Modified IEP All Names and Scenarios are Fictitious.

Student Name and Age: George age 3, Downs Syndrome Present Levels of Academic Achievement and Functional Performance Cognitive: A typically developing 3 year-old counts to ten by rote. Uses size words like big and little. Plays shape sorting games. Predicts sequence of events. Attempts to write letters. George follows 1 step directions but does not follow 2 and 3 step directions. Language: A typically developing 3 year-old paints and draws with purpose. Threads small beads on a string. Prepares small meals. Carries scissors, point downward. Pours liquid from a small pitcher. Understands sequence of daily events. Plays simple organized games. Participates in group activities with adult support. George uses 1 word sentences. Motor Skills: A typically developing 3 year-old paints and draws with purpose. Threads small beads on a string. Prepares small meals. Carries scissors, point downward. Pours liquid from a small pitcher. Understands sequence of daily events. Plays simple organized games. Participates in group activities with adult support George walks well on flat surfaces with no assistance but requires assistance when ascending and descending stairs. Social: A typically developing 3 year-old works in small groups with adult support. Listens while others are speaking. Connects consequences with a specific behavior. Communicates emotions. Uses senses to explore environment. Uses self-help skills with occasional reminders. George requires prompting to enter into social play situations. Goals and Benchmarks Goal #1: In 36 instructional weeks George will follow 3 step directions with prompts during daily activities for 3 consecutive 15 minute data collection periods. Benchmark #1: In 9 instructional weeks George will follow 1 step directions without prompts during daily activities for 3 consecutive 15 minute data collection periods. Benchmark #2: In 18 instructional weeks George will follow 2 step directions with prompts during daily activities for 3 consecutive 15 minute data collection periods. Benchmark #3: In 27 instructional weeks George will follow 2 step directions without prompts during daily activities for 3 consecutive 15 minute data collection periods. Benchmark #4: In 36 instructional weeks George will follow 3 step directions with prompts during daily

activities for 3 consecutive 15 minute data collection periods. Goal #2: In 36 instructional weeks George will use 4 word sentences during daily activities for 3 consecutive 15 minute data collection days. Benchmark #1: In 9 instructional weeks George will use 2 word sentences during daily activities for 3 consecutive 15 minute data collection days. Benchmark #2: In 18 instructional weeks George will use 3 word sentences during daily activities for 3 consecutive 15 minute data collection days. Benchmark #3: In 27 instructional weeks George will use 3-4word sentences during daily activities for 3 consecutive 15 minute data collection days. Benchmark #4: In 36 instructional weeks George will use 4 word sentences during daily activities for 3 consecutive 15 minute data collection days. Special Education Services: ECSE, Services provided X4 days a week in an integrated classroom setting. Speech Therapy service provided X2 days a week 20 minutes per session. Modified IEP Student Name and Age: Henry age 4, Fetal Alcohol Syndrome Present Levels of Academic Achievement and Functional Performance Cognitive: A typically developing 3 year-old counts to ten by rote. Uses size words like big and little, plays shape sorting games. Predicts sequence of events. Attempts to write letters. Henry is does rote count to 3 and does not rote count to 10. Language: A typically developing 4-year-old uses simple pronouns. Uses 300 plus words. Asks who, why, and where questions. Asks for desired objects or for assistance. Answers simple questions dealing with familiar objects or events. Uses more parts of speech in short, mostly correct sentences, combining four to five words. Applies word endings incorrectly. Identifies favorite story or stories. Makes relevant comments when favorite story is being read. Recognizes some letters in print. Recites known nursery rhymes. Holds a book and looks at one page at a time. Acts out main events of a familiar story. Uses pictures to tell or retell a story. Recognizes labels in the classroom. Understands that letters are combined to make sentences. Writes or draws with separated scribbles, shapes, and pictures to convey a story. Understands that drawings can represent ideas, stories, or events. Henry uses a very loud voice when asking for assistance or desired objects and does not take turns with peers without adult guidance. Motor: A typically developing 4-year-old balances on one foot. Hops on one foot. Steers wheeled toys. Kicks a large ball. Cuts out simple shapes. Eats with fork and/or spoon. Transfers food and liquid

