Areas of Impact Key Indicators HIGHLIGHT THE INDICATORS THAT APPLY FOR YOUR STUDENT Social Emotional Behavioural Level 1 Student meets general student outcomes at or above grade level through high quality instruction, including differentiation. Level 2 Student requires adaptation and additional support. Level 3 Student requires extensive adaptation and/or modification and may have difficulty meeting level outcomes. May or may not meet criteria for Alberta Education special education coding. Level 4 Student who requires highly specialized and intensive programming and supports. Meets the criteria for Alberta Education special education coding. Caution: Variances for students diagnosed with ADHD, ASD and FASD. BEHAVIORAL May experience emotional behaviour difficulties (grief, divorce, peer issues) Ability to empathize and demonstrate remorse EMOTIONAL Harmful to self Sadness and/or unhappiness Worry and/or fear Worthlessness Hopelessness BEHAVIOURAL Aggression to self or others Lies Steals Property disruption Argumentative Defiant, non-compliant Easily annoyed Easily distracted Task avoidance Disorganized Attention Restless Impulsive BEHAVIOURAL Aggression to self or others Lies Steals Property disruption Argumentative Defiant, non-compliant Easily annoyed Angry Easily distracted Task avoidance Disorganized Attention Restless Impulsive EMOTIONAL Harmful to self Sadness and/or unhappiness Worry and/or fear Worthlessness Hopelessness BEHAVIOURAL Aggression to self or others Lies Steals Property disruption Argumentative Defiant, non-compliant Easily annoyed Easily distracted Task avoidance Disorganized Attention Restless Impulsive ADDITIONAL COMMENTS:
Areas of Impact Key Indicators HIGHLIGHT THE INDICATORS THAT APPLY FOR YOUR STUDENT DEAF AND HARD OF HEARING 1 Student meets general student outcomes at or above grade level through high quality instruction, including differentiation. Level 2 Student requires adaptation and additional support. Level 3 Student requires extensive adaptation and/or modification and may have difficulty meeting grade level outcomes. May or may not meet criteria for Alberta Education special education coding. Level 4 Student who requires highly specialized and intensive programming and supports. Meets the criteria for Alberta Education special education coding. Deaf and Hard of Hearing >Support needs related primarily to hearing impairments No apparent hearing problems or may experience transient hearing difficulties Residual hearing with possible delay in language development. May demonstrate difficulty: Following whole class instruction (may seem inattentive or Delay in response time to verbal instruction May be reliant on visual cues Difficulty with the production of specific consonant speech sounds Some residual hearing with language delay resulting from lack of exposure to language. May demonstrate difficulty: Difficulty following instructions in the absence of contextual cues Demonstrates some difficulties in social relationships Will have difficulty knowing what is said without visual support Language development may be delayed Sign language or picture based communication Minimal or no residual hearing and deprivation from visual language (code 45). May demonstrate difficulty: Language development may be delayed May have difficulty developing social connections on own Aural-oral communication ineffective Unless others sign will have difficulty developing social relationships, communicating with others Requires consistent support for all forms of communication ADDITIONAL COMMENTS:
Areas of Impact Key Indicators HIGHLIGHT THE INDICATORS THAT APPLY FOR YOUR STUDENT EXECUTIVE FUNCTIONING Level 1 Student general student outcomes at or above grade level through high quality instruction, including differentiation. Level 2 Student requires adaptation and additional support. Level 3 Student requires extensive adaptation and/or modification and may have difficulty meeting grade level outcomes. May or may not meet criteria for Alberta Education special education coding. Level 4 Student who requires highly specialized and intensive programming and supports. Meets the criteria for Alberta Education special education coding. Executive Functioning INDICATORS Planning Organization Working memory Time management Goal directed persistence Flexibility Ability to take initiative, self-starter Self-monitoring Metacognition, self-reflection Planning Organization Working memory Time management Goal directed persistence Flexibility Ability to take initiative, self-starter Self-monitoring Metacognition, self-reflection Planning Organization Working memory Time management Goal directed persistence Flexibility Ability to take initiative, self-starter Self-monitoring Metacognition, self-reflection Planning Organization Working memory Time management Goal directed persistence Flexibility Ability to take initiative, self-starter Self-monitoring Metacognition, self-reflection ADDITIONAL COMMENTS: