PRESENT LEVELS

Document items indicate requirements to be documented in the special education process. They can be addressed on forms or by a representative statement in a written dialogue.

Practice items are requirements, which must be reflected in practice.

34 Code of Federal Regulations § 300.320  Definition of individualized education program. 

(a) General. As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with §§300.320 through 300.324, and that must include— 
    (1) A statement of the child’s present levels of academic achievement and functional performance, including— 
       (i) How the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or 
       (ii) For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities; 
. . . . 


Last Amended:  72 FR 61307, Oct. 30, 2007
Entered:  June 8, 2009

34 Code of Federal Regulations § 300.320  Definition of individualized education program. 

(a) General. As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with §§300.320 through 300.324, and that must include— 
    (1) A statement of the child’s present levels of academic achievement and functional performance, including— 
       (i) How the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or 
       (ii) For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities; 
. . . . 


Last Amended:  72 FR 61307, Oct. 30, 2007
Entered:  June 8, 2009

34 Code of Federal Regulations § 300.320  Definition of individualized education program. 

(a) General. As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with §§300.320 through 300.324, and that must include— 
    (1) A statement of the child’s present levels of academic achievement and functional performance, including— 
       (i) How the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or 
       (ii) For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities; 
. . . . 


Last Amended:  72 FR 61307, Oct. 30, 2007
Entered:  June 8, 2009

34 Code of Federal Regulations § 300.320  Definition of individualized education program. 

(a) General. As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with §§300.320 through 300.324, and that must include— 
    (1) A statement of the child’s present levels of academic achievement and functional performance, including— 
       (i) How the child’s disability affects the child’s involvement and progress in the general education curriculum (i.e., the same curriculum as for nondisabled children); or 
. . . 


Last Amended:  72 FR 61307, Oct. 30, 2007
Entered:  June 8, 2009

34 Code of Federal Regulations § 300.320  Definition of individualized education program. 

(a) General. As used in this part, the term individualized education program or IEP means a written statement for each child with a disability that is developed, reviewed, and revised in a meeting in accordance with §§300.320 through 300.324, and that must include— 
    (1) A statement of the child’s present levels of academic achievement and functional performance, including— 
. . . 
       (ii) For preschool children, as appropriate, how the disability affects the child’s participation in appropriate activities; 
. . . 


Last Amended:  72 FR 61307, Oct. 30, 2007
Entered:  June 8, 2009

  Prekindergarten Guidelines

Texas Prekindergarten Guidelines (TEA)

IEP Goal Development in Texas-Online Training (Region 20 ESC)
Standards-Based Individualized Education Program Guidance (TEA)

Texas Essential Knowledge and Skills (TEKS) (TEA)

A Seven-Step Process to Creating Standards-Based IEPs (OSEP)

Standards-Based IEP:  Implementation Update (NASDSE)

Standards-Based IEP Examples (NASDSE)