between containers. Takes care of own toileting needs. Henry walks and runs without assistance but does not jump or attempt stairs on his own. Social: A typically developing 4-year-old describes personal attributes. Encourages or praises peers. Expresses interest, acceptance, affection to others. Plays with different friends each day. Follows rules and simple directions. Takes turns. Describes certain situations that can elicit various emotions. Provides individual and choral/group responses when appropriate. Engages in constructive play. Creates and occasionally coordinates play with others. Henry does play with his peers but does not initiate play without adult prompting. Goals and Benchmarks Goal #1: In 36 instructional weeks Henry will rote count from 1-10 during daily activities on 3 consecutive 15 minute data collection periods. Benchmark #1: In 9 instructional weeks Henry will rote count from 1- 5 during daily activities on 3 consecutive 15 minute data collection periods. Benchmark #2: In 18 instructional weeks Henry will rote count from 1- 7 during daily activities on 3 consecutive 15 minute data collection periods. Benchmark #3: In 27 instructional weeks Henry will rote count from 1- 9 during daily activities on 3 consecutive 15 minute data collection periods. Benchmark #4: In 36 instructional weeks Henry will rote count from 1-10 during daily activities on 3 consecutive 15 minute data collection periods. Goal #2: In 36 instructional weeks Henry will name 10 common items during daily activities on 3 consecutive 15 minute data collection periods. Benchmark #1: In 9 instructional weeks Henry will name 5 common items during daily activities on 3 consecutive 15 minute data collection periods. Benchmark #2: In 18 instructional weeks Henry will accurately name 5-7 common items during daily activities on 3 consecutive 15 minute data collection periods. Benchmark #3: In 27 instructional weeks Henry will accurately name 7-9 common items during daily activities on 3 consecutive 15 minute data collection periods. Benchmark #4: In 36 instructional weeks Henry will name 10 common items during daily activities on 3 consecutive 15 minute data collection periods. Special Education Services: ECSE, Services provided X4 days a week in an integrated classroom setting. Modified IEP

Student Name and Age: Briston 3 Speaks French English Language Learner (high SES, ELL) Present Levels of Academic Achievement and Functional Performance Cognitive: A typically developing 3 -year-old counts to 10 by rote. Is able to use imagination during various centers. Tries to write letters and words that may not be understandable to adults. Briston is typically developing in this area Language: A typically developing 3 -year-old should be able to use size words appropriately. Should be able to understand the concept of pretend. Should be able to follow two to four related directions. Should understand relationships expressed by if and then. Should understand concept of time. Briston has difficulty understanding two to four related directions. Motor: A typically developing 3 1/2 year old paints and draws with purpose. Has improved balance and vision of 20/30 with all 20 primary teeth. Pours liquid from a small pitcher without spilling. Can run around obstacles and able to walk up stairs with alternating feet. Is able to control body functions. Briston is typically Developing in this area Social: A typically developing 3 -year-old should have a vocabulary of 100 words and complete a sentence of three words. Works in small groups with adult support. Is able to follow routines. Is able to decrease separation anxiety and identify him/herself. Can accept changes in daily routines. Is able to ask questions. Briston is able to complete a three word sentence, but is unable to ask a question. Goals and Benchmarks Goal #1: In 36 instructional weeks Briston will follow two to four related directions during daily activities on 3 consecutive 15 minute data collection periods. Benchmark #1: In 9 instructional weeks Briston will follow two step directions without assistance during daily activities on 3 consecutive 15 minute data collection periods. Benchmark #2: In 18 instructional weeks Briston will follow three step directions with assistance during daily activities on 3 consecutive 15 minute data collection periods. Benchmark #3: In 27 instructional weeks Briston will follow follow three step directions without assistance during daily activities on 3 consecutive 15 data collection periods. Benchmark #4: In 36 instructional weeks Briston will follow four step directions without assistance drug daily activities on 3 consecutive 15 data collection periods. Goal #2: In 36 instructional weeks Briston will complete a three word sentence during daily activities on

