Type of TVI Service Direct Instruction from TVI Educational Team Support/Collaboration 0=no need at this time 0=no need at this time 1=low need-teacher(s)/family needs infrequent support for 1=low need-occasional support established routines/ IEP goals & objectives/ and maintenance of skills modeling/curriculum 4=medium need-needs skills but 4=medium need-teacher(s)/family needs some support for lower priority; generalization and development and maintenance of routines/ IEP goals & fluency development objectives/ modeling/ curriculum 7=high need-teacher(s)/family needs ongoing support for 7=high need-priority; complete established routines/ implementation of IEP goals & mastery of introduced skills objectives/ modeling/ curriculum 10=intense need-teacher(s)/family needs ongoing support to 10=intense need-priority; establish new routines/ implement IEP goals & objectives/ acquisition of new skills modeling/ use of curriculum ECC Skill Area SELF-DETERMINATION Includes enabling student self-evaluation, self-advocacy, and assertiveness Direct Instruction Column Educational Team Support Column Subtotal Subtotal COLUMN SUBTOTALS A E Contributing Factor: Transition B F Contributing Factor: Medical C G Status/Condition Additional Areas of Family Support H Subtotal D I TOTAL
Type of TVI Service Direct Instruction from TVI Educational Team Support/Collaboration 0=no need at this time 0=no need at this time 1=low need-occasional support and maintenance of skills 1=low need-teacher(s)/family needs infrequent support for established routines/ IEP goals & objectives/ modeling/curriculum 4=medium need-needs skills but lower priority; generalization and fluency development 4=medium need-teacher(s)/family needs some support for development and maintenance of routines/ IEP goals & objectives/ modeling/ curriculum 7=high need-priority; complete mastery of introduced skills 7=high need-teacher(s)/family needs ongoing support for established routines/ implementation of IEP goals & objectives/ modeling/ curriculum 10=intense need-priority; acquisition of new skills 10=intense need-teacher(s)/family needs ongoing support to establish new routines/ implement IEP goals & objectives/ modeling/ use of curriculum ECC Skill Area SELF-DETERMINATION Includes enabling student self-evaluation, self-advocacy, and assertiveness COLUMN SUBTOTALS Direct Instruction Column Subtotal Educational Team Support Column Subtotal A E Contributing Factor: Transition B F Contributing Factor: Medical Status/Condition C G Additional Areas of Family Support Subtotal H TOTAL D I
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