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I believe that Spencer needs to go to school so that he is held accountable to adults and completes his studies. I also think that he needs to have a social connection beyond his gaming system. The description states that he “tends to behave well in school for the most part”. This leads me to believe that he enjoys being at school for the most of the day. I believe that if he really didn’t want to be there he would have more meltdowns and panic attacks causing aggression and the asthma.
Spencer also needs to learn how to accept rejection when he is told no or when instructed to do something that he doesn’t want to without being aggressive or creating a self induced asthma attack.
I believe that Spencer wants to play Minecraft. I don’t believe that he really understands what homeschooling through Minecraft really looks like. He just wants to play the game.
I think that wants help teachers create learning environments that children are willing to attend to and learn. If we can use the child’s wants to engage his learning, without taking away from the value of the task, I believe it is worth the investigation. It may be in this circumstance the team needs to make coming to school more rewarding than staying home.
Information I would be interested in learning: 1) Why does he have the panic attacks at home about school and homework? Is it that it is taking time away from something he enjoys? 2) What happens on days that Spencer gets excused from school due his refusals to go? 3) What does Minecraft learning look like and is it something that could be implemented into his learning at school? 4) Why are his grades dropping? 5) If his test are well above average, why does he only have average grades in his stronger core classes? And below average grades in his math class that he scores average in during testing?
With the information one would possibly understand the purpose for the meltdowns and readdress the triggers. With the information it is possible that Spencer’s team to re-evaluate his day and set in place Spencer’s wants to alleviate the aggression and the asthma attacks.
Given a set of objects, Sammi will count them and write the corresponding number, without prompts, for number sets to 30, in 4/5 opportunities by April 22,2019.
Measurability question 1- yes Counting can be heard and the number written can be seen
question 2 – yes this goal is easily measured by any taking data, prompting should be faded as the child becomes more independent with the skill
Functionality question 3 – yes counting, recognizing, and writing numbers are a life long skills
question 4- yes
Generality question 5 – yes counting, number recall, and formation are gateways to higher level math instruction
question 6 – yes this skill is easily adaptable to all materials and across settings
Instructional context question 7 – yes this skill can be practiced across multiple activities using multiple manipulatives
question 8 – yes anyone could measure this skillIf I understood the questions correctly I have written an IEP worthy goal.
I suppose that I have been fortunate in that I haven’t ever had an administrator critique my IEPs or my goals. I’m not sure that anyone besides myself and the parents (when we are developing the IEPs) know what the goals are that I write. Several years ago, we were told by the SPED director that we needed to include a “functional” goal with our academic goals. Often these goals have centered around completing homework, organizing materials, or learning personal information. To my knowledge, I have never heard of IEP goals being dictated and controlled as to their content. There have been suggestions as to not have more goals than you can track, to make sure your goals are meaningful and measurable, and to really consider whether the goal is something the learner is really struggling with. I have not noticed that students with similar needs benefiting with the use of particular types of goals. I have a bank of goals that I use to address my students at particular levels of development, so if someone was to read my IEPs they would see similar goals for students with similar needs. Not saying that there isn’t a great deal of thought and individuality that goes into building each individual’s educational plan.
I don’t think that a goal always has to be either functional or academic. I think in some situations the goal could be both. For example learning to read CVC words- at first glance an academic goal. This is a foundational reading skill. We read on a daily basis, whether we are sitting down with a book or magazine, driving down the road, watching TV, looking in the cupboard for something to eat, or even strolling through a store. Reading allows an individual to begin to establish a sense on independence and allows them to adapt to their environment with ease. Most individuals have some reading skills. I believe that all goals should fall into either the academic, functional, or both category. If there isn’t an academic or functional purpose to the goal, why are we working it. Certainly if it is a skill with obtaining it is functional or academic.
I would say that these are functional goals. There is meaning and a purpose to the objectives listed above. The academic skills are base skills used as foundations for higher levels of learning. Being able to find a partner and identify needs of others are important social skills that we utilize throughout our lives. Understanding the functions of the tools around us helps us lead independent lives. I see these goals as being meaningful when broken down into smaller objectives, particularly if the child is not making appropriate gains without specialized supports. The academic goals are similar to concepts that are taught in the general curriculum in early childhood and as I mentioned above part of the foundation for learning reading and mathematic skills. The ability to find a partner is skill that is expected throughout the K-12 curriculum and it is a social skill that people use throughout their lives and settings. The ability is recognize a need in others is a skill that more adults should demonstrate as we enter into society. The ability to care for our neighbors is taught in our homes, schools, churches, in many professions, and supported by our government. This is a life skill that is meant to reach across our lives and settings. Understanding the use of the tools around us is something that one must acquire for ones lifetime in a multitude of situations.
