Present Levels of Academic Achievement and Functional Performance Math Reasoning: Rubric: Mathematics (K - Algebra I, II, and Geometry) with rubric http://www.escweb.net/tx_bm/math/ Early Numeracy: Curriculum-based Measurement (CBM): Number Fly http://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/ Irubric http://www.rcampus.com/indexrubric.cfm Phonics and phonemic awareness https://dibels.uoregon.edu/ (Initial Sounds - Letter Naming - Phoneme Segmentation - Nonsense Word) Fluency https://dibels.uoregon.edu/ (Oral Reading Fluency) Vocabulary https://dibels.uoregon.edu/ (Word use) Resources 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            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  What do you want to know from your general education teacher?