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Post by mydsgirl on Oct 19, 2007 8:19:18 GMT -5
Hi everyone, Emma is currently being re-evaluated at school for her tri-ennial. She is 6 years old and supposedly in 1st grade. They skipped K so she could go full days. Just for some basic background, I do not like her placement. She is in with the severe classroom, meaning all of the kids are very low functioning. I feel she needs to be in a less restrictive environment so I am getting all of my P's and Q's together before we have our next meeting. Anyway, her Progress reports come directly from her IEP goals which is a good thing, but the goals seem very broad. The benchmarks however are more specific. I just want to make sure the goals are correct. Here are some examples...
Physical Skills: Emma will demonstrate improved gross motor skills within 1 school year.
Learning Skills: Emma will increase her cognitive skills to a more functional level with 50 percent mastery.
Gross/Fine Motor and Sensory Development: Emma will increase fine motor skills to a more functional level with 50% mastery.
Communication: Emma will utilize total communication to increase language and communication skills to a more functional level with 70% accuracy in 3/4 data collections.
Do any of you have any other goals which I may be able to use or any advice for these?
I informed her teacher that I would like, at the very least for Emma to be in the moderate classroom. She indicated that they are already writing their letters and numbers. (Emma is still scribbling) But Emma did not get to do any of this during K.
I hope you all don't mind but I have copied a lot of what you wrote on different posts which I intend to use for her. Thanks in advance. Leah
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Post by Kristin on Oct 25, 2007 20:55:17 GMT -5
Clarice's goals were more specific, and still are. I pulled her kindergarten IEP to give you some examples. In our district they are required to be measurable.
By 6/04, when shown the 6 letters in her first name, Clarice will name 1 of 6 letters on 2 of 3 trials. By 10/04, when shown 6 letters in her name, Clarice will namd 3 of 6 letters on 2 of 3 trials. (this continues until 2/05 when she names all of her letters 3 of 4 trials.
Other goals included counting by 10's Naming basic shapes Counting to 10. pointing to the correct number of objects sorting objects into groups Drawing a person with all body parts cutting out basic shapes buckling shoes toileting skills Time on task following directions initiating and completing tasks putting shoes on correct feet buttoning clothes Speech included imitating certain sounds, initiating phrases, & the numbers of words in the phrases While additional skills were taught, these set a minimum with a time-line and goals. If the skills were met early, they added skills. Clarice was and still is in a moderate class. She is easily distracted, so the smaller room has worked well for her. She is in the school's daycare after school and has a "shadow" aide who redirects her as needed, helps her with some homework and will even do flash card practice if I ask. She has always been in daycare with the regular school population and has some friends there. I have always tried to make sure the school does not underestimate her. I have to keep reminding them to refer to test scores as well as the recommendation of her teacher as to where she functions, not where they place "all of the kids with DS" as if our kids were all the same. I think that at least having some specific goals allows you to actually tell what has been achieved and holds them more accountable. How would you measure "improved gross motor skills" if no one is actually measuring any specific skills? Anyway, sorry for the long post. Hope it helps! Kristin
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Post by Chris too on Oct 25, 2007 21:38:03 GMT -5
Leah, I'm sorry, but those "goals" are the vaguest, most immeasurable goals I could even imagine. They are open to any interpretation at all, and will be used by the school system to do whatever they decide to do. I would recommend that you get an advocate as soon as possible and get real goals in place.
Best wishes Chris too
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Post by mydsgirl on Oct 26, 2007 4:57:00 GMT -5
Thanks for your recommendations. Our IEP has benchmarks for each of the goals but I thought the goals themselves had to be more specific. Kristen, wow Clarice must be very smart. Emma can not do most of the stuff on her IEP but I would rather her goals be higher than lower. I think she needs to learn all of those things. I feel they are keeping her at a lower level, if you know what I mean. Thanks again.
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Post by momofrussell on Oct 26, 2007 7:01:14 GMT -5
Actually, I know a few people whos children's goals are more vague like this. When they changed IDEA 2004 and the benchmark stuff, i.e. you don't HAVE to have benchmarks anymore, some ended up with vague goals. I have a friend locally who's daughter's goals ended up being vague a couple years ago and I said to ASK them... "HOW are we going to do this" and "HOW are you going to teach her that/this", ect.
If I were you, YOU be a part of the goal making! Write down what your child does at home and what you'd like to see him learn in the educational setting. You don't have to leave all the goal making up to the rest of the team. You are a part of the goals and what goes into the IEP. WE get to do the input too! And if you have goals that might be "over" where your child is at, then ask them to make goals (specific) to work up to to that one goal you want. Do you want academic and/or functional goals, that can be addressed.
I agree the goals are a bit vague... very vague. Russell's are more detailed but I see some IEP's where the goals are VERY specific and tons of goals. Ours are not like that but that would be too much for Russell. We have lots of regression/retention issues so we have to really keep things basic for Russell sometimes.
A.
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Post by Kristin on Oct 27, 2007 13:05:41 GMT -5
While those were Clarice's goals, some of them continue. Time on task is still one of them 4 years later. She still can't count by 10's but we're still working on it. Most of the other have finally been accomplished. I think the point is...like the posts, I want measurable goals, so we are tracking progress. I agree that I'd also like to know HOW they will be accomplished.
One of the things I ask to see when I visit the classroom is the curriculum they are using. I want it to include as much visual and hands-on components as possible. I also want to see how they teach the kids. One entire group for everything, or smaller groups with multiple levels within the class. I also looked for living skills areas like bed making, simple cooking, & housekeeping. In addition, I wanted to know which subjects were routinely done with a regular classroom (mainstreaming) like library time, music, art,...
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Post by Haleysmom on Nov 6, 2007 16:44:14 GMT -5
In Haley's goals we even include the degree in % of accuracy that we hope to attain AND if it will be achieved independently or with aide/teacher assistance within the time scope of the IEP (usually June1-May 31 each year).
Written - 4 word sentences independently 80% keyboard w/assistance 100% accuracy Read chapter book independently by chapter and discuss the content 50% Math - multiplication thru x10's indepen. 50% with assistance 80%
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