INDIVIDUALIZED EDUCATION PROGRAM Session: _________ IDENTIFYING INFORMATION

Students Name: __Cassandra Harris_________________________ MSIS ID Number: 000565691________________________________ Date of Birth (month/day/year): _8/23/1996________________________________ Mothers Name: Lois Dowd

School Year: 2011- 2012 ______

(___)

Includes ESY

(Please check () if ESY services are included.) School: __Columbus Middle School_________ Grade: ______58_______________________ Phone Number: _662-364-6846__________________ Fathers Name: District: School Year: ______Columbus Municipal School_ ________2011 - 2012________ Race: Gender: ____Black______________________ __Female_________________ Date of Current Eligibility Certification: Eligibility Category: ___02/08/10_____________________ _____Multiple Disabilities_____ Address: 2602 6th Ave. North, Columbus, MS 39701

SUMMARY OF PERFORMANCE IN THE CURRENT EDUCATIONAL PROGRAM

(Levels of performance should reflect the following items, as well as listing the source of the information: 1) how the students disability affects involvement and progress in the general curriculum; 2) a detailed description of the students current performance in reading and math; 3) results of the initial or most recent evaluation of the student; 4) the strengths of the student; 5) concerns of the parent/guardian for enhancing the education of the student; 6) a description of the students social, behavior, and/or emotional skills. NOTE: For preschool children, reflect how the childs disability affects participation in appropriate activities.) SUMMARY OF PRESENT LEVEL(S) OF PERFORMANCE

1. Cassandra is a 14year old female with multiple disabilities. Cassandra is incontinent and needs full assistance with toileting, hygiene, and dressing.
Cassandra has Cerebral Palsy, is non-ambulatory, uses a wheelchair, and requires one-on-one assistance for mobility and for most of her everyday needs and functions. Cassandra has a tracheotomy stoma without an appliance, (per doctor orders), no suction is required, occasional surface cleaning is needed. Cassandra also has a history of seizures. Cassandras needs would be best met in a Self-Contained classroom with some participation in general education classroom with her grade-appropriate peers in the Physical Education classroom. According to the 2010 Mississippi Alternative Assessment Student Report, Cassandra scored Minimal in Language Arts with a final score of (62) Minimal in Mathematics with a final score of (48). Cassandras most recent re-evaluation on 02/05/2010 was given an eligibility ruling of Multiple Disabilities in the areas of Mental Retardation (severe and profound), Other Impairment (Cerebral Palsy) and Language/Speech (Language) with a need for continued special education services. Cassandra enjoys working with manipulatives. Cassandra can follow some one-step directions with no assistance. Cassandra likes visual stimulation (lights and outdoor scenery). Cassandra continues to use the augmentative device (Go-Talk) to communicate. Cassandra uses the Rifton Gait Trainer to be independently mobile in an upright position. Ms. Dowd stated that she is happy with Cassandras educational process at this time. Ms Dowd is very supportive and involved with all Cassandras educational needs. Cassandra participates in music therapy by playing instruments and clapping her hands. Cassandra often has a smile on her face. Cassandra rarely gets upset but when she does she can be comforted by rubbing her hands and speaking to her in a calm low tone voice. Cassandra enjoys PE class by playing catch with a beach ball and working next to her peers.

2. 3. 4. 5.
6.

ATTACHMENT W

Revised October 26, 2010

Page 1 of _10__

Students Name: Cassandra Harris SUPPLEMENTARY AIDS AND SERVICES, PERSONNEL SUPPORTS IN GENERAL EDUCATION
Complete after identifying ANNUAL GOALS or SHORT-TERM INSTRUCTIONAL OBJECTIVES (STIOs). Check the Testing Accommodations column if the accommodation is necessary for participation in state or district wide assessments. Indicate if other than general education setting. Refer to Section 5 in the Mississippi Statewide Assessment System Guidelines for Testing Students with Disabilities for specific test accommodations. Area(s) Modification(s)/ Accommodation(s) Testing Accommodations () District Wide State Beginning and Ending Dates Frequency of Services Physical Location of Services ()

General Ed.

