‘Moderate to Profound intellectual Disabilities Level 2 funding allocation 4701 Code C ‘This checklist should only be used in conjunction with Section E.2 of ‘Special Eduoation Sarvice: A Manual of Policies Procedures and Guidelines (Nov. 2010) ee sing mu LL] assessment documentation shows the student's intellectual functioning Is 3 or more standard deviations below the mean on an individually administered Level C assessment of intelectual functioning (SS < 54); and ‘assessment documentation shows there are limitations of similar degree in 2 or more adaptive sil areas (appropriate tothe student's age) on a norm referenced measure of adaptive behaviour. Note: every instrument has measurement error of approximately 5 points, so a student may be identified with a moderate intelectual disabiily with an overall cognitive score as high as 69 wien there aro significant deficits in adaptive functioning, but would not be identified with a moderate intellectual disablity fscores in two or mare adaptive skill areas (appropriate tothe student's age) are not at a similar level Sludents Name PEN Date There must be documentation to support that the student has been appropratly assessed ‘and identified bythe school district or Independent schoo authorty a¢ meeting the Cieria ofthe special educalon category. ‘There is documented evidence that. 1 A current IEP is in place, dated after September 30, previous school year ‘The IEP has individualized goals and measurable objectives, vith adepttions and or modilestions wher sppropdto, and ‘Motegi to moot hese goals CA The goals cortespond toto catagory in whic the students identities ‘Te services outned inthe IEP relate to the entiied needs of the student 1 The student is receiving special education services to address tho needs kentfed in the assessment documentation thet are beyond those offered tothe general tident population and are proportionate to level of need 1 The studontis boing offered learning activites in accordance with the IEP. “The JEP outines methods for measuring progress in elation the IEP goals ‘parent was offered the opportunity tobe consited about preparation ofthe IEP. Reduction in class size is not by itself a sufficient service. BC MinistRY oF EOUCATION 2010