Present level of performance statements:

• Should accurately describe how the disability effects the student's involvement and progress in the general curriculum.  This includes academic areas (reading, math) as well as nonacademic areas (daily life activities, social interaction, mobility, etc.).  
• Should document the student's current ability levels, and determine the actual starting point for each area of need.
• Should not use disability category labels (e.g., learning disability) for description of present levels of performance.  
• May include results from current evaluations, but should be easily understood by all team members without the use of test manuals or other aids. 
• Should also include descriptive statements of the student's abilities, rather than only listing test scores.  Current classroom observations and informal measures may also be considered.
• Should directly relate to the other components of the IEP.  Any difficulties described in the present levels of performance should also be addressed in the goals and objectives, as well as in the types and amount of special education and related services needed.

Strengths and Educational Needs

The statements of student strengths and educational needs for an initial IEP placement (previously referred to as strengths and weaknesses), are identified  through the multidisciplinary evaluation.  For subsequent IEP's, the team may use information from ongoing IEP data, IEP review, additional reevaluation data and other existing data.  Areas of strengths should be listed that will assist the student's participation and progress in the general curriculum.

The Team must indicate the areas of educational needs which require special education, related services, supplementary aids, supports for school personnel, or modifications.  These indicated needs must be considered when developing the measurable annual goals and short term objectives.  Educational needs that  require certain services, such as transportation or adapted physical education, must also be included.  The team should only list areas of educational needs that will be addressed in the IEP goals/objectives, supplementary aids, supports and modifications, or types of services.