Please see the behavior page for more information on I-5 positive interventions, FBA, BIPS, Manifestations, and behavior resources.Ī. IF YOU CLICK NO – DO NOT OPEN THE SPECIAL FACTORS PAGE!ĭON’T WRITE ANYTHING IN THE BOTTOM BOX OF THE 1-4 (PLAAF) page. IF YOU CLICK YES – YOU MUST FILL IN ONE OF THE BOXES IN THE SPECIAL FACTORS PAGE. The student will participate in an alternative curriculum alternate achievement standards and that supports the academic, functional, social, vocational and behavioral skills for all instruction.Īfter consideration for special factors (behavior, limited English proficiency, Braille needs, communication needs including deaf/hard of hearing, assistive technology and accessible instructional materials), is there a need in any of the areas? YES or NO – YES or NOĮGBS/CCES - Due to the student’s assessments and teacher observations, the student does not benefit sufficiently in the regular education curriculum, even with individualized instruction, accommodations, and modifications.

Will the student be involved in fulltime in general education curriculum. Paragraphs – (Developed or undeveloped) in regards to (descriptive vocabulary, length of paragraphs, length of sentences, relation to topic or topic development, sequential organization).

The student’s skills in writing include:.

Test Scores / Evaluations /Assessments/ Replacement Curriculum Goals.

Comprehension (Strategies, Prior Know, Connections, and Context Clues) (Duration of understand).

Fluency, Decoding (multi-syllabic words), and Vocabulary.

The student’s skills include: (See De Cartes Skills).

This student scored _ which is _ points below / above the national student average score for students in his / her grade level for math / reading at the Fall / Winter / Spring time.

The MAP scores are based on scaled scores which are scores that allow for numerical comparison between students.

The student participated in district wide MAP assessment.

Test Scores / Evaluations /Assessments/ Replacement Curriculum Goals.

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