subject matter and B. Functional Identify essential Performance: accommodations, change the does not Specifically discuss the adaptations content of what is current level of and/or assistive being taught or the performance in technology expectation that the applicable areas of utilized in high student meet a General ability and school and why performance problem solving they were needed standard applied for (reasoning, for functional all students. performance processing) (Example: Deficit Attention and described in the spelling/handwriting executive current level of skills may require a performance. functioning note-taker, (stamina, sustained permission to word attention, memory, process notes, processing speed, provision of extra impulse control, notes) activity level) Adaptation (also Communication as (speech, language, assisted changes to the communication) general education Social skills and behavior curriculum or other (interactions with material being others, taught, which alters responsiveness to the standards or services and expectations for accommodations, students with ability to request disabilities. assistance, Instruction can be curricular adapted so that the activities, material is presented confidence, differently and/or persistence in the the expectations of learning what the student environment),
subject matter and does not change the content of what is being taught or the expectation that the student meet a performance standard applied for all students. (Example: Deficit spelling/handwriting skills may require a note-taker, permission to word process notes, provision of extra notes) Adaptation (also as to the general education curriculum or other material being taught, which alters the standards or expectations for students with disabilities. Instruction can be adapted so that the material is presented differently and/or the expectations of what the student B. Functional Performance: Specifically discuss the current level of performance in applicable areas of General ability and problem solving (reasoning, processing) Attention and executive functioning (stamina, sustained attention, memory, processing speed, impulse control, activity level) Communication (speech, language, assisted communication) Social skills and behavior (interactions with others, responsiveness to services and accommodations, ability to request assistance, activities, confidence, persistence in the learning environment), Identify essential accommodations, adaptations and/or assistive technology utilized in high school and why they were needed for functional performance described in the current level of performance. curricular changes