Key Indicators Areas of Impact 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. BEHAVIORAL EMOTIONAL BEHAVIOURAL EMOTIONAL May experience Harmful to self Aggression to self or others Harmful to self Caution: emotional behaviour difficulties Sadness and/or unhappiness Lies Sadness and/or unhappiness Variances for (grief, divorce, peer issues) Worry and/or fear Steals Worry and/or fear students Ability to empathize and Worthlessness Property disruption Worthlessness diagnosed with demonstrate remorse Hopelessness Argumentative Hopelessness ADHD, ASD and BEHAVIOURAL Defiant, non-compliant BEHAVIOURAL FASD. Aggression to self or others Easily annoyed Aggression to self or others Lies Angry Lies Steals Easily distracted Steals Property disruption Task avoidance Property disruption Argumentative Disorganized Argumentative Defiant, non-compliant Attention Defiant, non-compliant Easily annoyed Restless Easily annoyed Impulsive Easily distracted Easily distracted Task avoidance Task avoidance Disorganized Disorganized Attention Attention Restless Restless Impulsive Impulsive ADDITIONAL COMMENTS:
Areas 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. Caution: Variances for students diagnosed with ADHD, ASD and FASD. BEHAVIORAL May experience emotional behaviour difficulties (grief, divorce, peer issues) Ability to empathize and demonstrate remorse EMOTIONAL Harmful to self Sadness and/or unhappiness Worry and/or fear Worthlessness Hopelessness BEHAVIOURAL Aggression to self or others Lies Steals Property disruption Argumentative Defiant, non-compliant Easily annoyed Easily distracted Task avoidance Disorganized Attention Restless Impulsive BEHAVIOURAL Aggression to self or others Lies Steals Property disruption Argumentative Defiant, non-compliant Easily annoyed Angry Easily distracted Task avoidance Disorganized Attention Restless Impulsive EMOTIONAL Harmful to self Sadness and/or unhappiness Worry and/or fear Worthlessness Hopelessness BEHAVIOURAL Aggression to self or others Lies Steals Property disruption Argumentative Defiant, non-compliant Easily annoyed Easily distracted Task avoidance Disorganized Attention Restless Impulsive ADDITIONAL COMMENTS:
Complex%20Needs%20Impact%20Continuum%20Key%20Indicators%20June%202017.docx