STUDENT NEEDS RELATING TO SPECIAL FACTORS BASED ON THE IDENTIFICATION OF THE

Student needs relating to special factors based on

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STUDENT NEEDS RELATING TO SPECIAL FACTORS BASED ON THE IDENTIFICATION OF THE STUDENT'S NEEDS, THE COMMITTEE MUST CONSIDER WHETHER THE STUDENT NEEDS A PARTICULAR DEVICE OR SERVICE TO ADDRESS THE SPECIAL FACTORS AS INDICATED BELOW, AND IF SO, THE APPROPRIATE SECTION OF THE IEP MUST IDENTIFY THE PARTICULAR DEVICE OR SERVICE(S) NEEDED: Does the student need strategies, including positive behavioral interventions, supports and other strategies to address behaviors that impede the student's learning or that of others? Yes No Does the student need a behavioral intervention plan? Yes No For a student with limited English proficiency, does he need a special education service to address his language needs as they relate to the IEP? Yes No Not Applicable For a student who is blind or visually impaired, does he need instruction in Braille and the use of Braille? Yes No Not Applicable Does the student need a particular device or service to address hos communication needs? Yes No
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STUDENT NEEDS RELATING TO SPECIAL FACTORS BASED ON THE IDENTIFICATION OF THE STUDENT'S NEEDS, THE COMMITTEE MUST CONSIDER WHETHER THE STUDENT NEEDS A PARTICULAR DEVICE OR SERVICE TO ADDRESS THE SPECIAL FACTORS AS INDICATED BELOW, AND IF SO, THE APPROPRIATE SECTION OF THE IEP MUST IDENTIFY THE PARTICULAR DEVICE OR SERVICE(S) NEEDED: In the case of a student who is deaf or hard of hearing, does the student need a particular device or service in consideration of the student's language and communication needs, opportunities for direct communications with peers and professional personnel in the student's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the student's language and communication mode? Yes No Not Applicable Does the student need an assistive technology device and/or service? Yes No If yes, does the Committee recommend that the device(s) be used in the student's home? Yes No BEGINNING NOT LATER THAN THE FIRST IEP TO BE IN EFFECT WHEN THE STUDENT IS AGE 15 (AND AT A YOUNGER AGE IF DETERMINED APPROPRIATE) MEASURABLE POSTSECONDARY GOALS LONG-TERM GOALS FOR LIVING, WORKING AND LEARNING AS AN ADULT EDUCATION/TRAINING: EMPLOYMENT: INDEPENDENT LIVING SKILLS (WHEN APPROPRIATE): TRANSITION NEEDS In consideration of present levels of performance, transition service needs of the student that focus on the student's courses of study, taking into account the student’s strengths, preferences and interests as they relate to transition from school to post-school activities: ANNUAL GOALS WHAT THE STUDENT WILL BE EXPECTED TO ACHIEVE BY THE END OF THE YEAR IN WHICH THE IEP IS IN EFFECT CRITERIA MEASURE TO DETERMINE IF GOAL HAS BEEN ACHIEVED METHOD HOW PROGRESS WILL BE MEASURED SCHEDULE WHEN PROGRESS WILL BE MEASURED SCIENCE Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6-8 texts and topics.
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  • Winter '18
  • Archt. Montano
  • Individualized Education Program, Student Name, Daniel C. Reyes

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