3 consecutive 15 minute data collection periods. Benchmark #1: In 9 instructional weeks Briston will complete a two word sentence without assistance during daily activities on 3 consecutive 15 minute data collection periods. Benchmark #2: In 18 instructional weeks Briston will complete a two word sentence with assistance during daily activities on 3 consecutive 15 minute data collection periods. Benchmark #3: In 27 instructional weeks Briston will complete a three word sentence without assistance during daily activities on 3 consecutive 15 minute data collection periods. Benchmark #4: In 36 instructional weeks Briston will complete a three word assistance without assistance during daily activities on 3 consecutive 15 minute data collection periods. Special Education Services: ECSE servi French Interrupter, Speech Language. Modified IEP Student Name and Age: Mallory 4 Environmental Failure to thrive (low SES) Present Levels of Academic Achievement and Functional Performance Cognitive: A typically developing 4 -year-old is able to point to and name 4 to 6 colors, matches written words with familiar objects such as shoes, socks, foot, apple, orange, and banana, knows own street and town, has more extended attention span, learns through observing and listening to adults as well as exploration and easily distracted. Mallory can verbally identify 1 color, blue and does not identify green, yellow, orange or purple or red. Language: A typically developing 4 -year-old is able to ask when, how, and why questions, joins sentences together, talks about causality by using because and so, and tells the content of a story but may be confuse facts. Mallory is typically developing in this area.. Motor: A typically developing 4 -year-old is able to run around obstacles, turns corners. Moves body into position to catch a ball, and then throws the ball in the right direction. Grabs scissors with thumb on top, walks up and down stairs alone, and prints a few capital letters. Mallory can write the letter M in her name but does not write any of the other 5 letters. Social: A typically developing 4 -year-old is able to indicates pride in personal accomplishments, Knows personal information in addition to own name, plays and interacts with children, plays dress up and shows an interest in exploring gender differences.

Mallory is typically developing in this area. Goals and Benchmarks Goal #1: In 36 instructional weeks Mallory will use identify 6 -8 colors 4 out of 5 trials. Benchmark #1: In 9 instructional weeks Mallory will use identify red, blue ,and yellow colors 4 out of 5 trials. Benchmark #2: In 18 instructional weeks Mallory will use identify red, blue, yellow ,orange, green and purple colors 4 out of 5 trials. Benchmark #3: In 27 instructional weeks Mallory will use identify red, blue, yellow ,orange, green , black, white and purple colors 4 out of 5 trials. Benchmark #4: In 36 instructional weeks Mallory will use identify 6 -8 4 out of 5 trials. Goal #2: In 36 instructional weeks Mallory will write all 6 letters of her name during daily activities for 3 consecutive 15 minute data collection days. Benchmark #1: In 9 instructional weeks Mallory will write the first 2 letters of her name during daily activities for 3 consecutive 15 minute data collection days. Benchmark #2: In 18 instructional weeks Mallory will write the first 4 letters of her name during daily activities for 3 consecutive 15 minute data collection days. Benchmark #3: In 27 instructional weeks Mallory will write the first 5 letters of her name during daily activities for 3 consecutive 15 minute data collection days. Benchmark #4: In 36 instructional weeks Mallory will write all 6 letters of her name during daily activities for 3 consecutive 15 minute data collection days. Special Education Services: ECSE, Services provided X4 days a week in an integrated classroom setting. Occupational therapy will be provided by a paraeducator X2 days per week for 15 minute sessions. Modified IEP Student Name and Age: Hannah 4 Hearing Impaired Present Levels of Academic Achievement and Functional Performance Cognitive: A typically developing 4-year-old attends to a task with minimal adult prompting. Makes observations and communicates findings with others. Tries alternative solutions to problems. Acquires and uses basic vocabulary for plants, animals, and humans. Understands that living things need air, water, and food. Spontaneously counts for own purposes. Demonstrates understanding of "more" or "less". Understands that a single object is always "one". Recognizes whole/part concept with objects. Describes the sequence of daily events. Recognizes, describes, compares, and names common objects

by one or more attribute. Identifies basic shapes in the environment. Trades or exchanges materials or objects with others. Creates representations of familiar places through various materials. Sings along with others. Works independently to create own art. Hannah does not appear to attend to verbal prompting, but does respond well to sensory prompting such as a vibration or a visual. Hannah recognizes basic shapes in the environment by pointing to the corresponding image, but does not say the name of the shape. Language: A typically developing 4-year-old uses simple pronouns. Uses 300 plus words. Asks who, why, and where questions. Asks for desired objects or for assistance. Answers simple questions dealing with familiar objects or events. Uses more parts of speech in short, mostly correct sentences, combining four to five words. Applies word endings incorrectly. Identifies favorite story or stories. Makes relevant comments when favorite story is being read. Recognizes some letters in print. Recites known nursery rhymes. Holds a book and looks at one page at a time. Acts out main events of a familiar story. Uses pictures to tell or retell a story. Recognizes labels in the classroom. Understands that letters are combined to make sentences. Writes or draws with separated scribbles, shapes, and pictures to convey a story. Understands that drawings can represent ideas, stories, or events. Hannah does not verbally express her needs and wants, but does well with assertive technologies. Hannah communicates through sign language, using a total of 25 signs. Hannah does not differentiate tones of peoples voices, but does well with the use of a microphone. Motor: A typically developing 4-year-old balances on one foot. Hops on one foot. Steers wheeled toys. Kicks a large ball. Cuts out simple shapes. Eats with fork and/or spoon. Transfers food and liquid between containers. Takes care of own toileting needs. Hannah is typically developing in this area. Social: A typically developing 4-year-old describes personal attributes. Encourages or praises peers. Expresses interest, acceptance, affection to others. Plays with different friends each day. Follows rules and simple directions. Takes turns. Describes certain situations that can elicit various emotions. Provides individual and choral/group responses when appropriate. Engages in constructive play. Creates and occasionally coordinates play with others. Hannah has a hard time communicating wants and needs with other peers. Hannah tends to grab objects away from peers instead of asking. Goals and Benchmarks Goal #1: In 36 instructional weeks Hannah will follow 3 step directions with verbal prompting during daily activities for 3 consecutive 15 minute data collection periods. Benchmark #1: In 9 instructional weeks Hanna will follow one step directions without prompts Benchmark #2: In 18 instructional weeks Hannah will follow two step direction with prompts during

