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Kathlyn PhilpotParticipant
Lesson 2:2 Response to Naomi Buck’s post
Hello Naomi Buck. I like your response to this module’s DQ question. You managed to put into words, what we do at my school as well. I struggled with putting it into words.We too struggle in the data collection areas, but mostly with qualitative data. I started addressing this with my daily check list where we record the quantitive data, I added a comment section, for my aide to include loads of positive information. It makes all the difference. Many weeks it has to be continued on the back of the page.
Kathlyn PhilpotParticipant– To what extent have you or the IEP teams you have been on engaged in the DDDM process?
My IEP team deliberately engages in the DDDM process in a limited, asynchronous method. We do so via texts, emails, phone, video conferences (1:1), and other methods. I live in an isolated village in Alaska which makes collaboration with the various team members challenging. In devising collection methods, collecting data, summarizing data, and discussing the potential decision options, we do so mostly via email.-If you have, do you or your team engage in DDDM in a continuous manner?
Again, I have to say my school’s team does, but it is not a deliberative process. Our decision making is continuous, but asynchronous. As any of us notice trends, changes, or concerning issues, we bring it to the attention of the rest of the team and go from there.-What steps of the process have you or your team struggled the most with and which step is a strength?
I would have to say that with my teams, our most challenging step is the interpret step (5). How does this data that we just analyzed, apply to real world settings. Our strength has to be 1 & 2, gathering and documenting the relevant information. I am blessed in that my sped aids are really talented ladies.Kathlyn PhilpotParticipantLesson 2:1 Response to Christine Keinhenz’s post
Hello Christine,You are absolutely, I would find out from his family what his triggers are AND what has worked in the past. In reading your post, I started thinking. Perhaps we should find out what was going on when these new issues started? Where there any changes in his family or life in general?
Kathlyn PhilpotParticipant-GIVEN what you have been told, what in this story strikes you as a potential NEED for Spencer?
It seems that Spencer has several needs, one of which is to transition successfully between school and home. A checklist schedule (possibly visual) and first-then cards might be helpful strategies to help him.-WHAT seems to be more of a WANT?
As almost everyone has mentioned, Spencer’s desire to be schooled entirely through Minecraft at home, is a want. From the information provided about him, it looks like he is a referral for special education services. With mostly good behavior in in school and up until recently, good grades in academics, I would first examine other supports that might be provided to help him at home and help him in the classroom (possibly a 504).-HOW do you DIFFERENTIATE between wants and capitalizing on a child’s interest?
I would use his wants as a motivator to address his needs. For example, if he has appropriate behavior, he can have extra time on minecraft on Fridays (at school). At home, mom could make a deal with Spencer where he behaved well in going to school, and she provides support for him to use Minecraft to study 1 subject. He would have to meet specific goals, including his follow-through.-WHAT OTHER information would you need and how would you ANALYZE it, in order to sort through needs and wants?
I would like to see a specific medical diagnosis, autism is a spectrum, and more information would be helpful. I would also like to know more about the family set-up (siblings, both parents present, strong extended family…). I still question whether his tantrums refusing to go to school, especially those that lead to an asthma attack or panic attacks, are a result of wants or needs. During these instances, he might be on the red train, which means it would be a want. I would need to know frequency and intensity of these instances and the antecedents to them.Kathlyn PhilpotParticipantPeer Response to LuEmma Rowland’s post:
LuEmma wrote: IEP Goal: Sally will use two hands together to manipulate two small objects at the same time in order to put things together (e.g. string beads, build with legos, put cap on marker, zip zipper, button pants, etc.) in 3 out of 4 data trials by December 18, 2020.
My Response: LuEmma, I love how you took a broad fine motor skill and extrapolated it across almost all daily activities and settings. Is this one you have used on IEPs or is it a hypothetical? I hope you don’t mine, but I am going to have to steal this goal for one of my students.
