Thomas Troughton's 2022 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: Thomas consistently begins assignments without assistance. He 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. Communication: independently approaches teachers to clarify expectations.
    1 - Poor: Student does not approach teacher to clarify expectations.
    2 - Fair:Student approaches teachers to clarify expectations only when required to by special education staff or parent.
    3 - Good:Student approaches teachers to clarify expectations with support from the Special Education staff.
    4 - Excellent: Student independently approaches teachers to clarify expectations.


  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 Skills: Asks for accommodations appropriately
    1 - Poor: Special Education teacher assists student in informing instructors of student’s need for accommodations.
    2 - Fair: 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 is comfortable disclosing disability to instructors and requests all accommodations appropriately and independently.


  1. What do you see as Thomas' strengths?


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


  1. Where is Thomas' academic performance compared to his peers?





Christie Mead
Harmony Middle School
KS