During an initial IEP meeting for a student recently diagnosed with autism spectrum disorder, which type of information would the teacher be responsible for providing?

• A. a questionnaire filled out by the student's previous teachers
• B. a description of the student's current level of academic performance
• C. a summary of the student's developmental history in various domains
• D. a list of community-based resources for the student's family

Answer: (B)

The key point is that the teacher provides a clear picture of where the student currently stands academically. At the initial IEP meeting, this present level information describes what the student can do now, what gaps exist, and how autism affects learning in the classroom. It’s built from recent work samples, classroom assessments, grades, and direct observations, giving the team a concrete baseline to base goals and supports on. This baseline helps determine what accommodations, modifications, and services are needed and how progress will be measured over time.

Other information, like past developmental history or lists of community resources, is important for planning and support, but those items aren’t the primary data the teacher is expected to present at this meeting. Developmental history often comes from conversations with family and prior records, while community resources are typically coordinated by other school staff or supports outside the classroom.