See: http://www.wrightslaw.com/info/iep.develop.popup.resp3.htm

and

http://www.wrightslaw.com/howey/iep.functional.perf.htm

They also give this reference:
You will find the requirements for using present levels of functional performance to develop functional goals on pages 99 and 245 of Wrightslaw: Special Education Law, 2nd Edition. - See more at: http://www.wrightslaw.com/howey/iep.functional.perf.htm#search

Originally Posted by BenjaminL
Trouble staying in your seat or not asking for help are much harder to quantify although they would fall under social-emotional.

Not that hard to quantify the out-of-seat-- you'd just have someone take data on this child vs. peers. You can request a Functional Behavior Analysis to get the data.

Originally Posted by BenjaminL
do you want some kind of social/emotional intelligence pullout for these behaviors? Because an IEP most likely will not be a lever to get more challenging work to relieve boredom that leads to leaving the seat etc.

We were able to use the school's educational eval process to help them see the impact of DS12's giftedness on his classroom behavior and performance. It was really important for us-- it allowed us to navigate subject acceleration and differentiation.

Delayed fine motor absolutely affects academic performance and should be at least accommodated via 504; likely also addressed through services under an IEP.

Who is telling you that he "can't" qualify? Your options are basically to go over that person's head, or get an advocate to intercede on your DS's behalf.

Over time, writing demands increase, and a child can find himself being punished for things that aren't his fault. To me, it seems critical to accommodate and start finding ways for the child to be productive at school.