PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE Page 4-16
FOUNDATION	For all other decisions in IEP
NATURE	Global understanding of the child including strengths and weaknesses
Might Include	Standardized Assessments Learning Rate Social Issues Vocational Interests Independent Living Style Transition Needs Other interests, strengths, weaknesses
FROM	State Assessments District Assessments Initial or Reevaluation Data Classroom Based Assessments Student Improvement Team Plan (SIT)
IMPACT	On ability to access and progress in general curriculum.
BASELINE	Starting point for measurable goal
	Examples: Percent of correct responses Words Read Correctly (WRC) per minute Number of times behavior occurs Mean length of utterance Knows vowels in CVC words 40% of the time Non-example: Poor self-esteem Limited social awareness Low reading skills Must be: Specific Objective Measurable Able to collect frequently