Guidelines for Committees on Special Education Regarding Students with Severe Disabilities

Attachment A

The following guidelines will be useful to Committees on Special Education (CSE) as they discuss the appropriateness of alternate performance indicators for individual students. The CSE should determine and verify that the student meets most of the following guidelines:

Yes/No Guidelines Documentation
Y/N The student demonstrates cognitive ability and adaptive behavior which prevents completion of the general education curriculum, even with program modifications and adaptations.  
Y/N The student’s management needs are intensive and require a high degree of individualized attention and intervention.  
Y/N The student’s current adaptive behavior requires extensive direct instruction in multiple settings to accomplish the application and transfer of skills.  
Y/N Excessive or extended absences, language differences, or social, cultural or environmental factors have not resulted in the student being unable to complete the course of study. Note: Excessive or extended absences do not apply to absences due to a child’s disability.  
Y/N The student is unable to apply or use academic skills at a minimal competency level in natural settings (home, community or work site).  
Y/N The student requires intensive, frequent and individualized community-based instruction in order to acquire, maintain or generalize skills and to demonstrate performance (in settings such as prevocational/vocational settings, work sites) .  
Y/N Current and longitudinal student data across all settings in all relevant areas including progress and adaptive behavior have been reviewed and support the CSE's recommendation.  

 

Based on the information documented above, a determination has been made by the CSE with parental opportunity for input regarding the appropriateness of Alternate Performance Indicators.

CSE Chairperson

Date

Attachment B

Checklist of Performance Indicators and Recommended Assessment for Each Standard for Severely Disabled Students

The following list of Learning Standards may be useful for Committees on Special Education as they discuss individual students. Consideration should be given to targeted performance indicators for each of the Standards and assessments that are appropriate for each student. Targeted performance indicators should be at the alternate level for most of the Standards. However, a few may be at another level such as the elementary level. Committees should also discuss how student performance will be documented. Will the student participate in Statewide assessments such as PEP (Pupil Evaluation Performance) tests or locally developed assessments? How will student progress toward achieving the Standards be captured? The CSE should determine and verify that all the standards are addressed for each student.

* Targeted Performance Indicators

A = Alternate Level

S = Standard (indicate level)

** Recommended Assessment

P = Performance

O = Other (State or local assessment)

Standards Targeted Performance Indicators*
A S
Recommended Assessment**
P O
Comments
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