Intensive
Level Reference
Developing
the IEP:
Intensive Level Checklist
To determine if a student meets criteria for Intensive funding all of the following criteria must be met and documented in the areas of the IEP noted below:
| Item | Where to Document |
|---|---|
| Daily special education teacher contact time | Page 9 |
| Related Services | Page 9 |
| Supervision of program personnel | Page 9
|
| Need for full day Special Education programming | Pages 2, 8, and 9 |
| More than one objective for basic self-help, daily living, or adaptive skills. Include baselines | Pages 6 and 8 |
| Individual care provided to the student by trained staff for the entire school day | Pages 2, 8 and 9 |
| Daily transportation unless not needed because of learned independence | Pages 2, 8, and 9
|
Automatic Exceptions to Criteria
- Student experiences deaf-blindness, must read Braille, and needs or receives full-time services of a deaf education interpreter or tutor.
- Student's IEP team has determined that out-of-state residential placement is necessary.
- Student has a disability that prevents the student from attending a regular or special education program even with the aid of special education program even with the aid of special transportation, and the IEP team's evaluation and the IEP, itself, indicate that a home-based or health-care-facility-based instructional program is appropriate to meet student's needs; however, a student may not be counted under this paragraph as receiving intensive services if the student is place in a detention facility, or is receiving home-based or health-care-facility-based instruction solely because of a disciplinary problem.
> From the Alaska Department of Education and Early Development
Anchorage School District
STEP Center
Updated April 15, 2008
