Addison Dermigny 2021 Annual IEP Classroom Performance Rating Scale
Name: 


  1. Planning and Organizing
    1 - Poor: Student does not indpendently plan and organize information needed to complete tasks.
    2 - Fair: Student is able to plan and organize information needed to complete tasks with support from special education staff.
    3 - Good: Student is almost always able to plan and organize information needed to complete tasks.
    4 - Excellent:Student consistently plans and organizes information needed to complete tasks


  1. Initiation and Persistence: Addison consistently begins assignments without assistance. She follows directions and completes assignments without prompts.
    1 - Poor: Does not begin assignment at all.
    2 - Fair: Often begins assignment
    3 - Good: Completes work most of the time, however, work is often turned in late and/or partially complete.
    4 - Excellent: Completes and turns in work on time. Promptly arranges for and completes work after an absence.


  1. Execution and Goal Attainment: Takes extra measures to ensure work is completed and turned in 100% of the time.
    1 - Poor: Student consistently has missing work. Student does not pursue turning in missing work.
    2 - Fair:Student turns work in late. Student requires prompts from staff or parents to turn in missing work.
    3 - Good:Student turns in work on time 75-100% of the time. Student requires minimal prompts to turn work in.
    4 - Excellent: Completes and turns in work accurately 100% of the time. Promptly arranges for and completes work after an absence.


  1. Self-Advocacy/Assertiveness: Asks for help or direction when needed.
    1 - Poor: Does not ask for help or direction.Special Education teacher assists student in informing instructors of student’s need for accommodations.
    2 - Fair: Asks for help or direction only after being prompted to by teacher.Student discloses disability and requests accommodations in some classes, with guidance and support from Special Education teacher.
    3 - Good: Inconsistently asks for help or direction independently when assignments or concepts are unclear.Student discloses disability to instructors but is uncomfortable doing so. Student requests accommodations appropriately but with occasional special education support.
    4 - Excellent: Student consistently and independently asks for help or directions when assignments or concepts are unclearStudent is comfortable disclosing disability to instructors and requests all accommodations appropriately and independently.


  1. What do you see as Addison's strengths?


  1. What does Addison need to do/change/focus to be at the same level as her peers in high school?


  1. Where is Addison's academic performance compared to her peers?





Christie Mead
Harmony Middle School
KS