Student: April Showers

Date of Progress Report: 12/2/2011 GOALS AND OBJECTIVES

Date of IEP: 12/2/2011

Instructional Area: Number and Operations and Measurement Standards Addressed: N.ME.04.EG04, N.ME.04.EG05, N.ME.04.EG07, M.UN.03.EG05 Baseline Data: According to the Brigance Inventory of Basic Skills, April is unable to count to 1,000 by 1s, 10s, and 100s, to understand the concept of the duration of time or tell time on a twelve-hour radial clock or digital clock to the hour, to express numbers through 999 using place value, to order numbers to 1,000 or compare numbers using phrases like same as, more than, greater than, or fewer than, and to use ordinals to identify position in sequence. This data indicates April is working at the third and fourth grade level in mathematics Extended Grade Level Content Expectations (EGLCEs). These are expectations developed for students with mild cognitive impairments. According to the WISC IV, she has an I.Q. of 53 in math computation and a 55 in mathematic applications. Annual Goal: By the end of this IEP, April will be able to express numbers through 999 using place value. By the end of the IEP, she will be able to tell time on a twelve-hour radial clock or digital clock to the hour. In addition, April will be covering other mathematic concepts as identified above in the Standards Addressed area. Short-Term Objectives REPORT OF PROGRESS: 1. Achieved/Maintained 2. In Progress 3. 1 Minimal Progress 4. Other N.ME.04.EG04 Express numbers up to 1000 using place value, e.g., 137 is 1 hundred, 3 tens, and 7 ones N.ME.04.EG05 Order numbers to 1000; compare using phrases such as same as, more than, greater than, fewer than, and use = symbol. N.ME.04.EG07 Use ordinals to identify position in a sequence, e.g., 1st, 2nd, 3rd. M.UN.03.EG05 Tell time on a twelve-hour radial clock or digital clock to the hour; no A.M. or P.M.

Based on the above data, students progress is at or above, somewhat below, or substantially below expected rate. At this point in the school year, do we anticipate meeting this goal by the end of the IEP? Yes No N/A for initial IEP. Schedule for Evaluation/Reporting Progress: This progress report will be sent home to parents every 9 weeks.

Student: April Showers

Date of Progress Report: 12/2/2011 GOALS AND OBJECTIVES

Date of IEP: 12/2/2011

Instructional Area: Fluency and Comprehension Standards Addressed: R.CM.02.EG03, R.WS.02. EG11 Baseline Data: According to the Brigance Inventory of Basic Skills, April struggles with automatically recognizing frequently encountered words in print, in context and in isolation with sight words. April also struggles with retelling major ideas and relevant details of grade-level narrative and informational text in the correct sequence. She is able to correctly identify the words adjust, avenue, cast, confidence, equipment, furnace, ordinary, and shelter but could not identify seven of ten words in the next word group. This data indicates that she is working at the fourth grade level in word recognition Grade Level Content Expectations (GLCEs) and the second grade level in reading comprehension Extended Grade Level Content Expectations (EGLCEs). EGLCEs are expectations developed for students with mild cognitive impairments. According to the WISC IV, she has an I.Q. of 49 in reading comprehension and 71 in reading decoding. Annual Goal: By the end of this IEP, April will be able to retell at least three major ideas from grade-level narrative and informational text in the correct sequence. By the end of the IEP, April will know the meanings of words frequently encountered in grades K-1 reading and oral language contexts. In addition, April will be covering other English language arts concepts identified above in the Standards Addressed area. Short-Term Objectives REPORT OF PROGRESS: 1. Achieved/Maintained 2. In Progress 3. 1 Minimal Progress 4. Other R.CM.02.EG03 Begin to identify and/or retell events, main ideas, and important details from text. R.WS.02. Know the meanings of a few words encountered EG11 frequently in grades K-1 reading and oral language contexts.

Based on the above data, students progress is at or above, somewhat below, or substantially below expected rate. At this point in the school year, do we anticipate meeting this goal by the end of the IEP? Yes No N/A for initial IEP. Schedule for Evaluation/Reporting Progress: This progress report will be sent home to parents every 9 weeks.