The present levels statement describes your child’s current abilities, skills, weaknesses and strengths—academically, socially and physically. It must be updated annually and must describe:
- The results of the most recent evaluations;
- Academic achievement – the child’s performance in reading/language arts, math, science, and history);
- Functional performance – dressing, eating, going to the bathroom; social skills such as making friends and communicating with others; behavior skills, such as knowing how to behave across a range of settings; and mobility skills, such as walking, getting around, going up and down stairs.
- The strengths of the child;
- How the child’s disability affects the child’s involvement and progress in the general education curriculum. (For preschool, this is how the disability affects the child’s participation in appropriate preschool activities such as identifying letters, colors, using scissors, following instructions, and playing games).
The present levels statement should not:
- Remain the same year after year;
- List test scores that are not self-explanatory;
- Use highly technical language (e.g. “at risk,” “confidence interval,” “atypicality,” “t-score,” “clinically significant,” “t-score”))
- Use imprecise language (“borderline,” “low average,” “above average”)
- Use terms and references that cannot be understood without reference to test manuals
- Uses vague terms (“student has a great sense of humor,” “likes to help teacher,” “enjoys his peers”).