Sp. Ed.

Area(s)

Support for Personnel

Beginning and Ending Dates

Frequency of Services

Physical Location of Services

Paraprofessional in classroom

8/01/2011 to 5/25/2012

Daily

Special Education

AREA(S):

a. b. c. d. e.

Reading Spelling English Math Social Studies

f. g. h. i. j.

Science Health Lunch PE Guidance/Counseling

k. Music l. Art m. Computer Science n. Clubs/Interest Groups o. Recreational Activities

p. q. r. s. t.

Title I Tech Prep Vocational All Subjects Library

Other: (specify) u. v. w. x.

Explanation of nonparticipation in general education services, including nonacademic and extracurricular activities: Due to extensive need for one on one assistance and supervision in all functional and academic skills. Cassandras participation in the general education setting will be in Physical Education classroom for social skills and light recreational activities.

W2

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Revised October 26, 2010

SPECIAL EDUCATION SERVICE GOAL Students Name: Cassandra Harris

MEASURABLE ANNUAL GOAL(S): Cassandra will master selected Language Arts objectives from the Mississippi Extended Curriculum Framework, with 70% accuracy.

SHORT-TERM INSTRUCTIONAL OBJECTIVE(S)

STIOs are only required for students who are Significantly Cognitively Disabled (SCD). (Per IDEA 04)

T.A. *

Method(s)

1st 1,2,3,6 1,2,3,6 1,2,3,6 1,2,3,6 1,2,3,6

Report of Progress 2nd 3rd 4th 5th

6th

1C.a Student recognizes basic content-related words (e.g., bias, habitat, data, probability, percent,
election)

2B.a Student reads to compare two people or to compare a location/place at different times in history. 3A.c Student writes a friendly letter to peers, parents, and other to communicate a message or idea. 3B.c Student changes formal to informal language or informal to formal language. 4A.c Student sorts sentences as simple, compound or complex sentences.

BEGINNING/ENDING DATES OF SERVICES: 8/01/2011 5/ 25/2012 PHYSICAL LOCATION OF SERVICES:

FREQUENCY: Daily

PROGRESS TOWARD ANNUAL GOAL: REASON(S) FOR NOT MEETING GOAL:

Special Education EXPLANATION OF CODING SYSTEM METHOD(S) OF MEASUREMENT 1. 2. 3. 4. 5. 6. 7. * Written Observation Written Performance Oral Performance Criterion-Referenced Test Time Sample Demonstration/Performance Other (Specify) _______________________ 1. 2. 3. 4. 5. REPORT OF PROGRESS Not applicable during this grading period No progress made Little progress made Progress made; Objective not yet met Objective met PROGRESS TOWARD ANNUAL GOAL 1. Anticipate meeting goal 2. Do not anticipate meeting goal (note reason) 3. Goal met (indicate date) 1. 2. 3. 4. 5. REASON FOR NOT MEETING GOAL More time needed Excessive absences/tardies Assignments not completed Need to review/revise IEP Other (Specify) _______________________________ _______________________________

W 3a

Check if objective is a transition activity. (Student age 14 20)

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SPECIAL EDUCATION SERVICE GOAL (NON SCD) Students Name:

Goal # MEASURABLE ANNUAL GOALS: Method(s) of Measurement Area(s): Use codes on W-2

Record the information for the annual goals listed above and record progress on dates mastery reviewed. (If you do not anticipate meeting a goal, note the reason.)
Goal Beginning/Ending Dates of Services: Physical Location of Services: Frequency: T.A.

