AREAS OF IMPACT CONTINUUM
STUDENT NAME:______________________________________________
SCHOOL: _____________________________________________________
DATE OF APPLICATION: ______________________________________
SUPPORTS
HIGHLIGHT THE SUPPORTS THAT YOU CURRENTLY HAVE IN PLACE FOR YOUR STUDENT
Area of Impact
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 grade 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.
Access to high quality
instruction
o Universal design for learning
o Differentiated instruction
o Assessment for learning
o Technology for learning
In addition to Level 1 supports:
In addition to Level 1 and 2 supports:
In addition to Level 1,2 and 3 supports:
o
Academic
SUPPORTS
o
o
o
o
o
o
o
o
o
Scaffolding for successful task completion
Some targeted support
Small group/flexible grouping
More individualized instruction in
literacy/numeracy
Explicit vocabulary instruction
Monitoring of daily work
Assistive Tech (eg. RWG) and/or low
tech supports such as manipulatives,
calculator
Accommodation for PATs and DIPs
In junior/senior high, may be in K&E
program
o
o
o
o
o
o
o
o
Requires an IPP, indicating modified
curricular outcomes
Instruction must focus on key concepts
More targeted or specialized support in
literacy/numeracy
Direct instruction in use of strategies
May require alternate ways of
demonstrating knowledge
Consistent access to low tech supports
Develop self-advocacy skills and awareness
of learning difficulties, and areas of strength
At secondary:
- Requires additional time to complete
high school coursework
- May benefit from alternative delivery
modes
- Transition support to post-secondary
LRSD AREAS OF IMPACT CONTINUUM - SUPPORTS (COMPLEX NEEDS APPLICATION)
REVISED JULY 2015
Thank you to Wolf Creek School Division for sharing their Indicators of Impact scales from which this application was adapted.
o Requires an IPP
o Some strategically
targeted EA support
modification to the
amount of time, complexity of task or
curricular objectives
o Extensive use of assistive technology
o Digital texts, other audio supports
o Planned reduction of EA support
(replace with assistive technology,
strategy instruction, and selfadvocacy)
o Significant
Page 1 of 8
AREAS OF IMPACT CONTINUUM
STUDENT NAME:______________________________________________
SCHOOL: _____________________________________________________
DATE OF APPLICATION: ______________________________________
SUPPORTS
HIGHLIGHT THE SUPPORTS THAT YOU CURRENTLY HAVE IN PLACE FOR YOUR STUDENT
Area of Impact
Social
Emotional
Behavioural
SUPPORTS
Level 1
Student meets general student outcomes
at or above grade level through high
quality instruction, including differentiation.
GENERAL
o School and classroom
expectations clearly outlined,
explicitly stated and reinforced
often
o Well organized classroom
o Focus on relationship
building amongst student,
staff, parents
SOCIAL
o Explicit instruction
regarding social
expectations
o Age appropriate social
interactions with adequate
guidance
o Reasonable level of learning
opportunities (e.g. balance
between individual, small
group, and large group
activities)
Level 2
Student requires adaptation and additional
support.
Level 3
Student requires extensive adaptation and/or
modification and may have difficulty meeting grade level
outcomes. May or may not meet criteria for Alberta
Education special education coding.
Mild severity and intensity
(Occasional – weekly or less frequent).
Moderate severity and intensity (frequently
- daily or on regular schedule)
Severe intensity.
