In a team meeting to develop an IEP for a student, which information is the teacher responsible for providing?

In a team meeting to develop an IEP for a student, which information is the teacher responsible for providing?

• A. Present level of performance
• B. Developmental history
• C. Medical history
• D. Family’s need for community services

Answer: (A)

The main idea here is what the teacher contributes to an IEP meeting: the present level of performance. This describes, with current data, where the student stands in both academics and daily functioning in the classroom—what they can do, what they struggle with, and how they perform relative to age- or grade-level expectations. It’s built from multiple sources such as recent work samples, tests or assessments, classroom observations, and progress monitoring. This snapshot provides the baseline used to set annual goals and determine the services and supports the student will need. Developmental history, medical history, and information about the family’s need for community services are important for planning and ensuring the IEP fits the student’s overall context, but they come from different sources (families, medical records, and specialists or school supports) and aren’t the teacher’s primary role in presenting the IEP.

The main idea here is what the teacher contributes to an IEP meeting: the present level of performance. This describes, with current data, where the student stands in both academics and daily functioning in the classroom—what they can do, what they struggle with, and how they perform relative to age- or grade-level expectations. It’s built from multiple sources such as recent work samples, tests or assessments, classroom observations, and progress monitoring. This snapshot provides the baseline used to set annual goals and determine the services and supports the student will need.

Developmental history, medical history, and information about the family’s need for community services are important for planning and ensuring the IEP fits the student’s overall context, but they come from different sources (families, medical records, and specialists or school supports) and aren’t the teacher’s primary role in presenting the IEP.