Strengths of the student and the concerns of the parents for enhancing the educational performance of the student. Results of the initial or most recent evaluation or subsequent reviews of the student s progress on IEPs. Results of the student s performance on any general state or districtwide assessments, as appropriate. Behavior that impedes learning or that of others including appropriate strategies, positive behavioral interventions, and supports to address behavior. Language needs of students with limited English proficiency.
Communication needs of the student, including the needs for deaf and hard of hearing student.
Assistive technology devices and services. The present levels drive the goals and objectives that identify the specially designed instruction, related services, supplemental aids and services, and other additional supports needed for the student. If the student is age 14 or younger, if appropriate, a statement needs to address the transition service needs of the student under the applicable components of student s IEP that focuses on the student s courses of study. If the student is age 16 or younger, if appropriate, a statement of needed transition services for the student. The purpose of special education, related services, supplementary aids and services, and program modifications or supports for school personnel is to provide the necessary services so the student can advance appropriately toward attaining the annual goal, to be involved and progress in the general curriculum and to participate in extracurricular and other nonacademic activities, and to be educated and participate with other special education students and nondisabled students.