(continuously – regular/on a consistent
basis)
GENERAL
o Facilitation of or collaboration with other
agencies (i.e. FSCD, CFSA, MH)
o Increased monitoring of attendance
o Regular/daily home/school communication
o Consistent structure
o Higher rate of reinforcement and explicit
instruction of expectations
o Collaborative meetings
o Increased focus on visual supports
o More frequent access to Family School
Liaison Counselor
o Adult or peer mentor
o Staff tolerance and understanding
o Support for changes, transitions
o Requires support across most settings
o Priority focus on relationship building
GENERAL
o High level of community resource
involvement (mental health, police,
addictions, probation, etc.)
o Mental health and/or psychiatric follow up
o Extensive case management
o Consistent, intensive socialemotional- behavioural support
o Requires supervision and support at
lunch, recess, etc.
o Behaviour that has significant impact
across all settings
o May have chronic attendance issues
o Staff requires support, PD
o Extensive home/school
communication, collaboration
o Behaviour support plan based on a Safety
Plan
o High priority counselling services
o High priority focus on relationship building
GENERAL
o Facilitation of or collaboration with
other agencies (i.e. Mental Health)
o Behaviour accommodations may be
required
o Monitoring of attendance
o Regular home/school communication
o Consistent structure
o Higher rate of reinforcement and
explicit instruction of expectations
o Increased focus on visual supports
o Adult or peer mentor
o Access to Family School Liaison
Counselor
o Staff tolerance and
understanding
o Prepared for changes,
transitions
SOCIAL
o Social skills modelling and
instruction in social expectations
o Guided interactions with peers
LRSD AREAS OF IMPACT CONTINUUM - SUPPORTS (COMPLEX NEEDS APPLICATION)
REVISED JULY 2015
Thank you to Wolf Creek School Division for sharing their Indicators of Impact scales from which this application was adapted.
Level 4
Student who requires highly specialized and
intensive programming and supports. Meets the
criteria for Alberta Education special education
coding.
Page 2 of 8
AREAS OF IMPACT CONTINUUM
STUDENT NAME:______________________________________________
SCHOOL: _____________________________________________________
DATE OF APPLICATION: ______________________________________
SUPPORTS
HIGHLIGHT THE SUPPORTS THAT YOU CURRENTLY HAVE IN PLACE FOR YOUR STUDENT
Area of Impact
Social
Emotional
Behavioural
SUPPORTS
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.
EMOTIONAL
EMOTIONAL
o Monitoring for self-harm thoughts, actions
o Opportunities to respond to
correction and to self-correct
o Monitoring for sadness and/or unhappiness,
worry and/or fear, feelings of worthlessness,
o Opportunities to respond to
natural consequences
hopelessness
o Adequate instruction and opportunities
BEHAVIOURAL
to form social relationships
o Pre-teaching and post teaching of
o Instruction and encouragement to
behavioural expectations
self- regulate and self-advocate
o Instruction in problem solving, selfBEHAVIOURAL
regulation
o School and classroom climate allow
o Logical consequences in place and
understood
support when student is experiencing
o Opportunities for small successes in
short-term emotional or Behavioural
accountability, responsibility, behaviour
difficulties (grief, divorce, peer
improvement
issues) by providing psychoeducation, opportunities for guidance
and counselling, etc.
Level 3
Student requires extensive adaptation and/or
modification and may have difficulty meeting grade level
outcomes. May or may not meet criteria for Alberta
Education special education coding.
SOCIAL
o Frequent social skills modelling and instruction
in social expectations
o Frequent use of social stories
o Frequent guided/supported interactions with peers
EMOTIONAL
o Frequent monitoring for self-harm thoughts,
actions
o Frequent monitoring for sadness and/or unhappiness,
worry and/or fear, feelings of worthlessness,
hopelessness
BEHAVIOURAL
o Pre-teaching and post teaching of behavioural
expectations
o IPP, BSP required
o Frequent instruction and support in problem solving, selfregulation
o Logical consequences in place and understood,
but may need each step broken down and
explained
o Opportunities for small successes in accountability,
responsibility,
o Behaviour improvement. often rewarded extrinsically
LRSD AREAS OF IMPACT CONTINUUM - SUPPORTS (COMPLEX NEEDS APPLICATION)
REVISED JULY 2015
Thank you to Wolf Creek School Division for sharing their Indicators of Impact scales from which this application was adapted.