activities for 3 consecutive 15 minute data collection period. Benchmark #3: In 27 instructional weeks Hannah will follow two step direction with out prompts during activities for 3 consecutive 15 minute data collection period. Benchmark #4: In 36 instructional weeks Hannah will follow three step direction with prompts during activities for 3 consecutive 15 minute data collection period. Goal #2: In 36 instructional weeks Hannah will communicate wants and needs with other peers by using verbal communication along with signing during daily activities for 3 consecutive 15 minute data collection periods. Benchmark #1: In 9 instructional weeks Hannah will communicate wants and needs with other peers two out of five times during daily activities for 3 consecutive 15 minute data collection periods. Benchmark #2: In 18 instructional weeks Hannah will communicate wants and needs with other peers three out of five times during daily activities for 3 consecutive 15 minute data collection periods. Benchmark #3: In 27 instructional weeks Hannah will communicate wants and needs with other peers four out of five times during daily activities for 3 consecutive 15 minute data collection periods. Benchmark #4: In 36 instructional weeks Hannah will communicate wants and needs with other peers five out of five times during daily activities for 3 consecutive 15 minute data collection periods. Special Education Services: ECSE services provided 4 times a week in an integrated classroom setting. A full time sign language interpreter will be with Hannah all day while she is at school. Modified IEP Student Name and Age: Brenda age 3, Moderate Cerebral Palsy/Ataxic (high SES) So, from your description--she is having struggles with motor skills but is cognitively just fine. Present Levels of Academic Achievement and Functional Performance Cognitive: A typically developing 3 year-old counts to ten by rote. Uses size words like big and little. Plays shape sorting games. Predicts sequence of events. Attempts to write letters. Brenda recites the alphabet correctly without help, but struggles writing the letters on paper. Language: A typically developing 3 year-old recognizes name in print. Identifies 3 letters by name. Holds a book and looks at one page at a time. Describes emotions. Combines two or three sentences while talking. Asks questions to further understanding. Brenda demonstrates age appropriate skills in receptive language. However, based on several recent language activitis, her speech is only intelligible approximately 50% of the time.

Motor: A typically developing 3 year-old paints and draws with purpose. Threads small beads on a string. Prepares small meals. Carries scissors, point downward. Pours liquid from a small pitcher. Understands sequence of daily events. Plays simple organized games. Participates in group activities with adult support. Can independently walk up and down stairs without a railing. Brenda has a hard time balancing. Brenda can currently take 3 steps with out the use of her walker with the support of her leg braces. She would have a hard time with fine motor skills Social: A typically developing 3 year-old works in small groups with adult support. Listens while others are speaking. Connects consequences with a specific behavior. Communicates emotions. Uses senses to explore environment. Uses self-help skills with occasional reminders. Brenda has no problems interacting with her peers and teachers. She is able to get alone well with others, communicate her emotions, and is able to use her self-help skills with only occasional reminders. Goals and Benchmarks Goal #1: In 36 instructional weeks Brenda will write her name on her own during activities for 3 consecutive daily data collection periods. This is great. Your setting/condition could be using an adapted writing utensil. Benchmark #1: In 9 instructional weeks Brenda will write her name with assistance during 3 consecutive daily data collection periods. Benchmark #2: In 18 instructional weeks Brenda will write her name with assistance by request during 3 consecutive daily data collection periods. Benchmark #3: In 27 instructional weeks Brenda will write her name with little to no assistance during 3 consecutive daily data collection periods. Benchmark #4: In 36 instructional weeks Brenda will write her name on her own during activities for 3 consecutive daily data collection periods. Goal #2: In 36 instructional weeks Brenda will take 20 steps with out her walker, and with the assistance of her leg braces and daily para, during in classroom moderate activity for 3 consecutive 30 minute data collection periods. Great goal--I wouldnt change a thing!!!! Benchmark #1: In 9 instructional weeks Brenda will take 5 steps with out her walker, and with assistance from para and leg braces, during in classroom moderate activity for 3 consecutive 30 minute data collection periods. Benchmark #2: In 18 instructional weeks Brenda will take 10 steps with out her walker, and with assistance from para and leg braces, during in classroom moderate activity for 3 consecutive 30 minute

