Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning How does the student currently use assistive technology or special equipment? Present Level Area: Health, Vision, Hearing, Motor Abilities Health, Vision, Hearing, Motor Abilities include information regarding the student’s relevant health or physical needs. This information is typically provided through screening information and by health care providers, including physical and occupational therapists. General Guiding Questions The following questions guide the development of the present levels. The list is not exhaustive, but rather serves as a prompt to identify current educational performance and to document baseline performance. Select questions that are relevant to student’s needs and disability. Guiding Questions for Orientation and Mobility Does the student have difficulty detecting drop offs, bump into objects when traveling, and/or look down for extended periods when walking? Does the student slow down or shuffle feet when moving from bright to dim light or from dim to bright light? Are the student’s skills age-appropriate for traveling independently in a variety of environments (e.g., school, community, familiar, unfamiliar)? Does the student advocate for himself/herself and request assistance when needed in travel? Health or Medical Issues Does the student have a health or medical condition? If yes, describe. on available documentation, what is the student’s medical diagnosis? Pharmacological Issues Does the student currently take medications? What is the purpose of each medication and potential? Does the medication cause side effects or adverse reactions? What are the effects of the medication on the student’s educational performance? Vision Conditions Does the student have a vision/eye condition? Describe the student’s eye condition. What is the student’s near and distant best corrected acuity? Does the student have a color vision impairment? Does the student have a loss? Is the student’s eye condition stable, deteriorating, or uncertain?
Hearing Issues Does the student have a hearing loss? If so, describe the nature and degree of student’s hearing loss. Does the student have personal amplification? If so, describe. Examples include cochlear implant(s) or hearing aid(s). Is the student a consistent wearer of a personal amplification system? Does the student report dysfunction of his/her personal amplification system, when appropriate? Motor Issues Does the student have motor issues that impact educational performance including the ability to sit, stand, and move within the classroom and within the school building? Describe the student’s ability to make transfers (e.g., to and from the wheelchair, to desk chair, to toilet). Does the student have sensory challenges? If so, describe. Does the student have fine motor deficits? If so, describe. Does the student’s medical condition result in limited strength, vitality, alertness and thereby limiting productivity? Does the student require assistance with activities of daily living (e.g. dressing, toileting, feeding)? Does the student’s medical condition restrict activity at school? Do mobility issues require safety precautions (e.g., bus, playground, gym)? How does the student currently use assistive technology or special equipment? Present Level Area: Social & Emotional Status Social and Emotional Status includes functional performance information about the student’s social skills, interpersonal behavior, personal skills, self-related behaviors, sensory self-regulation, emotional behavior, organization and executive skills, environmental access/mobility skills, and independent living skills. General Guiding Questions The following questions guide the development of the present levels. The list is not exhaustive, but rather serves as a prompt to identify current educational performance and to document baseline performance. Select questions that are relevant to student’s needs and disability. Interpersonal Relationships How does the student interact with age peers (e.g., social conversation, group activities)? How does the student build and maintain friendships? How does the student display interpersonal behaviors such as accepting authority, coping with conflict, gaining attention, making conversation, playing in organized and informal activities, engaging others, respecting property (own or others)? Self-Regulation
Special Education Anticipated Frequency and Duration Of Service Service Provider (by Position) Location (e.g., Regular Classroom, Resource Room, Separate Class) Service Minutes (Per Service Frequency) Service Frequency (Number of times provided per Service Period) Service Period Weekly, Monthly, Annually) Start Date End Date 60 Minutes 1 Times per Daily 9/16/12 9/15/13 Special Education Teacher Resource Room for Reading 35 Minutes 1 Times Per Daily 9/16/12 9/15/13 Special/Regular Education Teacher Regular Classroom, Math 2 of 3 trimesters (60 day trimesters) 20 Minutes 4 Per Weekly 9/16/12 9/15/13 Special/Regular Education Teacher Regular Classroom, Science for Reading 30 Minutes 2 Times Per Weekly 9/16/12 9/15/13 Special Education Teacher Resource Room for Social Skills Instruction Note: Infinite Campus IEP requires day, and year under Start Date and End Date. Related Services 707 KAR 1:002 § 1 (51), 34 CFR 300.34 and 707 KAR 1:320 § 5 (12), 34 CFR 300.320 (a)(7) Related services are transportation and developmental, supportive, or corrective services which are needed by a student with a disability to benefit from special education. Related services complement and supplement the Specially Designed Instruction provided to the student. Type of Service: Identify the type of related service (e.g., speech/language therapy, occupational therapy, transportation, counseling, orientation and mobility, psychological services, parent education, interpreting, physical therapy, recreational therapy, travel training).