Pr AG = Progress Toward Annual Goal

Date: Date: Date: Date:

R= Reason
Date: Date:

Pr * AG

Pr A G

Pr A G

Pr A G

Pr A G

Pr A G

EXPLANATION OF CODING SYSTEM METHOD(S) OF MEASUREMENT 1. 2. 3. 4. 5. 6. 7. * Written Observation Written Performance Oral Performance Criterion-Referenced Test Time Sample Demonstration/Performance Other (Specify) ________________________________ Check if goal is a transition activity. (Student age 14 20) PROGRESS TOWARD ANNUAL GOAL 1. Anticipate meeting goal 2. Do not anticipate meeting goal (Note reason) 3. Goal met (Indicate date) 1. 2. 3. 4. 5. REASON FOR NOT MEETING ANNUAL GOAL More time needed Excessive absences/tardies Assignments not completed Need to review/revise IEP Other (Specify) _____________________________________________ _____________________________________________

W 3b

Page _____ of _____ Revised October 26, 2010

Students Name: Cassandra Harris PARTICIPATION IN STATEWIDE AND DISTRICTWIDE ASSESSMENT PROGRAMS Indicate the type of assessment in which the student will participate (state or district assessments). TYPE OF TEST (SPECIFY BELOW.) Indicate whether the assessment is Grade Level or an Alternate Assessment. Refer to Making Assessment Decisions for Students with Disabilities under IDEA. Mississippi Alternate Assessment of Extended Grade level Curriculum Frameworks (MAAECF) for SCD students (Circle the appropriate grade level.)* Type of Assessment ONLY (Circle the appropriate grade level.)** Elementary Middle Elementary Middle MCT2 Language Arts 3 4 5 6 7 8 3 4 5 6 7 8 MCT2 Math MS Elementary and Middle Grades Science Test Grades 4 & 7 Writing Other (please specify) 3 4 5 5 4 7 6 7 8 8 3 4 5 5 6 7 8 8

SECONDARY ASSESSMENT PROGRAMS Check the applicable assessment(s)* Algebra I _____ Biology _____ English II _____ English II Writing _____ US History from 1877 _____ MS-CPAS _____

MAAECF (Grade 12) for SCD students ONLY** Mathematics ____ Science ____ Language Arts ____

*If the student cannot take the grade/course level assessment or grade/course level assessment with accommodations (allowable accommodation or accommodation approved through the petition for special consideration), then explain why the students disability requires the administration of a grade/course level alternative assessment and indicate the subject and grade/course level alternative assessment the student will take.

Cassandra requires extensive one-on-one instructions for all academic and functional tasks. Cassandra should be assessed using the alternate Assessment. ___________________________________________________________________________________________
**For non-graded students (coded 56, 58, or 78), the peer grades are based on the students age as of September 1st of the applicable school year (8 yrs old = grade 3, 9 yrs old = grade 4, 10 yrs old = grade 5, 11 yrs old = grade 6, 12 yrs old = grade 7, 13 yrs old = grade 8, and 18 yrs old = grade 12 [See MAAECF (high school) below]).

NONPARTICIPATION IN HIGH SCHOOL SUBJECT AREA TESTS

I have had Mississippis assessment system explained to me. I understand that all students will be assessed in some way, but only those students who pass every subject area test and pass the courses will be eligible to receive a standard high school diploma. Signature of Parent: Date:

W-4

Revised October 26, 2010

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Students Name: Cassandra Harris Significant Cognitive Disability (SCD) Determination:

To be classified as a student having a significant cognitive disability, ALL of the criteria below must be true. __ Yes ___ No The student demonstrates significant cognitive deficits and poor adaptive skill levels (as determined by that students comprehensive assessment) that prevent participation in the standard academic curriculum or achievement of the academic content standards, even with accommodations and modifications. __= Yes ___ No The student requires extensive direct instruction in both academic and functional skills in multiple settings to accomplish the application and transfer of those skills. __ Yes ___ No The students inability to complete the standard academic curriculum is neither the result of excessive or extended absences nor is primarily the result of visual, auditory, or physical disabilities, emotional -behavioral disabilities, specific learning disabilities or social, cultural, or economic differences. RELATED SERVICES SERVICE Transportation Language / Speech GRADUATION OPTIONS BEGINNING/ENDING DATE 8/01/2011 to 5/25/2012 8/01/2011 to 5/25/2012 PHYSICAL LOCATION Bus Special Education AMOUNT OF TIME 30 minutes 45 minutes FREQUENCY (2) Times Daily (1) Time Weekly

Explanation of graduation options have been reviewed with the parent and, as appropriate, the child.