Level 4
Student who requires highly specialized and
intensive programming and supports. Meets the
criteria for Alberta Education special education
coding.
SOCIAL
o Monitor and manage (when appropriate)
pervasive and extreme asocial states
o Monitor and support Behaviour to counteract
withdrawal, social isolation
o Increased attempts for independence from staff
(e.g. EA)
o Continuous focus on social skills acquisition
(social cues), social reciprocity, social
understanding
EMOTIONAL
o Monitor and manage (when appropriate)
pervasive and extreme emotional states
o Awareness of need and for when additional
supports are required
BEHAVIOURAL
o Consistent, continuous, pre teaching and post
teaching of Behavioural expectations
o Supported by BSP, IPP
o Consistent, continuous and guided instruction
and support in problem solving, self-regulation
o Logical consequences in place and understood,
needs each step broken down and explained
o Opportunities for small successes in accountability,
responsibility
o Behaviour improvement. often rewarded
extrinsically
Page 3 of 8
AREAS OF IMPACT CONTINUUM
STUDENT NAME:______________________________________________
SCHOOL: _____________________________________________________
DATE OF APPLICATION: ______________________________________
SUPPORTS
HIGHLIGHT THE SUPPORTS THAT YOU CURRENTLY HAVE IN PLACE FOR YOUR STUDENT
Area of
Impact
Level 1
Student meets general student outcomes
at or above grade level through high
quality instruction, including
differentiation.
Access to high quality instruction
Universal design for learning
Differentiated
instruction
o Assessment for
learning
o Technology for learning
o
o
o
Cognitive
SUPPORTS
Level 2
Student requires adaptation and additional
support.
o
o
o
o
o
Requires support planning,
organizing, problem-solving, preteaching and review on key
concepts and concrete learning
Progress is made academically but
program is likely adapted and
potentially modified
May need reminders in activities of
daily living
If eligible for government assistance,
family may need support in
accessing
Requires programming supports
aligned to their learning profile
(gifted)
Level 3
Student requires extensive adaptation and/or
modification and may have difficulty meeting grade level
outcomes. May or may not meet criteria for Alberta
Education special education coding.
o
o
o
o
o
o
o
o
o
Step by step instruction needed for skill
acquisition
May require supports to be understood
(typing, pictures, signs, assistive tech)
Learns best through functional routines
Requires visual supports, repetitive
practices
Needs supervision at recess, lunch
May require input from rehabilitation
specialists
May require specialized equipment
Requires support at least initially to learn
routines/skills in new
environments/community settings
Likely eligible for government assistance,
family may need support in accessing
LRSD AREAS OF IMPACT CONTINUUM - SUPPORTS (COMPLEX NEEDS APPLICATION)
REVISED JULY 2015
Thank you to Wolf Creek School Division for sharing their Indicators of Impact scales from which this application was adapted.
Level 4
Student who requires highly specialized and
intensive programming and supports. Meets the
criteria for Alberta Education special education
coding.
Program focuses on quality of life,
foundational skills, partial participation
o Community access with support
o Peers need to be taught how to
interact with student
o Active, ongoing collaboration with parents
o Input from rehabilitation specialists
o EA requires specialized training
o 1 to 1 assistance for activities of daily
living
o Planned opportunities to demonstrate
skills
o For older students, family may need
assistance in accessing government
assistance ( e.g. assisted living, AISH,
PDD, guardianship)
o
Page 4 of 8
AREAS OF IMPACT CONTINUUM
STUDENT NAME:______________________________________________
SCHOOL: _____________________________________________________
DATE OF APPLICATION: ______________________________________
SUPPORTS
HIGHLIGHT THE SUPPORTS THAT YOU CURRENTLY HAVE IN PLACE FOR YOUR STUDENT
Area of Impact
Physical
SUPPORTS
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.