Dayton prefers to play in isolation and becomes upset (e.g., cries and hits others) when another child comes too close. As a result, his peer interactions at playtime are limited. I don’t think that this statement is positive, but I also feel that this behavior also happens in the home and therefore wouldn’t be a surprise to the parent. It would be nice to have an example of a positive interaction.
As measured on the EOWPVT-R, Carmen’s (48 months) expressive vocabulary is at 19 months and as measured by the ROWPVT-R her receptive vocabulary is at 26 months. I don’t necessarily feel that this statement would be perceived negatively by the parents, but I don’t feel that it would have much meaning to them either.
Elise is essentially non-verbal and uses many ways to communicate including: gestures, facial expression, eye gaze, vocalizations, word approximations, head nods for yes, head shakes for no, and use of a Dynavox 3100 augmentative communication device which she accesses with a head switch. I think this statement is fine. It lists the ways that the child can communicate along with her limitations.
Damien’s attention problems result in failure to follow the teacher’s directions, talking out of turn and responding inappropriately during group activities. I don’t care for how this is phrased. I think it could be phrased kinder and with more meaning.
Zung understands and remembers what he hears about a subject. Learning by reading or looking at pictures is difficult for him and doesn’t work as well. The “doesn’t work well” phrase isn’t my favorite. But I do like how they started with what works for the boy then brought up what wasn’t successful.
Mark doesn’t know his colors. He can count to 3 but doesn’t always remember the number 2. He can stack 3 blocks. I think parents would find this a bit negative. I have heard many of times that so and so can do this at home. I think a better verbage would be he hasn’t mastered his colors, or he is able to match, or something that he can do with colors, then tell us that he isn’t able to name them. He can count to three but forgets two means that he is working on counting to three. He consistently recalls one and three but often forgets 2.
When I feel that one of my PLAAFPs focus on what a child can’t do or on negative behaviors. I always tell the parents that I am sorry, but there are wonderful things that your child is doing too or that they have made a lot of growth in particular areas. I try to stress that this is the document that others read to see where we are at and where we want to be going.
Filter 1: Not having the PLAAFP makes it hard to determine if the need comes from the child’s disability. I also feel that this goal is very broad and crosses over several different areas. The examples include pairs in academics to social skills to self help.
Filter 2: Not being able to match in the academics content would impacts his progress to the curriculum. Not recognizing the social cues and prompts would impact your access to socialization. Not understanding purposes for materials we use would impede a child’s inpedendence. Therefore, broken down into smaller objectives this goal would encourage the child to have greater access, participation, and progress in the different content areas.
Filter 3: Being able to pair in different situations may require more individual prompting or practice then typically considered appropriate so this goal my require specially designed instruction to meet the needs of the child.
Filter 4: Depending on the child’s baseline ability this goal may be accomplished over a year’s time in specific areas.
Dayton prefers to play in isolation and becomes upset (e.g., cries and hits others) when another child comes too close. As a result, his peer interactions at playtime are limited. Green
As measured on the EOWPVT-R, Carmen’s (48 months) expressive vocabulary is at 19 months and as measured by the ROWPVT-R her receptive vocabulary is at 26 months. Red. These are test results and doesn’t really tell me how the child communicates. We need to know how the differences in the two affect the child’s ability to communicate.
Elise is essentially non-verbal and uses many ways to communicate including: gestures, facial expression, eye gaze, vocalizations, word approximations, head nods for yes, head shakes for no, and use of a Dynavox 3100 augmentative communication device which she accesses with a head switch. Green
Damien’s attention problems result in failure to follow the teacher’s directions, talking out of turn and responding inappropriately during group activities. Red/Green, how is it affecting his education? or is it a classroom behavior issue?
Zung understands and remembers what he hears about a subject. Learning by reading or looking at pictures is difficult for him and doesn’t work as well. Green/Red- What does “doesn’t work as well mean”? Does it mean he has to work hard and then gets it or he doesn’t learn it.
Mark doesn’t know his colors. He can count to 3 but doesn’t always remember the number 2. He can stack 3 blocks. Green/Red: What are the expectations? What colors has he been taught? What is the expectation for counting and stacking blocks?
I think that statements can be green and red. I feel that some of the statements that I labeled in this grey area started off solid then read a phrase left me wondering how? so? and?
This was hard for me because I don’t feel that I had enough information and needed to read the rest of the PLAAFPs to really decide if they were green/red. However, I think I’m probably over thinking the task and the real question is… did the author know the student and how the task affects his involvement.
