of Impact Key Indicators HIGHLIGHT THE INDICATORS THAT APPLY FOR YOUR STUDENT Level 1 Level 2 Level 3 Level 4 Social Student meets general student Student requires adaptation and additional Student requires extensive adaptation and/or Student who requires highly specialized and Emotional outcomes at or above grade level support. modification and may have difficulty meeting intensive programming and supports. Meets through high quality instruction, level outcomes. May or may not meet criteria for the criteria for Alberta Education special Behavioural including differentiation. Alberta Education special education coding. education coding. Social GENERAL Mild severity and intensity Moderate severity and intensity (frequently Severe intensity. Emotional Follows routines independently (occasional weekly or less frequent). - daily or on regular schedule) (continuously regular/on a consistent – – Behavioural Reasonably compliant basis) INDICATORS Respects self, others and GENERAL GENERAL property GENERAL History of involvement with other History of involvement with other agencies >Behaviour is the SOCIAL agencies Behaviour that has impact on most settings History of involvement with other primary support Takes initiative Behaviour that has impact on some Difficulty with functioning in regular agencies need Behaviour that has impact on all Accepts responsibility settings classroom settings Engaged in learning at a Difficulty with functioning in regular May have attendance issues >Behaviour not reasonable level classroom Difficulty with functioning in SOCIAL explained by low regular classroom EMOTIONAL May have attendance Withdrawal, social isolation cognitive ability, Responds to correction issues May have attendance Dependency learning issues and natural consequences SOCIAL Lack of social skills acquisition (social cues) difficulties, Able to form social relationships Withdrawal, social isolation Lack of social reciprocity SOCIAL classroom Is self-regulating and emotionally Withdrawal, social isolation Dependency Lack of social understanding management or stable Lack of social skills acquisition (social EMOTIONAL Dependency physical Self-Advocating cues) Harmful to self Lack of social skills acquisition (social challenges Sadness and/or unhappiness cues) Lack of social reciprocity Worry and/or fear Lack of social Lack of social reciprocity Worthlessness understanding Lack of social Hopelessness understanding
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. Social Emotional Behavioural INDICATORS >Behaviour is the primary support need >Behaviour not explained by low cognitive ability, learning difficulties, classroom management or physical challenges GENERAL Follows routines independently Reasonably compliant Respects self, others and property SOCIAL Takes initiative Accepts responsibility Engaged in learning at a reasonable level EMOTIONAL Responds to correction and natural consequences Able to form social relationships Is self-regulating and emotionally stable Self-Advocating Mild severity and intensity (occasional – weekly or less frequent). GENERAL History of involvement with other agencies Behaviour that has impact on some settings Difficulty with functioning in regular classroom May have attendance issues SOCIAL Withdrawal, social isolation Dependency Lack of social skills acquisition (social cues) Lack of social reciprocity Lack of social understanding Moderate severity and intensity (frequently - daily or on regular schedule) GENERAL History of involvement with other agencies Behaviour that has impact on most settings Difficulty with functioning in regular classroom May have attendance issues SOCIAL Withdrawal, social isolation Dependency Lack of social skills acquisition (social cues) Lack of social reciprocity Lack of social understanding EMOTIONAL Harmful to self Sadness and/or unhappiness Worry and/or fear Worthlessness Hopelessness Severe intensity. (continuously – regular/on a consistent basis) GENERAL History of involvement with other agencies Behaviour that has impact on all settings Difficulty with functioning in regular classroom May have attendance issues SOCIAL Withdrawal, social isolation Dependency Lack of social skills acquisition (social cues) Lack of social reciprocity Lack of social understanding