No condition present or student
managed.
o May require minimal monitoring
or support as a result of a
condition including but not
limited to controlled asthma or
allergies
o
o
o
o
o
Low tech supports, modified
equipment (seating or access, fine
motor)
Monitoring for absences, strategies
to support attendance, homework
support
Monitoring or modifications to
physical activities
Monitoring of diet
Sensory tools
Level 3
Student requires extensive adaptation and/or
modification and may have difficulty meeting grade level
outcomes. May or may not meet criteria for Alberta
Education special education coding.
o
o
o
o
o
o
o
o
Physical therapist involvement
Occupational Therapist involvement
Nursing supports in place
Restrictions on participation in activities
Modified access with more extensive
equipment
Specialized equipment or transportation
required for field trips or special events
Adaptive communication devices may be
required
Sensory tools as directed by a specialist
LRSD AREAS OF IMPACT CONTINUUM - SUPPORTS (COMPLEX NEEDS APPLICATION)
REVISED JULY 2015
Thank you to Wolf Creek School Division for sharing their Indicators of Impact scales from which this application was adapted.
Level 4
Student who requires highly specialized and
intensive programming and supports. Meets the
criteria for Alberta Education special education
coding.
o Increased
Physical therapist involvement
Occupational Therapist
involvement
o Increased Nursing supports in place
o Significantly modified access with
more extensive equipment
o Specialized equipment or
transportation required for field trips or
special events
o Adaptive communication devices may
be required
o Sensory tools as directed by a specialist
o Total dependence upon adults
o 1:1 assistant for all activities of daily
living such as toileting and eating
o Medical interventions such as tubefeeding, monitoring of seizures
o Increased
Page 5 of 8
AREAS OF IMPACT CONTINUUM
STUDENT NAME:______________________________________________
SCHOOL: _____________________________________________________
DATE OF APPLICATION: ______________________________________
SUPPORTS
HIGHLIGHT THE SUPPORTS THAT YOU CURRENTLY HAVE IN PLACE FOR YOUR STUDENT
Area of Impact
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.
Normal vision (with correction if
necessary)
o
o
o
o
Visually
Impaired
SUPPORTS
o
o
May require modifications to
learning materials, (enlarged text)
Environmental modifications, (locker
and or desk placement)
Monitoring and accommodating for
fatigue
Play/recreational skills
involving visual/motor
coordination require
adaptations
Reader or scribe may be required
ATL supports in place
(magnification, large print, zoom
text, RWG)
Level 3
Student requires extensive adaptation and/or
modification and may have difficulty meeting grade level
outcomes. May or may not meet criteria for Alberta
Education special education coding.
o
o
o
o
o
o
o
o
Specialist involvement and consultation
Requires modifications to learning
materials, (enlarged text, audio based
support, tactile)
Environmental modifications, (locker and or
desk placement)
Monitoring and accommodating for fatigue
Play/recreational skills involving
visual/motor coordination require
adaptations
Reader or scribe may be required
Adult or peer support is often necessary for
recess and or transitions, classroom
activities
ATL supports in place (magnification, large
print, zoom text, RWG, dual or larger
monitor)
LRSD AREAS OF IMPACT CONTINUUM - SUPPORTS (COMPLEX NEEDS APPLICATION)
REVISED JULY 2015
Thank you to Wolf Creek School Division for sharing their Indicators of Impact scales from which this application was adapted.
Level 4
Student who requires highly specialized and
intensive programming and supports. Meets the
criteria for Alberta Education special education
coding.
o
o
o
o
o
Extensive specialist involvement and
consultation
Extensive modification of learning
materials (Braille)
Extensive modification of learning
environment
Extensive adult support
Extensive ATL supports in place, not
to support vision – instead of vision
Page 6 of 8
AREAS OF IMPACT CONTINUUM
STUDENT NAME:______________________________________________
SCHOOL: _____________________________________________________
DATE OF APPLICATION: ______________________________________
SUPPORTS
HIGHLIGHT THE SUPPORTS THAT YOU CURRENTLY HAVE IN PLACE FOR YOUR STUDENT
Area of Impact
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 grade 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.