The graduation option determined appropriate for the child is Standard High School Diploma Mississippi Occupational Diploma

Certificate of Completion

* CONSIDERATION OF SPECIAL FACTORS (Document that the IEP Committee has considered the special factors for the child by placing a checkmark () by all factors considered.)

METHOD OF INFORMING PARENTS/GUARDIANS OF PROGRESS

Limited English Proficient Assistive Technology Language/Communication Needs

Braille Instruction Behavior

Method(s) used to ensure that progress is sufficient to enable the student to reach the annual goals by the end of the school year: progress notes report cards goal sheets

other means (specify) ________________________________________

Frequency of Notification: Every 6 weeks Every 9 weeks Other (specify):_____________

IFSP for Students Transitioning from Part C to Part B

* Indicate the specifics of the consideration of special factors in the Summary of Performance on W-1. If services are necessary in any of the areas, the IEP committee must address the students needs utilizing the necessary IEP components.

PRESCHOOL (Ages 3-5) LRE CLASSIFICATION (Check one below):

PC/Home PE/Residential Facility PF/Separate School PG/Separate Class PH/Service Provider Location PI/Regular Early Childhood Program at least ten(10) hours per week Services in Regular Program PJ/Regular Early Childhood Program at least ten(10) hours per week Services in some other location PK/Regular Early Childhood Program less than ten(10) hours per week Services in Regular Program PL/ Regular Early Childhood Program less than ten(10) hours per week Services in some other location

SCHOOL AGE (Ages 6-21) LRE CLASSIFICATION (Check one below):

SA/Inside General Education Class 80% or More of the Day SB/Inside General Education Class 40 to 79% of the Day SC/Inside General Education Class Less than 40% of the Day SD/Separate School SF/Residential Facility SH/Home-Hospital SI/Correctional Facilities SJ/Parentally Placed in Private Schools

W-5

Page _8__ of _11__ Revised October 26, 2010

EXTENDED SCHOOL YEAR SERVICES Students Name: Cassandra Harris Summer Session: 2011

Documentation of ESY Decision

Criterion used in determining eligibility: Regression-Recoupment
MEETS criteria for ESY services Comments:

Critical Point of Instruction 1 Extenuating Circumstances Critical Point of Instruction 2

DOES NOT MEET the criteria for ESY services (Documentation indicating how the decision was made must be included in the students file.)

Annual Goals or Short-Term Instructional Objective(s) (Codes or key phrases may be used)
STIOs are only required for students who are Significantly Cognitively Disabled (SCD). (Per IDEA 04)

T.A.

Method(s)

Physical Location of Service s

Report of Pro gre ss

EXPLANATION OF CODING SYSTEM Method(s) of Measurement

1. Written Observation 2. Written Performance 3. Oral Performance 4. Criterion-Referenced Test 5. Time Sample 6. Demonstration/Performance 7. Other (Specify) _____________ 1. Not applicable during this grading period 2. No progress made 3. Little progress made

Report of Progress
4. Progress made; Annual Goal or Objective not yet met 5. Annual Goal or Objective met 6. Annual Goal or Objective maintained # of Days Amount of time per day Beginning/Endi ng Dates

* * Committee Members Present

_____________ Special Education Teacher __ Name: _____________ General Education Teacher __ Name: _____________ Agency Representative __ Name: _____________ Parent(s)/Guardian Name: _____________ Student (if applicable) __ Name: _____________ Other __ Name: _____________ Other ______ Name: _____________ Other ___________ copy is given to the Date Date of Meeting:
Name:

Types of Services:
Transportation Educational Services Related Services

# of Weeks

Names and positions of excused IEP Team Members

(Documentation must be included in the students file.):

parent/guardian:

IEP meeting conducted via alternate means of technology: Video Conferencing Conference Call Other (Specify) ________________________________________________

The Report of Student Progress will be given to parents/guardians every ___ weeks or_____ at the end of the students ESY.

