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Dar’s annual IEP was yesterday. I have a lot to say about that, but today I’m going to confine myself to some raw numbers. My six-year-old, probably unlike your six-year-old (at least I hope so, for your sake), gets a detailed list of goals and intentions. And unlike your six-year-old, mine’s not doing so well.

This is just the portion of the IEP that reviewed last year’s goals and asked if/how Dar met them. I’ll get to other parts in future posts. Today’s bottom line: in these rubrics, Dar got 7 out of 13. That’s 54%. Parents of teenagers, what would you do if your kid brought home an annual report card that said 54%? I don’t think you’d take it lightly, would you?

 

Measurable Annual Goal #SL #1

By September 2016, Dar will identify and label 20-30 school-based functional items/places/activities, using a dedicated Augmentative Alternative Communication (AAC) device with 80% accuracy given verbal and visual prompting across settings and team members.

Annual Review, Date 10/11/2016

Goal met: No

Comments: Dar is now using his device to request familiar items in the school setting. He is able to navigate school places: outside, classroom, cafeteria; toys: puppet, doll, bubbles; break activities: beans, tickle, leaves, jump, swing; and food: teddy grahams, gummy bears, apple, water, cracker.

Dar has many items in the home setting that he also requests independently.

At the start of the year, Dar needed visual prompting/modeling to find school items. He is returning to a more independent level as we are in school longer.

 

Measurable Annual Goal #SL #2

By September 2016, Dar will use 2-word functional phrases surrounding school-based vocabulary to request or comment throughout his day, given visual cues as needed, on 8 out of 10 trials as measured by teacher observation and charting.

Annual Review, Date 10/11/2016

Goal met: No

Comments: In reviewing many of the 2-word phrases Dar worked on at the end of kindergarten (e.g. open book, pour water, squeeze dough, my turn, drink water, shake bell, and push soap), he is able to produce 4 out of 8 independently. He needs reminders to include both words for the other targets. Dar is using 2-3 word utterances given the use of his AAC device (e.g. I want ____; go ____; play ____).

 

Measurable Annual Goal #SL #3

By September 2016, Dar will initiate and complete 3-4 step directions within a classroom “job” format, given the assistance of a peer buddy, with visual supports as needed, on 4 out of 5 occasions as measured by teacher observation and charting.

Annual Review, Date 10/11/2016

Goal met: Yes

Comments: At the end of last school year, Dar was able to complete 3-4 steps in several classroom jobs (e.g. wipe board, breakfast helper, water plants) given the help of a peer buddy. He is able to follow the steps with minimal verbal reminders.

Currently, Dar also participates in classroom jobs with the assistance of a class helper.

 

Measurable Annual Goal #SL #4

By September 2016, Dar will label a person when gaining attention, through verbal means or use of dedicated speech device, given no more than 1 verbal or visual cue with 80% accuracy on 4 out of 5 trials as measured by teacher observation and charting.

Annual Review, Date 10/11/2016

Goal met: Yes

Comments: Dar is able to touch a familiar adult’s shoulder and use a word approximation to gain attention of highly preferred school people. He is working on using the device to label new school team members. Dar often uses his device to request “mom” or “dad” while he is at school.
Measurable Annual Goal #OT 1

By October 2016, Dar will independently cut a 6-inch long curved and angled line with 80% success in 4/5 trials as measured by therapist charted data and records.

Annual Review, Date 10/11/2016

Goal met: No

Comments: Dar is able to cut on a 6” straight line independently on 4 out of 5 trials. He does not follow a curved or angled line.

 

Measurable Annual Goal #OT 2

By October 2016, Dar will copy prewriting shapes (vertical line, horizontal line, cross, “x,” and circle), with 80% success in 4/5 trials as measured by therapist charted data and records.

Annual Review, Date 10/11/2016

Goal met: No

Comments: At this time Dar inconsistently imitates lines. This therapist has only seen him 3 times so far this year.

 

Measurable Annual Goal #Functional Mobility 1

By October 2016, to help promote usage and awareness of both hands and overall balance and function, Dar will traverse the green climbing wall in either direction and traverse the moving balance beam and climb down the slanted climbing wall with an occasional tactile, verbal or visual prompt in 7/10 trials as measured by observation.

