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?
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?
IEPGuidanceDocument2015-16.docx