W-6

Revised October 26, 2010

W-6

* Check if goal/objective is a transition activity. (Student age 14 20) ** Does not require signatures; this section is utilized only to document individuals present at the meeting.

Page _9__ of 11__

Revised October 26, 2010

INDIVIDUAL TRANSITION PLAN Students Name: Cassandra Harris BY AGE 14: DESIRED POST-SCHOOL OUTCOME STATEMENT: This statement should address areas of post-school activities/goals such as

post-secondary education, vocational training, integrated employment, continuing and adult education, adult services, independent living and/or community participation. Ms. Dowd stated that her plans are for Cassandra to continue to live at home with her. Ms. Dowd stated that she would like for Cassandra to participate in some shelter work. Ms. Dowd also stated that Cassandra will have opportunity to spend time with family and friends.

BY AGE 14:

TRANSITION SERVICES STATEMENT: SERVICE AREA(S) NEEDED YES NO LINKAGES

Instruction Related Services/Training Community Experiences

W-7

Adult Living/Employment Skills Daily/Independent Living Skills/Functional Vocational Evaluation (Complete only when appropriate)

Students Name: Cassandra Harris Revised October 26, 2010

SPECIAL EDUCATION SERVICE GOAL Students Name: Scottie Moore

MEASURABLE ANNUAL GOAL(S): Scottie will master selected Math objectives from the Mississippi Extended Curriculum Framwork, with 70% EVALUATION(S): Indicate plan(s) to conduct a Functional Behavioral Assessment (FBA), evaluation for Assistive Technology or accuracy.

other evaluation(s)/follow up(s) to determine special education and related service needs.
T.A. * Method(s)

Report of Progress 4th 5th 6th My rightsonly requiredof my child regarding procedural safeguards have been IDEA 04) been informed of my rights under the Individuals with Disabilities and those for students who are Significantly Cognitively Disabled (SCD). (Per I have STIOs are fully explained. I understand that my child has a disability and I know Education Improvement Act of 2004 (IDEA 04), Part B, as amended, what that disability is; and I hereby give consent for my child to receive that will transfer to me1,2,3,6I reach the age of majority. when 1B.d special education services based on his/her eligibility determination and Student solves problems involving multiplication or division. 1,2,3,6 his/her individualized education program. 1C.c Student identifies equivalent fractions and percents. 1,2,3,6 Parents Signature: Date: Students Signature: Date: 3A.c Student composes a friendly letter. 1,2,3,6 * Annual IEP Meeting * IEP Action: Review Revise Amend 3B.b Student identifies circumference, diameter, and radius of a circle. ___________________________ Special Education Teacher Name: Student uses appropriate tools to compare lengths, weights, or temperature, of Name: ___________________________ Special Education Teacher 4B c 1,2,3,6 common___________________________ General Education Teacher objects and materials. Name: Name: ___________________________ Regular Education Teacher 1,2,3,6 Name: Student uses basic probability concepts to make predictions about an event. Name: ___________________________ Agency Representative 5A. e ___________________________ Agency Representative

SHORT-TERM INSTRUCTIONAL OBJECTIVE(S) WRITTEN PARENTAL PERMISSION FOR INITIAL PLACEMENT

TRANSFER OF RIGHTS 3rd 1st 2nd

___________________________ ___________________________ Name: ___________________________ Name: ___________________________ Name: BEGINNING/ENDING DATES OF FREQUENCY: ___________________________ Name:
Name: SERVICES: 8/01/2011 5/ 25/2012

Parent(s)/ Guardian Student, If Applicable Other Other Other Daily

___________________________ Name: ___________________________ Name: ___________________________ Name: ___________________________ Name: ___________________________ PROGRESS TOWARD ANNUAL GOAL:
Name:

Parent(s)/Guardian Student, If Applicable Other Other Other

Names and positions of excused IEP Team Members (Documentation PHYSICAL LOCATION OF SERVICES: must be included in the students file.): Education Special

REASON(S) FOR NOT MEETING GOAL:

Names and positions of excused IEP Team Members (Documentation must be included in the students file.):
PROGRESS TOWARD ANNUAL GOAL 1. Anticipate meeting goal IEP meeting conducted REASON FOR NOT MEETING GOAL

EXPLANATION OF CODING SYSTEM

Date of Meeting: 03/23/2011

METHOD(S) OF MEASUREMENT

REPORT OF PROGRESS

Date of Meeting:

1. IEP meeting conducted via alternate meansapplicable during this grading period Written Observation 1. Not of technology: 2. Written Performance 2. No progress made Conference Call progress made 3. Video Conferencing Oral Performance 3. Little 4. Other (Specify): ______________________________________yet met Criterion-Referenced Test 4. Progress made; Objective not 5. Time Sample 5. Objective met 6. Demonstration/Performance 7. Date copy of _______________________ parent/guardian: 3/25/2011 Other (Specify) the IEP is given to the * Check if objective is a transition activity. of the age 03/23/2012 Projected Date of Review/Revision(Student IEP:14 20)

via alternate 1. More time technology: means of needed 2. Excessive absences/tardies Do not Conferencing 2. Videoanticipate meeting goal ConferenceAssignments not completed 3. Call (note reason) 4. Need to review/revise IEP Other (Specify): ______________________________________
3. Goal met (indicate date)

W 3a - 8 W

Date copy of the IEP is given to the

5. Other (Specify) _______________________________ parent/guardian: _______________________________

* Does not require signatures; this section is utilized only to document individuals present at the meeting.

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SPECIAL EDUCATION SERVICE GOAL Students Name: SHORT-TERM INSTRUCTIONAL OBJECTIVE(S)

STIOs are only required for students who are Significantly Cognitively Disabled (SCD). (Per IDEA 04) T.A. * Method(s)

1st 1,2,3,6

Report of Progress 2nd 3rd 4th 5th

6th

1B.d Student solves problems involving multiplication or division. 1C.c Student identifies equivalent fractions and percents. 3A.c Student composes a friendly letter. 3B.b Student identifies circumference, diameter, and radius of a circle. 4B c Student uses appropriate tools to compare lengths, weights, or temperature, of common objects and materials. 5A. e Student uses basic probability concepts to make predictions about an event.

1,2,3,6 1,2,3,6 1,2,3,6 1,2,3,6 1,2,3,6

BEGINNING/ENDING DATES OF SERVICES: 8/01/2011 5/ 25/2012 PHYSICAL LOCATION OF SERVICES:

FREQUENCY: Daily

PROGRESS TOWARD ANNUAL GOAL: REASON(S) FOR NOT MEETING GOAL:

Special Education Classroom EXPLANATION OF CODING SYSTEM METHOD(S) OF MEASUREMENT 1. 2. 3. 4. 5. 6. 7. * Written Observation Written Performance Oral Performance Criterion-Referenced Test Time Sample Demonstration/Performance Other (Specify) _______________________ 1. 2. 3. 4. 5. REPORT OF PROGRESS Not applicable during this grading period No progress made Little progress made Progress made; Objective not yet met Objective met PROGRESS TOWARD ANNUAL GOAL 1. Anticipate meeting goal 2. Do not anticipate meeting goal (note reason) 3. Goal met (indicate date) 1. 2. 3. 4. 5. REASON FOR NOT MEETING GOAL More time needed Excessive absences/tardies Assignments not completed Need to review/revise IEP Other (Specify) _______________________________ _______________________________

W 3a

Check if objective is a transition activity. (Student age 14 20)

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SPECIAL EDUCATION SERVICE GOAL Students Name: Cassandra Harris

MEASURABLE ANNUAL GOAL(S): Cassandra will demonstrate the following Mathematics objectives from the Mississippi Extended Curriculum Framework, with 70% accuracy. T.A. Method(s) Report of Progress SHORT-TERM INSTRUCTIONAL OBJECTIVE(S) * 1st 2nd 3rd 4th 5th 6th
STIOs are only required for students who are Significantly Cognitively Disabled (SCD). (Per IDEA 04)

1B.a Student demonstrates the commutative and associative properties of addition and multiplication. 2A.a Student identifies and extends patterns of numbers using an x/y chart. 4B.a Student distinguishes between concepts of more than or less than or less than as it related to graphing an inequality.

