How does the student demonstrate self-related behaviors such as accepting consequences, ethical behavior, expressing feelings, positive attitude toward self? Does the student employ sensory or self-regulation skills such utilizing a stress ball, taking quiet time, walking away from a stressful situation, utilizing elements of individual sensory diet? How does the student respond to challenge such as using appropriate voice tones, tolerating frustration, employing anger management strategies, curbing aggression, acting-out, withdrawing from others, using stress management strategies, and adjusting to social, school, and community environments? Organizational and Executive Functioning How does the student organization and executive skills such as attending to task, sustaining attention, ignoring distractions , managing impulsive behaviors, bringing materials to class, completing homework, managing multi-step assignments or projects, employing skills, following a schedule, asking and answering questions, participating in class discussion, following directions, completing independent work, performing before others, following class rules, following class routines, following class movement patterns? Making Transitions How well does the student make transitions within the classroom, school building, school campus? Examples include making transitions from one activity to another, classroom to classroom, movement to and from the cafeteria/gym/office/playground, school bus travel. Other What supports promote successful student behavior? How does the student currently use assistive technology or special equipment (e.g., timer/stopwatch for pacing; video self-modeling)? For an example of the thinking process, see Present Level Area: General Intelligence General Intelligence includes information about the student’s aptitude, knowledge application, thinking, memory, reasoning, and problem solving skills. General Guiding Questions The following questions 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. What does the most recent data demonstrate about the student’s performance level pertaining to the following areas: How does the student mentally manipulate information: Sequence Categorize Predict How does the student comprehend verbal information:
How does the student demonstrate self-related behaviors such as accepting consequences, ethical behavior, expressing feelings, positive attitude toward self? Does the student employ sensory or self-regulation skills such utilizing a stress ball, taking quiet time, walking away from a stressful situation, utilizing elements of individual sensory diet? How does the student respond to challenge such as using appropriate voice tones, tolerating frustration, employing anger management strategies, curbing aggression, acting-out, withdrawing from others, using stress management strategies, and adjusting to social, school, and community environments? Organizational and Executive Functioning How does the student organization and executive skills such as attending to task, sustaining attention, ignoring distractions , managing impulsive behaviors, bringing materials to class, completing homework, managing multi-step assignments or projects, employing skills, following a schedule, asking and answering questions, participating in class discussion, following directions, completing independent work, performing before others, following class rules, following class routines, following class movement patterns? Making Transitions How well does the student make transitions within the classroom, school building, school campus? Examples include making transitions from one activity to another, classroom to classroom, movement to and from the cafeteria/gym/office/playground, school bus travel. Other What supports promote successful student behavior? How does the student currently use assistive technology or special equipment (e.g., timer/stopwatch for pacing; video self-modeling)? For an example of the thinking process, see Present Level Area: General Intelligence General Intelligence includes information about the student’s aptitude, knowledge application, thinking, memory, reasoning, and problem solving skills. General Guiding Questions The following questions 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. What does the most recent data demonstrate about the student’s performance level pertaining to the following areas: How does the student mentally manipulate information: Sequence Categorize Predict How does the student comprehend verbal information:
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