data collection periods. Benchmark #3: In 27 instructional weeks Brenda will take 15 steps with out her walker, and with assistance from para and leg braces, during in classroom moderate activity for 3 consecutive 30 minute data collection periods. Benchmark #4: In 36 instructional weeks Brenda will take 20 steps with out her walker, and with assistance from daily para and leg braces, during in classroom moderate activity for 3 consecutive 30 minute data collection periods. Special Education Services: Brenda receives physical therapy 4 times a week for an hour and a half after school at her local medical location. She also has a daily para (qualified in special education) assigned to her at school to assist her in daily motor tasks. Modified IEP Student Name and Age: Calvin, age 4, Autism Present Levels of Academic Achievement and Functional Performance Cognitive: A typically developing 4-year-old attends to a task with minimal adult prompting. Makes observations and communicates findings with others. Tries alternative solutions to problems. Acquires and uses basic vocabulary for plants, animals, and humans. Understands that living things need air, water, and food. Spontaneously counts for own purposes. Demonstrates understanding of "more" or "less". Understands that a single object is always "one". Recognizes whole/part concept with objects. Describes the sequence of daily events. Recognizes, describes, compares, and names common objects by one or more attribute. Identifies basic shapes in the environment. Trades or exchanges materials or objects with others. Creates representations of familiar places through various materials. Sings along with others. Works independently to create own art. Calvins attention span is 2 minutes with supervision. Calvin does not give one object when asked consistently. Calvin repetitively twirls objects during daily activities. Calvin is insistent that his routine be the same and becomes frustrated if it is not. I really like this description--in fact--all your PLAAFP statements are very clear and descriptive--good job! Language: A typically developing 4-year-old uses simple pronouns. Uses 300 plus words. Asks who, why, and where questions. Asks for desired objects or for assistance. Answers simple questions dealing with familiar objects or events. Uses more parts of speech in short, mostly correct sentences, combining four to five words. Applies word endings incorrectly. Identifies favorite story or stories. Makes relevant comments when favorite story is being read. Recognizes some letters in print. Recites known nursery rhymes. Holds a book and looks at one page at a time. Acts out main events of a familiar story. Uses pictures to tell or retell a story. Recognizes labels in the classroom. Understands that letters are combined to make sentences. Writes or draws with separated scribbles, shapes, and pictures to convey

a story. Understands that drawings can represent ideas, stories, or events. Calvin frequently repeats the last word of sentences he has heard when communicating..Calvin has difficulties expressing words verbally, he points instead of using words. Calvin will sustain conversation, but does not initiate it. Motor: A typically developing 4-year-old balances on one foot. Hops on one foot. Steers wheeled toys. Kicks a large ball. Cuts out simple shapes. Eats with fork and/or spoon. Transfers food and liquid between containers. Takes care of own toileting needs. Calvin has difficulty imitating the actions of others, which makes it difficult to assess his motor skills. Social: A typically developing 4-year-old describes personal attributes. Encourages or praises peers. Expresses interest, acceptance, affection to others. Plays with different friends each day. Follows rules and simple directions. Takes turns. Describes certain situations that can elicit various emotions. Provides individual and choral/group responses when appropriate. Engages in constructive play. Creates and occasionally coordinates play with others. Calvin responds to social interactions, but does not initiate them. Calvin shows little eye contact when being spoken to directly. Calvin has a lack of awareness of others feelings. It is difficult for Calvin to express his emotions. Goals and Benchmarks Goal #1: In 36 instructional weeks Calvin will request items and actions 3 times independently during daily activities during 3 consecutive 15 minute data collection periods. YEAH!!! Benchmark #1: In 9 instructional weeks Calvin will request items and actions 2 times with prompting during daily activities during 3 consecutive 15 minute data collection periods. Benchmark #2: In 18 instructional weeks Calvin will request items and actions 2 times with out prompting during daily activities during 3 consecutive 15 minute data collection periods. Benchmark #3: In 27 Instructional weeks Calvin will request items and actions 3 times with prompting during daily activities during 3 consecutive 15 minute data collection periods. Benchmark #4: In 36 instructional weeks Calvin will request items and actions 3 times independently during daily activities during 3 consecutive Goal #2: In 36 instructional weeks Calvin will give up 3 objects when asked during daily activities during 3 consecutive 15 minute data collection periods. Benchmark #1: In 9 instructional weeks Calvin will give up 1 object with prompting during daily activities during 3 consecutive 15 minute data collection periods.

