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Gossets data on double stout sales. William Sealy Gosset

Introduction to the Practice of Statistics: w/CrunchIt/EESEE Access Card | 8th Edition | ISBN: 9781464158933 | Authors: David S. Moore, George P. McCabe, Bruce A. Craig ISBN: 9781464158933 206

Solution for problem 1.61 Chapter 1

Introduction to the Practice of Statistics: w/CrunchIt/EESEE Access Card | 8th Edition

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Introduction to the Practice of Statistics: w/CrunchIt/EESEE Access Card | 8th Edition | ISBN: 9781464158933 | Authors: David S. Moore, George P. McCabe, Bruce A. Craig

Introduction to the Practice of Statistics: w/CrunchIt/EESEE Access Card | 8th Edition

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Problem 1.61

Gossets data on double stout sales. William Sealy Gosset worked at the Guinness Brewery in Dublin and made substantial contributions to the practice of statistics.23 In his work at the brewery he collected and analyzed a great deal of data. Archives with Gossets handwritten tables, graphs, and notes have been preserved at the Guinness Storehouse in Dublin.24 In one study, Gosset examined the change in the double stoutmarket before and after World War I (19141918).For various regions in England and Scotland, he calculatedthe ratio of sales in 1925, after the war, as apercent of sales in 1913, before the war. Here arethe data:Bristol 94 Glasgow 66Cardiff 112 Liverpool 140English Agents 78 London 428English O 68 Manchester 190English P 46 Newcastle-on-Tyne 118English R 111 Scottish 24 (a) Compute the mean for these data.(b) Compute the median for these data.(c) Which measure do you prefer for describing thecenter of this distribution? Explain your answer.(You may include a graphical summary as part of yourexplanation.)

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INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s Name: IEP Committee Meeting Date: / / 20 . Month Day Year . Month Day Year Projected End Date: / / 20 Projected Date of Annual Review: / Month Day Year Month Day Year Child’s Name: Date of Birth: Age: Month Day Year Eligibility Category: Ethnicity: Gender:  Female  Male Current Eligibility Date: / Projected Reevaluation Date: / Month Day Year Month Day Year MSIS Number: Grade: School: Parent/Guardian Name: Parent/Guardian Name: Address: Phone Number: Email: IEP COMMITTEE PARTICIPANTS (Signatures are not required.)  Initial [Written Parental Permission For Initial Placement must be signed before implementation]  Annual Name Position Name Position Agency Representative Other: General Educator Other: Special Educator Other: Parent/Guardian Other: Parent/Guardian Other: Child Other: Names and Position of Excused IEP Committee Members An IEP Committee member may be excused in whole or in part if the parent and/or adult student and public agency agree in writing prior to the IEP meeting. If the meeting deals with the excused member’s areas, he or she will provide written input to the IEP Committee prior to the meeting. Attach all written documentation to the IEP. The IEP meeting was conducted via alternate means of technology:  N/A  Video Conferencing  Conference Call  Other (specify): This IEP meeting was recorded:  Yes  No PROCEDURAL SAFEGUARDS NOTICE I have received a copy of the Procedural Safeguards Notice, and my rights and those of my child have been fully explained. The public agency has informed me of whom I may contact if I need additional information. Parent/Guardian Signature: Date: Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s Nam IEP COMMITTEE PARTICIPANTS (Signatures are not required.) IEP Action:  Review  Revise  Amend  ESY Date: / / 20 Name Position Name Position Agency Representative Other: General Educator Other: Special Educator Other: Parent/Guardian Other: Parent/Guardian Other: Child Other: Names and Position of Excused IEP Committee Members An IEP Committee member may be excused in whole or in part if the parent and/or adult student and public agency agree in writing prior to the IEP meeting. If the meeting deals with the excused member’s areas, he or she will provide written input to the IEP Committee prior to the meeting. Attach all written documentation to the IEP. The IEP meeting was conducted via alternate means of technology:  N/A  Video Conferencing  Conference Call  Other (specify): This IEP meeting was recorded:  Yes  No PROCEDURAL SAFEGUARDS NOTICE o I have received a copy of the Procedural Safeguards Notice, and my rights and those of my child have been fully explained. The public agency has informed me of whom I may contact if I need additional information. o I do not wish to receive a copy the Procedural Safeguards Notice. The public agency has informed me of whom I may contact if I need additional information. Parent/Guardian Signature: Date: SUMMARY OF REVISION Describe any changes in services and supports in the IEP (e.g., addition or deletion of services provided, increase or decrease in frequency of services provided). Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s Name:  Check to verify that all changes were made in the IEP Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . Ages INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s Name PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE Child’s Strengths, Preferences, and Interests Identify the child’s educational and/or developmental strengths, interest areas, significant personal attributes and personal accomplishments as indicated by formal or informal assessment. Identify the skills or behaviors the child has mastered. Be sure to include specific feedback from the child. If 14 years of age or older, describe the child’s strengths, preference and interests related to their postsecondary expectations (education, employment/training and daily living if appropriate). List data sources relative to describing the child’s strengths, preferences and interests (e.g. interviews, formal assessments, informal assessments etc.). Impact of Disability and Child Needs (Critical Skills and Behaviors or Developmentally Appropriate Activities) Describe the effects of the child’s disability on involvement and progress in the general education curriculum, including the impact on the child’s current level of functioning in reading and math and the functional implications of the child’s skills. For a preschool child, describe the effect of this child’s disability on involvement in developmentally appropriate activities. If 14 years of age or older, describe the effect of this child’s disability on the pursuit of postsecondary expectations (education, employment/training and daily living if appropriate). List data sources relative to describing the child’s needs and impact of his/her disability (e.g. progress monitoring, observations, assessments, etc.). Parent/Child Input Include any concerns of the parent and, as appropriate, the child for enhancing the education of the child. Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s Name: Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . Ages INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’ PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE Present Levels of Social Emotional Skills and Relationships Performance Summary:  Social  Emotional  Behavioral  Other: Present Levels of Knowledge and Skills Performance Summary:  Communication  Pre­Academic  Cognitive  Other: Present Levels of Appropriate Behavior to Meet Needs Performance Summary:  Gross/Fine Motor Skills  Adaptive/Daily Living Skills  Other: Include results of the initial or most recent evaluation as well as the child’s ability to generalize his/her learning to participate in developmentally appropriate activities. Does this area impact the child’s social emotional skills and relationships performance  Yes  No Does this area impact the child’s knowledge and skills performance  Yes  No Does this area impact the child’s appropriate behavior to meet needs performance  Yes  No MEASURABLE ANNUAL GOAL Goal # Measurable Annual Goal MOM Obj. # Short­Term Instructional Objectives/Benchmarks (STIO/B) 1 2 3 4 5 Report of Progress Methods of Measurement (MOM) Progress on Annual Goal (PAG) OBS = Observation A. The child is making sufficient progress to meet the annual goal. CRT = Criterion­Referenced Test B. The child is making insufficient progress to meet the annual goal. CBM = Curriculum­Based Measure (An IEP meeting must be held to discuss revisions.) WS = Work Samples C. The annual goal has been met or exceeded. D/P = Demonstration/Performance Other: has not been introduced yet. Date of Current Level of Performance (CLP) for Report of Progress Describe the child’s current performance on the annual goal based on progress on PAG Report STIO/Bs using the identified method of measurement (OBS, CRT, CBM, WS, D/P, etc.). Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s Name Notification of Progress Provided to Parents/Guardians Type  Progress Notes o Report Cards o Goals Sheets o Other: Frequency  Every 4 ½ weeks o Every 6 weeks o Every 9 Weeks o Other: Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . Ages INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE Present Levels of Academic Performance Summary:  Reading  Math Present Levels of Functional Performance Summary:  Communication  Social  Emotional  Behavioral  Gross/Fine Motor Skills  Career and Technical Education and Employment  Adaptive/Daily Living Skills  Other: Include results of the initial or most recent evaluation, including, if appropriate, the results of any interventions, progress monitoring and gap analyses, as well as the child’s ability to generalize his/her learning. Does this area impact the child’s academic achievement  Yes  No Does this area impact the child’s functional performance  Yes  No MEASURABLE ANNUAL GOAL Goal # Measurable Annual Goal TA* MOM Obj. # Short­Term Instructional Objectives/Benchmarks (STIO/B) 1 2 3 4 5 Report of Progress Methods of Measurement (MOM) Progress on Annual Goal (PAG) OBS = Observation A. The child is making sufficient progress to meet the annual goal. CRT = Criterion­Referenced Test B. The child is making insufficient progress to meet the annual goal. CBM = Curriculum­Based Measure (An IEP meeting must be held to discuss revisions.) WS = Work Samples C. The annual goal has been met or exceeded. D/P = Demonstration/Performance Other: has not been introduced yet. Date of Current Level of Performance (CLP) for Report of Progress Describe the child’s current performance on the annual goal based on progress on PAG Report STIO/Bs using the identified method of measurement (OBS, CRT, CBM, WS, D/P, etc.). Notification of Progress Provided to Parents/Guardians Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s Nam Type  Progress Notes o Report Cards o Goals Sheets o Other: Frequency  Every 4 ½ weeks o Every 6 weeks o Every 9 Weeks o Other: *TA = Transition Activity Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s Nam SPECIAL CONSIDERATIONS* Communication (Required) Does the child have special communication needs  Yes  No If yes, describe the specific needs and document the basis for the decision: Assistive Technology (Required) Does the child need assistive technology services or devices to maintain or improve functional capabilities  Yes  No Does the child need assistive technology assessment  Yes  No If yes, describe the specific needs and document the basis for the decision: Service for Children who are Blind or Visually Impaired  N/A In the case of a child who is blind or visually impaired, provide for instruction in and the use of Braille unless the IEP Committee determines, after an evaluation of the child’s reading and writing media, Braille instruction is not appropriate. Instruction in Braille considered  Yes  No Evaluation Date: Is instruction in Braille appropriate  Yes  No Document the basis for the decision: Were the parents provided information about the Mississippi School for the Blind  Yes  No Service for Children who are Deaf or Hearing Impaired  N/A  N/A In the case of the child who is deaf or hearing impaired, consider language and communication needs, opportunities for direct communication needs, academic level, and full range of needs, including direct instruction in the child’s language and communication mode. Child’s language and communication mode: Is direct instruction in the child’s language and communication mode needed  Yes  No Document the basis for the decision: Were the parents provided information regarding the Mississippi School for the Deaf  Yes  No Behavior Intervention  N/A In the case of a child whose behavior impedes the child’s learning or the learning of other children, consideration is given to the use of positive behavior interventions, supports, and other strategies to address that behavior. Does the child have/need a functional behavioral assessment (FBA)  Yes  No Assessment Date: Does the child have/need a behavior intervention plan (BIP)**  Yes  No Implementation Date: Has the behavior intervention plan (BIP) been reviewed/revised  Yes  No Review Date: Revision Date: Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’ Document the basis for the decision: **If a child has a BIP, s/he must have a corresponding annual goal(s) to address behavioral concerns. Services for Children with Limited English Proficiency  N/A In the case of a child with limited English Proficiency, consideration is given to the language needs of the child as such needs relate to the child’s IEP. Describe the specific needs and document the basis for the decision: * Indicate Special Considerations in the Summary of Performance. SPECIAL EDUCATION AND RELATED SERVICES Special Education Service Area Location Start Date Duration/Frequency End Date Document basis for the decision: Instructional/Functional Accommodations Service Area Location Start Date Duration/Frequency End Date Document basis for the decision: Program Modifications Service Area Location Start Date Duration/Frequency End Date Document basis for the decision: Related Services Service Area Location Start Date