical conditions that adversely affects the student’s ability to access or participate in the general curriculum that may require the provision of special education and related services. Include sources of information, summary of assessment findings, including the dates of administration. Assessment findings include, but not limited to: current classroom-based assessments, district and/or state assessments, classroom-based observations, parent information, and student and general education teacher input in all relevant areas.

 

Sources

If applicable, identify the sources of the data used to assess the student’s academic achievement and functional performance. Sources may include, but are not limited to current classroom-based assessments, district and/or state assessments, and classroom-based observations, parent information, student and general education teacher input in all relevant areas.

Level of Performance

If applicable, identify the student’s instructional grade level.

Summary of Assessment Findings

If applicable, summarize the assessment findings, including the date(s) of administration. Assessment findings include data and information from, but not limited to: current classroom-based assessments, district and/or state assessments, classroom-based observations, parent information, and student and general education teacher input in all relevant areas.

Impact on Academic Achievement and Functional Performance

If applicable, indicate YES or NO if the student's disability impacts the student's academic achievement or functional performance in the identified area that requires the provision of special education and related services.

 

Physical

Identify, as applicable, any strength, concerns/needs, and/or parental concerns regarding the student’s fine or gross motor abilities that may adversely affects the student’s ability to access or participate in the general curriculum that may require the provision of special education and related services. Include sources of information, summary of assessment findings, including the dates of administration. Assessment findings include, but not limited to: current classroom-based assessments, district and/or state assessments, classroom-based observations, parent information, and student and general education teacher input in all relevant areas.

Sources

If applicable, identify the sources of the data used to assess the student’s academic achievement and functional performance. Sources may include, but are not limited to current classroom-based assessments, district and/or state assessments, and classroom-based observations, parent information, student and general education teacher input in all relevant areas.

Level of Performance

If applicable, identify the student’s level of performance.

Summary of Assessment Findings

If applicable, summarize the assessment findings, including the date(s) of administration. Assessment findings include data and information from, but not limited to: current classroom-based assessments, district and/or state assessments, classroom-based observations, parent information, and student and general education teacher input in all relevant areas.

Impact on Academic Achievement and Functional Performance

If applicable, indicate YES or NO if the student's disability impacts the student's academic achievement or functional performance in the identified area that requires the provision of special education and related services.


 

Behavioral

Identify, as applicable, any strength, concerns/needs, parental concerns regarding the student’s social, emotional, and behavioral performance that may adversely affects the student’s ability to access or participate in the general curriculum and/or impedes the student’s learning or the learning of others that may require the provision of special education and related services, including a functional behavioral assessment and behavioral intervention plan to address misconduct to reduce inappropriate behavior through the use of positive intervention strategies. Include sources of information, summary of assessment findings, including the dates of administration.

Sources

If applicable, identify the sources of the data used to assess the student’s academic achievement and functional performance. Sources may include, but not limited to current classroom-based assessments, district and/or state assessments, classroom-based observations, parent information, and student and general education teacher input in all relevant areas.

Level of Performance

If applicable, identify the student’s level of performance.

Summary of Assessment Findings

If applicable, summarize the assessment findings, including the date(s) of administration. Assessment findings includes data and information from, but not limited to: current classroom-based assessments, district and/or state assessments, classroom-based observations, parent information, and student and general education teacher input in all relevant areas.

Impact on Academic Achievement and Functional Performance

If applicable, indicate YES or NO if the student's disability impacts the student's academic achievement or functional performance in the identified area that requires the provision of special education and related services.