Benchmark #2: In 18 instructional weeks Calvin will give up 2 objects with prompting during daily activities during 3 consecutive 15 minute data collection periods. Benchmark #3: In 27 instructional weeks Calvin will give up 2 objects with out prompting during daily activities during 3 consecutive 15 minute data collection periods. Benchmark #4: In 36 instructional weeks Calvin will give up 3 objects when asked during daily activities during 3 consecutive 15 minute data collection periods. Special Education Services: Early Childhood Special Education services will be provided 4 days a week for 3 hours in an integrated classroom setting. Speech therapy services will be provided 2 days a week for 20 minute sessions. Modified IEP Student Name and Age: Kara 3 Cat Syndrome (low SES) Present Levels of Academic Achievement and Functional Performance Cognitive: A typical 3 1/2 year old counts to 10 by rote. Able to use imagination during various centers. Tries to write letters and words which may not be understandable to adults. Kara can count to 2 and does not write any numbers letters or words. Language: A typical 3 1/2 year old should be able to use size words appropriately. Should be able to understand the concept of pretend. Should be able to follow two to four related directions. Should understand relationships expresses by if and then. Should understand concept of time. Should have a vocabulary of 100 words. Kara can follow 1 step directions but does not follow 2 or more step directions. Kara has a vocabulary of 20-25 words. Motor: A typical 3 1/2 year old paints and draws with purpose. Has improved balance and vision of 20/30 with all 20 primary teeth. Pours liquid from a small pitcher without spilling. Can run around obstacles and able to walk up stairs with alternating feet. Are able to control body functions. Kara requires assistance when walking on flat surfaces and stairs. Kara is still working on controlling body functions. Social: A typical 3 1/2 year old should work in small groups with adult support. Able to follow routines. Able to decrease separation anxiety and identify themselves. Can accept changes in daily routines. Able to ask questions. Complete a sentence of 3-4 words. Kara has separation anxiety when her caregivers drop her off for the day. Kara does not respond well to changes in her daily routine.

Goals and Benchmarks Goal #1: In 36 instructional weeks Kara will have increased her vocabulary by 40 words during 3 consecutive 15 minute data collection periods. Benchmark #1: In 9 instructional weeks Kara will increase her vocabulary by 10 words during daily activities for 3 consecutive 15 minute data collection periods. Benchmark #2: In 18 instructional weeks Kara will increase her vocabulary by 20 words during daily activities for 3 consecutive 15 minute data collection periods. Benchmark #3: In 27 instructional weeks Kara will increase her vocabulary by 30 words during daily activities for 3 consecutive 15 minute data collection periods. Benchmark #4: In 36 instructional weeks Kara will increase her vocabulary by 40 words during daily activities for 3 consecutive 15 minute data collection periods. Goal #2: In 36 instructional weeks Kara use 3-4 words sentences without prompts to communicate during daily activities for 3 consecutive 15 minute data collection periods. Benchmark #1: In 9 instructional weeks Kara will use 2-3 word sentences with prompts during daily activities for 3 consecutive 15 minute data collection periods. Benchmark #2: In 18 instructional weeks Kara will use 2-3 words sentences without prompts during daily activities for 3 consecutive 15 minute data collection periods. Benchmark #3: In 27 instructional weeks Kara will use 3-4 word sentences with prompts during daily activities for 3 consecutive 15 minute data collection periods. Benchmark #4: In 36 instructional weeks Kara will use 3-4 word sentences without prompts during daily activities for 3 consecutive 15 minute data collection periods. Special Education Services: ECSE services will be provided X4 a week in an intergrated classroom setting. Speech Therapy services will be provided X3 days a week 15 minutes per session.