Duration/Frequency End Date Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s Name: Document basis for the decision: Supports for Personnel Service Area Location Start Date Duration/Frequency End Date Document basis for the decision: Area a. Reading f. Science k. Music p. Title I u. Other: b. Spelling g. Health l. Art q. Tech Prep v. Other: c. English h. Lunch m. Computer Science r. Vocational w. Other: d. Math i. PE n. Clubs s. Library x. Other: e. Social Studies j. Guidance/Counselin o. Recreation Activities t. All Subjects y. Other: g Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s Nam PARTICIPATION IN STATE­WIDE ASSESSMENT PROGRAM o This child is not required to participate in State­wide assessments as she or he is over 18 years of age. o This child meets the criteria for SCD and is under 8 years of age. Significant Cognitive Disability (SCD) Determination To be classified as a child having a significant cognitive disability, ALL of the criteria below must be true. The child demonstrates significant cognitive deficits and poor adaptive skill levels (as determined by that  Yes  No child’s comprehensive evaluation) that prevent participation in the standard academic curriculum or achievement of the academic content standards, even with accommodations and modifications. The child requires extensive direct instruction in both academic and functional skills in multiple settings to  Yes  No accomplish the application and transfer of those skills. The child’s inability to complete the standard academic curriculum is neither the result of excessive or  Yes  No extended absences nor is primarily the result of visual, auditory, or physical disabilities, emotional­ behavioral disabilities, specific learning disabilities or social, cultural, or economic differences.  The child MEETS the criteria for having a significant cognitive disability.  The child DOES NOT MEET the criteria for having a significant cognitive disability. For children classified as having an SCD, indicate the standards in which the child is instructed.  This child meets the criteria for SCD and receives all instruction on alternate standards.  This child meets the criteria for SCD and receives instruction on grade­level standards in the following content area(s): Indicate the assessment(s) in which the child will participate (State­ or district­wide assessments): Children may participate in the standard Grade Level/Subject Area Assessments, Subject Area Alternative Assessments, or the Grade Level/Subject Area Alternate Assessments. Refer to Testing Students with Disabilities Regulations to determine appropriate assessments. State­ or District­Wide Assessments for Children with an SCD Assessments for children who meet the criteria for significant cognitive disabilities and receive instruction on alternate standards include the Dynamic Learning Maps (DLM), Mississippi Alternate Assessment of Extended Science Frameworks (MAAESF), Alternate Assessing Comprehension and Communication in English State­to­State for English Language Learners (Alternate ACCESS for ELL), and/or additional tests. Grade Level (Age for non­graded students) For non­graded students (coded 56, 58, or 78), peer grades are based on the child’s Indicate any assessments the st child will complete during the age as of September 1 of the applicable school year K­2 3 4 5 6 7 8 9 10 11 12 current year: (5­7 (8 (9 yrs) (10 yrs)(11 yrs) (12 yrs) (13 yrs) (14 yrs) (15 (16 (17/18 yrs) yrs) yrs) yrs) yrs) DLM Mathematics DLM Language Arts MAAESF Science Alternate ACCESS for ELL Other: ACKNOWLEDGEMENT OF REQUIREMENTS FOR PARTICIPATION IN HIGH SCHOOL SUBJECT AREA TESTS I have had the Mississippi Statewide Assessment System fully explained to me. I understand that all children will be assessed in some way but only those children who pass every tested subject area course and end­of­course test (or approved alternate measures) will be eligible to receive a standard high school diploma. Parent/Guardian Signature: Date: Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s Name: Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s Name PARTICIPATION IN STATE­WIDE ASSESSMENT PROGRAM State­ or District­Wide Assessments for Children without an SCD Assessments for children who receive instruction on grade­level standards include the Mississippi K­3 Assessment 2 rd Support System (MKAS ), Mississippi Curriculum Test, 3 Edition (MCT3), Mississippi Science Test 2 (MST2), Subject Area Testing Program, 2 and 3 Editions (SATP2/SATP3), Mississippi Writing Assessment Program, 3 rd Edition (MWAP3), Mississippi Career Planning and Assessment System, 2 Edition (MS­CPAS2), American College Test (ACT), Assessing Comprehension and Communication