Present+Level+of+Educational+Performance


 * This is a statement presented separately for each domain area.**
 * Curriculum and Learning
 * Social/ Emotional
 * Independent Functioning
 * Communication

**The information in the present level needs to be based on __DATA.__ Sources of data include:**
 * Pre-referral intervention results (RtI data)
 * Diagnostic assessments
 * Progress toward previous goals (if applicable)
 * Work samples (e.g., portfolios, daily assignments, etc.)
 * Report cards
 * Behavioral observation/ anecdotal records
 * Results of standardized individual assessments
 * Culminating products/ projects
 * Formal/ informal assessment
 * State and district-wide assessment results (FCAT, FCAT 2.0, FAA)
 * End of Course (EOC) Assessments
 * Progress monitoring data (including baseline data)
 * Graphical representation of data
 * Interviews with teachers, parents, and the student
 * Classroom tests
 * Student & parent surveys
 * Discipline and attendance records
 * Functional Behavioral Assessments
 * Reports of motor and sensory proficiency
 * Speech and Language evaluations

//**There is an expectation that attendance and /or behavior be addressed in the present level statement if either are impeding the student's achievement.**//


 * QUALITY INDICATORS**
 * 1) **Is the present level statement sufficient to determine the goals and services required for the student to receive FAPE?**
 * 2) **Is the present level statement individualized?**
 * 3) **Does the statement include information that exceeds just a label or test score?**
 * 4) **Is it written in objective, descriptive terms?**
 * 5) **Is there a statement that clearly indicates how the student's disability affects the student's participation in the general curriculum and priority need(s)?**
 * 6) **For prekindergarten children, does the present level statement accurately describe the effect of the disability on age-appropriate abilities or milestones that typically developing children of the same age would be achieving?**