Annual Review, Date 10/11/2016

Goal met: No

Comments: Dar continues to be inconsistent in his willingness to explore the climbing structure and needs some assistance in traversing the balance beam. We will continue to work together toward this goal for the next school year.

 

Measurable Annual Goal #Functional Mobility 2

By October 2016, to facilitate participation in movement games during school and increase overall gross motor function, Dar will participate in agility/follow-the-leader games for 5 minute periods involving skills such as: marching, walking backwards, side-stepping, jumping forward, reaching up and down, feet jumping out and in, standing on one foot, running and kicking balls, with verbal, visual, tactile or hand held assistance as needed in 6/10 trials as measured by observation.

Annual Review, Date 10/11/2016

Goal met: No

Comments: Dar has made progress on this goal although his participation in gross motor activities and following directions has been inconsistent. The physical therapy program will continue to encourage attending to and following multistep directions when participating in a gross motor activity.

 

Measurable Annual Goal #Inclusion-1

By September 2016, given a visual aid for each number and manipulatives as needed, Dar will count to 10 using verbal approximations for each number with 80% accuracy in 4 out of 5 trials as measured by student work samples and/or data collection.

Annual Review, Date 10/11/2016

Goal met: Yes

Comments: Dar able to independently count up to ten, he still requires some prompting but is able to vocalize his numbers with the use of different forms of manipulatives. We will continue to work on generalizing this skill in a variety of contexts and settings.

 

Measurable Annual Goal #Inclusion-2

By September 2016, Dar will demonstrate one-to-one correspondence for numbers 1-10 by giving a verbal approximation of the target number and selecting a visual of the number when presented with a set of manipulatives ranging from 1-10, with 80% accuracy in 4 out of 5 trials as measured by student work samples and/or data collection.

Annual Review, Date 10/11/2016

Goal met: Yes

Comments: Dar is able to use his manipulatives to match the numbers he is at 80% and he met the goal February 2016. Dar shows a great level of mastery over 1:1 correspondence and has increased his field of items he’s working with. The team will work on strategies to increase his generalizations of these skills.

 

Measurable Annual Goal #Inclusion-3

By September 2016, given a field of 2 uppercase and 2 lowercase letters, one target letter, and one verbal prompt (i.e. match uppercase [letter] to lowercase [letter]), Dar will independently idenfity the correct uppercase and lowercase letter in the field of four letters that matches the target letter to match all 26 letters of the alphabet with 80% accuracy in 4 out of 5 trials as measured by student work samples and/or data collection.

Annual Review, Date 10/11/2016

Goal met: Yes

Comments: Dar is able to match uppercase and lowercase in a field of four when given the opportunity to match letters, both upper and lower case. Dar is now working with a field of 4 letters and should continue to build more on this skill. Dar has met this annual goal.

 

Measurable Annual Goal #Inclusion-4

By September 2016, given a preferred interactive game and adult facilitation, Dar will engage in a social interaction with at least 1 peer for up to 5 minutes, in 4 out of 5 trials as measured by teacher observation and/or data collection.

Annual Review, Date 10/11/2016

Goal met: Yes

Comments: Dar has been working on this goal by working on shared reading activities with interactive books as well as facilitated play at recess and during choice time. Dar is able to participate in shared activities with the use of adult facilitation and is increasing his initiation of play with peers. Peers will ask to hold his hand or walk with him and he will interact with peers depending on acticity and/or setting.

 

Measurable Annual Goal #Inclusion-5

By September 2016, given an academic classroom task (i.e. reading, writing, art, math, social studies, etc.) with modifications/adaptations as needed and adult support, Dar will remain engaged in the task for up to 10 minutes with the class, in 4 out of 5 trials as measured by teacher observation and/or data charting.

Annual Review, Date 10/11/2016

Goal met: Yes

Comments: Dar’s participation in class when given modified materials has increased greatly, starting 1st grade in a new setting has been a challenging transition. However now that we are more than a month into the school year Dar is able to engage in his class activities consistently and will stay at the carpet for 15 minutes or more at a time.

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