in English State­to­State for English Language Learners (ACCESS for ELL), and/or additional tests. Indicate any assessments the child will complete Grade Level during the current year, specifying the edition, if applicable. If the child has previously taken the assessment, record the most recent administration K­2 3 4 5 6 7 8 9 10 11 12 date and check the box if the child passed the test. 2 MKAS : Kindergarten Readiness Assessment MKAS : 3 Grade Summative Assessment MCT3 English Language Arts/Literacy MCT3 Mathematics MST2 SATP2/3 Algebra I Admin. date / Passed ] SATP2 Biology I [Admin. dat / Passed ] SATP2/3 English II [Admin. dat / Passed ] SATP2 US History [Admin. dat / Passed ] MWAP3 [Admin. dat / Passed ] MS­CPAS2 [Admin. dat / Passed ] ACT ACCESS for ELL Other: nd rd Subject Area Testing Program, 2 Edition Alternative Assessment (SATP2AA) / 3 Edition (SATP3AA) If (a) a child has successfully mastered the subject area course objectives, (b) the child failed the end­of­course test, and (3) the IEP Committee has determined that the alternative assessment is appropriate, complete the following: For any assessments the Explanation why the child’s disability requires the Remediation provided/to be provided in child will complete during administration of an alternative assessment instead the subject area to be assessed the current year, specify of a standard administration with accommodations (Additional documentation may be the edition, if applicable: for this subject area: required for the application): SATP2AA/3AA Algebra I SATP2AA Biology I SATP2AA/3AA English II SATP2AA US History SATP2AA MWAP3 ACKNOWLEDGEMENT OF REQUIREMENTS FOR PARTICIPATION IN HIGH SCHOOL SUBJECT AREA TESTS I have had the Mississippi Statewide Assessment System fully explained to me. I understand that all children will be assessed in some way but only those children who pass every tested subject area course and end­of­course test (or approved alternate measures) will be eligible to receive a standard high school diploma. Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s N Parent/Guardian Signature: Date: STATE­WIDE / DISTRICT­WIDE TEST ACCESSIBILITY / ACCOMMODATIONS Refer to the current Mississippi Testing Accommodations Manual, Partnership for Assessment of Readiness for College and Careers (PARCC) Accessibility Features and Accommodations Manual, and/or American College Test (ACT) Accommodations for Students with Disabilities for information regarding testing accommodations. All accommodations used for State­wide testing must also be used during the child’s classroom instruction and assessments. Presentation Accommodations Code Test(s) Document the basis for the decision: Response Accommodations Code Test(s) Document the basis for the decision: Timing and Scheduling Accommodations Code Test(s) Document the basis for the decision: Setting Accommodations Code Test(s) Document the basis for the decision: Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s Test a. MKAS 2 f. SATP2/3 or SATP2AA/3AA Algebra I k. ACT b. MCT3 ELA/Literacy c. MCT3 Math g. SATP2/SATP2AA Biology I l. MS­CPAS2 d. MST2 (Science) h. SATP2/3 or SATP2AA/3AA English II m. Other: i. SATP2/SATP2AA US History n. Other: e. Alternate/ACCESS for ELL j. MWAP3 o. Other: INDIVIDUAL TRANSITION PLAN Beginning at age 14, or younger if appropriate, a Transition Plan must be completed with consideration of the child’s needs, preferences, and interests. This plan must be updated annually. Postsecondary Goals Specify appropriate measurable postsecondary goals as identified by the child, parent(s) and IEP Related IEP Committee. Postsecondary goals are based upon age­appropriate transition assessments related to Goal(s) # employment, education and/or training, and, where appropriate, independent living skills. Education/Training (Required) Employment (Required) Independent Living (If Appropriate) Age­Appropriate Transition Assessments Transition Assessment Responsible Date Report (including child and family Assessment Type Agency/Person Conducted Attached Needed survey or interview) Education/Training (Required) Employment (Required) Independent Living (If Appropriate) Transition Services Transition services may include instruction, related services, community experiences, development of employment and other post­school adult living objectives, and acquisition of daily living skills to be provided before graduation to support the child in achieving his/her postsecondary goals. Instruction (e.g. accommodations, tutoring, skills training, prep for college exam) List the activities the school, child, parent and any outside agency(ies) will do to help the child reach the stated post­ secondary goal(s). Specify any outside agency(ies) that will provide transition services. Related Services (e.g., parent(s), technology, transportation, medical services, supported services) List the activities the school, child, parent and any outside agency(ies) will do to help the child reach the stated post­ secondary goal(s). Specify any outside agency(ies) that will provide transition services. Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s Name: Community Experiences (e.g., job shadowing, supported employment, banking, shopping, touring postsecondary institutions) List the activities the school, child, parent and any outside agency(ies) will do to help the child reach the stated post­ secondary goal(s). Specify any outside agency(ies) that will provide transition services. Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s Development Of Employment Objectives and Functional Vocational Evaluation (e.g., career planning, guidance counseling, job and career interests, aptitudes and skills) List the activities the school, child, parent and any outside agency(ies) will do to help the child reach the stated post­ secondary goal(s). Specify any outside agency(ies) that will provide transition services. Acquisition Of Daily Living Skills and Other Post­School Adult Living Objectives (e.g., self­care, home repair, health and safety, money management, registering to vote, adult benefits planning, independent living) List the activities the school, child, parent and any outside agency(ies) will do to help the child reach the stated post­ secondary goal(s). Specify any outside agency(ies) that will provide transition services. Exit Options Exit options must be The exit option determined appropriate for the child is: reviewed with the parent and the child, as appropriate, o Standard High o Mississippi o District GED o Certificate of before completing this School Diploma Occupational Diploma Option Program Completion section. Course Of Study Select the course of study that supports the child’s postsecondary goal(s): o Agriculture, Food and Natural o Education and Training o Law, Public Safety, and Security Resources o Finance o Manufacturing o Architecture and Construction o Government and Public Administration o Marketing o Arts, Media, and o Health Science o Science, Technology, Communications o Hospitality and Tourism Engineering and Mathematics o Business Management and o Human Services o Transportation, Distribution, and Administration o Information Technology Logistics Additional options (SCD only):  Supported Employment  Daily Living Activities  Customized Employment List the general and special education class(es) in the child’s course of study for the previous, current, and projected year selected on the basis of the child’s strengths, interests, preferences and desired postsecondary goals. Previous Year’s Class(es) Current Year’s Class(es) Projected Year’s Class(es) Child’s Invitation to the IEP Committee Meeting The child was invited to the IEP meeting.  Yes  No Interagency Linkages (Participating Agencies) List any agencies/person(s) (a) currently involved with the child or family, (b) who can provide needed information to the IEP Committee and/or (c) likely to become involved in providing support or services after the child exits high school and transitions to the community, employment and/or postsecondary education/training. Written parental consent must be obtained before inviting any agency/person(s) likely to be responsible for providing/paying for transition services. o Education/Training: o Employment: o Independent Living: TRANSFER OF RIGHTS I have been informed of my rights under Part B of the Individuals with Disabilities Education Improvement Act Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s (IDEA) of 2004, as amended, that will transfer to me when I reach the age of majority (21 years of age). Child’s Signature: Date: PLACEMENT CONSIDERATIONS AND LEAST RESTRICTIVE ENVIRONMENT (LRE) DETERMINATIONS Placement Option(s) Considered Describe the placement option(s) the IEP Committee considered including any potentially harmful effects each option may have on the child or the quality of services to be provided. Include the level of support required for each placement option. Document the basis for decision: Non­Participation with Non­Disabled Peers Describe the extent to which the child does not participate with his/her non­disabled peers. Document the basis for decision: Special Transportation Is special transportation needed in the selected LRE  Yes  No If yes, describe the specific needs and document the basis for the decision: Percentage of Time Child Receives Special Education Outside of the General Education Classroom Preschool LRE Classification (Check one below for children ages 3­5) o PC/Home o PI/Regular program ten (10) or more hours per week and served in the regular o PE/Residential Facility program o PJ/Regular program ten (10) or more hours per week and served in another location o PF/Separate School o PG/Separate Class o PK/Regular program less than ten (10) hours per week and served in the regular o PH/Service Provider program Location o PL/Regular program less than ten (10) hours per week and served in another location School Age LRE Classification (Check one below for children ages 6­21) o SA/Inside general education class 80% or more of the day o SF/Residential Facility o SB/Inside general education class 40 to 79% of the day o SH/Home­Hospital Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s Name: o SC/Inside general education class less than 40% of the day o SI/Correctional Facilities o SD/Separate School o SJ/Parentally Placed in Private Schools WRITTEN PARENTAL PERMISSION FOR INITIAL PLACEMENT My rights and those of my child as outlined in the Procedural Safeguards Notice have been fully explained to me. I understand that my child has a disability, and I know my child’s eligibility category. I hereby give consent for my child to receive special education services as recorded on this Individualized Education Program (IEP). Parent/Guardian Signature: Date: Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s Nam EXTENDED SCHOOL YEAR (ESY) o This child attends a twelve (12) month program. Determination of ESY Decision Determination Date: All of the following criteria used in determining eligibility must be considered: o Regression­Recoupment: Refers to a child’s loss of a skill on IEP objective(s) after at least two (2) breaks in instruction without regaining the documented level of skill(s) prior to the break within the specified period. o Critical Point of Instruction 1: Refers to the need to maintain a child’s critical skill to prevent a loss of general education class time or an increase in special education service time. o Critical Point of Instruction 2: Refers to a point in the acquisition or maintenance of a critical skill during which a length break in instruction would lead to a significant loss of progress. o Extenuating Circumstances: Refers to special situations that jeopardize the child’s receipt of a FAPE unless ESY services are provided NOTE: Although ESY services typically focus on existing annual goals or STIO/Bs, the IEP Committee may determine the child needs to master a new goal or objective to be able to master or maintain the critical skill identified as the basis for ESY services. Only in this situation may the IEP Committee write a new goal and/or objective to address this critical skill. The type or severity of the child’s disability must cause the skills learned by the child during the regular school year to be significantly jeopardized if he/she does not receive ESY. o This child’s situation MEETS criteria for ESY Services. o This child’s situation DOES NOT MEET the criteria for ESY Services Document the basis for the decision. Documentation of how the decision was made MUST be in the child’s file. Measurable Annual Goals or Short­Term Instructional Report of Progress Objectives/Benchmarks (STIO/B) These must be existing measurable annual goals or STIO/Bs except for TA MOM CLP PAG situations as described in the note above. TA = Methods of Measurement (MOM) Report of Progress OBS = Observation WS = Work Samples CLP = Current Level of Performance Transitio CRT = Criterion Reference Test D/P = Demonstration/Performance PAG = Progress on Annual Goal n Activity CBM = Curriculum Based Measure Other: age for codes A Progress Report will be given to parents every week(s) port given to parent Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of . INDIVIDUALIZED EDUCATION PROGRAM (IEP) Public Agency/School District: Child’s Name: or at the end of the child’s ESY services on Area Types of Service # of Duration/ (See Special Education Location Start Date End Date Weeks Frequency and Related Service page for code) Educational Services Related Services** Transportation Other: Other: ** Any related services provided (except transportation) must have a corresponding measurable annual goal or STIO/B. Rev. 7/1/2014 Mississippi Department of Education–Office of Special Education Page of .

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Chapter 1, Problem 1.61 is Solved
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Textbook: Introduction to the Practice of Statistics: w/CrunchIt/EESEE Access Card
Edition: 8
Author: David S. Moore, George P. McCabe, Bruce A. Craig
ISBN: 9781464158933

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