Items 69a If the ARC determines additional data is not needed for a reevaluation, the ARC documents the review of existing data: Initial Evaluation and Reevaluation 707 #4 Current progress-monitoring of IEP goals to determine KAR 1:300 whether the child’s educational performance continues to be significantly and consistently below the level of similar age peers. (Adverse Effect) Specific Learning SLD 6 Deficits have an adverse effect on educational performance. Disability Directions: Mark if ARC documented its review and analysis of the “YES” 707 KAR 1:002, child’s evaluation information to: Section 1(59) & Determine that the disability adversely affects the 707 KAR 1:310, child’s educational performance Section 1 and 2 Show evidence of how the child’s performance is SLD 6 significantly and consistently below that of peers. Note: Adverse effect means that the progress of the child is impeded by the disability to the extent that the educational performance is significantly and consistently below the level of similar age peers. Educational performance includes academic, social and functional performance. The Conference Summary/Action Notice or Eligibility Determination Form must include the ARC’s discussion of the review and analysis. Describe the unique differences of the child that would warrant specially designed instruction. Present Levels of Academic Achievement and Performance and Adverse Effect are areas in which there is an adverse effect, meaning the student performs Needs or concerns and below the performance of similar grade (academic achievement) significantly consistently and age (functional performance) peers as a result of the disability. PRESENT LEVELS IEP DEVELOPMENT OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE Leave the box unchecked if the student’s performance is not Steps for Writing the commensurate (significantly and consistently below) with similar Present Levels age peers as a result of the disability.
Initial Evaluation and Reevaluation 707 KAR 1:300 Items 69a If the ARC determines additional data is not needed for a reevaluation, the ARC documents the review of existing data: #4 Current progress-monitoring of IEP goals to determine whether the child’s educational performance continues to be significantly and consistently below the level of similar age peers. (Adverse Effect) Specific Learning Disability 707 KAR 1:002, Section 1(59) & 707 KAR 1:310, Section 1 and 2 SLD 6 SLD 6 Deficits have an adverse effect on educational performance. Directions: Mark “YES” if ARC documented its review and analysis of the child’s evaluation information to: Determine that the disability adversely affects the child’s educational performance Show evidence of how the child’s performance is significantly and consistently below that of peers. Note: Adverse effect means that the progress of the child is impeded by the disability to the extent that the educational performance is significantly and consistently below the level of similar age peers. Educational performance includes academic, social and functional performance. The Conference Summary/Action Notice or Eligibility Determination Form must include the ARC’s discussion of the review and analysis. Describe the unique differences of the child that would warrant specially designed instruction. Present Levels of Academic Achievement and Performance and Adverse Effect Needs or concerns are areas in which there is an adverse effect, meaning the student performs significantly and consistently below the performance of similar grade (academic achievement) and age (functional performance) peers as a result of the disability. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE IEP DEVELOPMENT Steps for Writing the Present Levels Leave the box unchecked if the student’s performance is not commensurate (significantly and consistently below) with similar age peers as a result of the disability.
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