No apparent hearing problems
or
student
independently
compensates for transient
hearing difficulties.
Residual hearing with possible
delay in language development.
Some residual hearing with language delay
resulting from lack of exposure to language.
Minimal or no residual hearing and
deprivation from visual language (code 45).
o
o
o
Deaf and
Hard of
Hearing
SUPPORTS
o
o
o
o
Classroom audio
May have hearing aid
Preferential seating, purposeful
instructional strategies (facing the
student with verbal cues)
Checking for understanding
Visual reinforcements for
verbal directions/tasks
Provide adequate response time
May have support for speech and
language skills/acquisition
o
o
o
o
o
o
o
o
o
Specialist involvement and consultation
Contextual cues and visual support required
Classroom audio or personal FM system,
hearing aids
Preferential seating, purposeful instructional
strategies (facing the student with verbal
cues)
Checking for understanding
Visual reinforcements for verbal
directions/tasks
Provide adequate response time, reader
supported with sign language
May have support for speech and language
skills/acquisition
Assistive Technology supports in place
(picture based communication, visual
schedules)
LRSD AREAS OF IMPACT CONTINUUM - SUPPORTS (COMPLEX NEEDS APPLICATION)
REVISED JULY 2015
Thank you to Wolf Creek School Division for sharing their Indicators of Impact scales from which this application was adapted.
o
o
o
o
o
o
o
o
Extensive specialist involvement and
consultation
Adult support required to facilitate
communication and learning
Visual support required
Preferential seating, purposeful
instructional strategies
Visual reinforcements for verbal
directions/tasks
Provide adequate response time
May have support for speech and
language skills/acquisition
ATL supports in place (picture
based communication, visual
schedules)
Page 7 of 8
AREAS OF IMPACT CONTINUUM
STUDENT NAME:______________________________________________
SCHOOL: _____________________________________________________
DATE OF APPLICATION: ______________________________________
SUPPORTS
HIGHLIGHT THE SUPPORTS THAT YOU CURRENTLY HAVE IN PLACE FOR YOUR STUDENT
Area of Impact
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.
Age Appropriate executive
functioning support
o
o
o
Executive
Functioning
SUPPORTS
o
o
o
o
Coaching to use age appropriate
executive skills
Increased use of and support in
using planning and organization
tools (graphic organizers)
Teaching of and coaching to use
working memory strategies,
Teaching of and coaching to use time
management tools (timers, agendas,
digital reminders)
Encouraging and monitoring task
initiation and goal directed
persistence
Strategies to manage change or
transitions
Coaching to develop selfmonitoring and reflection
Level 3
Student requires extensive adaptation and/or
modification and may have difficulty meeting grade level
outcomes. May or may not meet criteria for Alberta
Education special education coding.
o
o
o
o
o
o
Reducing requirements and coaching skill
development
Reducing working memory requirements,
coaching application of new strategies
Encouraging increased use of and support
with use of time management tools
Increased monitoring of task initiation and
task completion
Support to manage change and transitions
Increased coaching to develop selfmonitoring and reflection (rewards system,
contract)
LRSD AREAS OF IMPACT CONTINUUM - SUPPORTS (COMPLEX NEEDS APPLICATION)
REVISED JULY 2015
Thank you to Wolf Creek School Division for sharing their Indicators of Impact scales from which this application was adapted.
Level 4
Student who requires highly specialized and
intensive programming and supports. Meets the
criteria for Alberta Education special education
coding.
o Compensating
for severe deficits in
executive functioning
o Intensive and continuous supports for
planning, organization and managing
time
o Explicit instruction and consistent
monitoring to initiate, sustain and
complete tasks
o Requires intensive support to manage
situations requiring change or flexibility
o ATL supports in place (visual schedules)
o External structures and motivators to
guide behaviour (rewards system,
contract)
Page 8 of 8