DEC 4 (2of 4)
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Duration of Special Education and Related Services: From: 11_/11_/04_ To: 11_/10_/05_
Student's Name: _____Andrew Harrison______DOB: _11_/_13_/_2000_
III. Present Level(s) of Educational Performance: ( Include specific descriptions of strengths and
needs that apply to current academic performance, behaviors, social/emotional development,
other relevant information, and how the student's disability affects his/her involvement and progress in the general curriculum). Andrew is able to feed himself independently, and can serve himself food from bowl or pitcher. He is beginning to try more foods, and has more variety in his diet than in the past. He toilets independently, and completes handwashing and toothbrushing routines in an age-appropriate manner. Andrew is able to do basic dressing tasks independently, but still needs help to do snap or button fasteners. He has recently learned to zip his own jacket, but needs help occasionally to get the zipper started at the bottom.
IV. A. Annual Goal
Andrew will dress himself, including clothing fasteners, with minimal adult assistance, daily.
B. Benchmarks or Short Term Objectives1. Andrew will put on and button front-closing shirts and sweaters independently, within 5 minutes, consistently (90% of the time).
2. Andrew will zip and snap/button pants with minimal adult assistance, consistently (90% of the time).
3. Andrew will fasten zippers and/or snaps on outerwear (different weight/type of jackets, depending on weather), independently, within 3 minutes, consistently (90% of the time).
C. How progress toward the annual goal will be measured:
teacher and parent report
therapist observation & documentation
DEC 4 (2of 4)
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Duration of Special Education and Related Services: From: 11_/11_/04_ To: 11_/10_/05_
Student's Name: _____Andrew Harrison______DOB: _11_/_13_/_2000_
III. Present Level(s) of Educational Performance: ( Include specific descriptions of strengths and
needs that apply to current academic performance, behaviors, social/emotional development,
other relevant information, and how the student's disability affects his/her involvement and progress in the general curriculum). Andrew is able to snip with scissors and cut across a piece of paper, but does not cut things out or necessarily follow a cutting line. He is able to draw basic shapes, and can draw pictures of specific items with moderate adult support. Visual supports to structure and break down a task into steps is helpful to Andrew in learning to draw recognizable objects. Andrew tends to hold writing tools in a four fingers to thumb grasp, part way up the shaft of the tool, but can be re-directed to hold the tool in a way that gives him more control. Andrew is interested in writing his name, and can write most of the letters in his first name in legible upper case. He needs to continue to refine his drawing, writing, and cutting skills.
IV. A. Annual Goal
Given structured tasks and visual supports as needed, Andrew will successfully complete preschool activities such as drawing pictures of specific objects, cutting pictures out and cutting on a cutting line, and writing his first name legibly.
B. Benchmarks or Short Term Objectives1. Given visual supports as needed, Andrew will copy simple drawings using basic shapes, creating a recognizable end-product, independently, by 2/10/05.
2. Andrew will create simple familiar drawings using basic shapes, resulting in a recognizable end-product, independently, by 5/10/05.
3. Andrew will cut out simple shapes on a clearly visible cutting line, with minimal adult support, by 4/10/05.
4. Andrew will cut out simple shapes on a clearly visible cutting line, independently, by 6/10/05
5. In the absence of a clearly visible cutting line, Andrew will cut closely around pictures to cut them out, with minimal adult support, by 10/10/05.
6. Andrew will write his first name, with upper case "A" and the remainder lower case, with minimal adult support and visual cues as needed, by 4/10/05.
C. How progress toward the annual goal will be measured:
teacher and parent report
therapist observation & documentation
work samples