1,2,3,6 1,2,3,6 1,2,3,6

BEGINNING/ENDING DATES OF SERVICES: 8/01/2011 5/ 25/2012 PHYSICAL LOCATION OF SERVICES:

FREQUENCY: Daily

PROGRESS TOWARD ANNUAL GOAL: REASON(S) FOR NOT MEETING GOAL:

Special Education Classroom EXPLANATION OF CODING SYSTEM METHOD(S) OF MEASUREMENT 1. 2. 3. 4. 5. 6. 7. * Written Observation Written Performance Oral Performance Criterion-Referenced Test Time Sample Demonstration/Performance Other (Specify) _______________________ 1. 2. 3. 4. 5. REPORT OF PROGRESS Not applicable during this grading period No progress made Little progress made Progress made; Objective not yet met Objective met PROGRESS TOWARD ANNUAL GOAL 1. Anticipate meeting goal 2. Do not anticipate meeting goal (note reason) 3. Goal met (indicate date) 1. 2. 3. 4. 5. REASON FOR NOT MEETING GOAL More time needed Excessive absences/tardies Assignments not completed Need to review/revise IEP Other (Specify) _______________________________ _______________________________

W 3a W 3a

Check if objective is a transition activity. (Student age 14 20)

Revised October 26, 2010 Page _____ of _____

SPECIAL EDUCATION SERVICE GOAL Students Name: Cassandra Harris

MEASURABLE ANNUAL GOAL(S): Cassandra will demonstrate following Science objectives from the Mississippi Extended Curriculum Framework, with 70% accuracy.

SHORT-TERM INSTRUCTIONAL OBJECTIVE(S)

STIOs are only required for students who are Significantly Cognitively Disabled (SCD). (Per IDEA 04)

T.A. *

Method(s)

1st

Report of Progress 2nd 3rd 4th 5th

6th

1A.a Student observes and practices safe procedures in the classroom and the laboratory. 1C.a Student communicates the results of an investigation using appropriate science vocabulary. 4A.a Student compares adaptations (e.g., protective coloration, beak types in birds) of animals in land-base and water-based ecosyetems 5A.a Student identifies the cell as the basic unit of structure and function in living things. 1,2,3,6 1,2,3,6 1,2,3,6 1,2,3,6

BEGINNING/ENDING DATES OF SERVICES: 8/01/2011 5/ 25/2012 PHYSICAL LOCATION OF SERVICES:

FREQUENCY: Daily

PROGRESS TOWARD ANNUAL GOAL: REASON(S) FOR NOT MEETING GOAL:

Special Education Classroom EXPLANATION OF CODING SYSTEM METHOD(S) OF MEASUREMENT 1. 2. 3. 4. 5. 6. 7. * Written Observation Written Performance Oral Performance Criterion-Referenced Test Time Sample Demonstration/Performance Other (Specify) _______________________ 1. 2. 3. 4. 5. REPORT OF PROGRESS Not applicable during this grading period No progress made Little progress made Progress made; Objective not yet met Objective met PROGRESS TOWARD ANNUAL GOAL 1. Anticipate meeting goal 2. Do not anticipate meeting goal (note reason) 3. Goal met (indicate date) 1. 2. 3. 4. 5. REASON FOR NOT MEETING GOAL More time needed Excessive absences/tardies Assignments not completed Need to review/revise IEP Other (Specify) _______________________________ _______________________________

W 3a

Check if objective is a transition activity. (Student age 14 20)

Page __6__ of _11__

Revised October 26, 2010