Kathlyn PhilpotParticipantIEP Goal (hypothetical): By 6/10/22, Nemi will, given pre-taught hand washing steps (6: wet hands, get soap, rub hands together, rinse, & dry), verbally list the steps and then model the steps with moderate support, with 100% accuracy on 4 of 5 opportunities across multiple settings (classroom, resource room, cafeteria…), as measured by teacher’s, aide’s, or therapist’s weekly observations.
1. Does the target behavior have a beginning and an end and can it be seen and/or heard
(i.e., is it observable – is it an action)?1-Absolutely, it has a beginning and an end, as demonstrated (literally) by the 6 steps.
2. Can you measure the child’s performance over time either qualitatively or
quantitatively (i.e., determine mastery level)?1-Again, absolutely! This goal is measurable in both the verbal list of the 6 steps to handwashing AND in the performance of the tasks. Both are observable and quantifiable.
3. Does the child need the target behavior to participate in all/most daily activities?
1-In these days of a global pandemic, hand washing is an urgently needed skill, across multiple settings. This skill is now required in almost every activity, or prior to most activities. The more frequently our students wash their hands the safer they will be.
4. Does the child need the target behavior to complete all/most daily activities?
0-This skill is not necessary to complete all/most daily activities, but it is necessary before you start the next activity.
5. Does the target behavior represent a general concept or class of responses?
1-This is a discrete skill, but can be considered as a general concept of cleanliness, which can be extrapolated to other cleanliness skills.
6. Can the target behavior be generalized across a variety of settings, materials, and/or
people?1-Yes, this target should be taught in a variety of settings & people, as specifically stated in the goal.
7. Can the target behavior be taught across daily activities?
1-Yes, as stated specifically in this goal, it must be taught across all settings with all daily activities.
8. Can the target behavior be taught/addressed by various team members (e.g., teachers, therapist, caregivers)?
1-Again, this skill must be taught by various team members, as specifically listed in the goal.
So this goal earned a 7 of 8 on the R-GORI scale, which means that this would be an IEP worthy goal.
Kathlyn PhilpotParticipantAshley Lyon’s Response to Dawn Fagenstrom’s initial post.
Ashley, you asked if Dawn had ever worked for a district that was specific in what kind of goals had to be written for specific students. Well, yes I have. My current employer requires that students who are cognitively impaired have to have functional goals as well as non-functional (academic) goals. Otherwise, they should mostly be non-functional goals. So if a student’s disability is a learning disability, it would be a non-functional goal or goals.
Kathlyn PhilpotParticipantPeer Response to Sandra Diaz
Sandra wrote…
A student with learning disability in reading will have an academic goal to increase accuracy and speed (fluency). With reading fluency, the student can focus on what the text is saying (comprehension). This goal is functional because it allows the student to be able to participate in their daily classroom and school activities such as reading instructions, signs, etc.Per our Notes for this class, a definition of Functional is:
Functional behaviors are those a child needs to participate in all/most daily activities, and those which will increase the child’s independence and ability to adapt to his/her environment.I am afraid I am going to have to disagree with you. Although reading does help in many academic areas, it is not necessary in all/most daily activities. There are many daily activities that do not require reading (playing outside games/sports, doing chores around the house, toileting, riding the school bus, eating meals, playing with friends/relatives…).
What do you think?
Kathlyn PhilpotParticipantIn my experience, there is not always a distinction between functional and academic goals. I have written many academic goals that build on fine motor control that is needed across almost all daily activities, which will increase independence and his or her ability to adapt to his/her environment. Student will improve his fine motor skills by tracing his/her name (or letters/numbers), by cutting along a dashed line of 5”, & putting the correct number of objects in a container with a 2 finger pinch to move the objects (yes and the rest of it, with 70% accuracy…). Building up his fine motor control in these areas also helps with self-feeding activities at breakfast and lunch. So I would say that most goals are either functional or academic but they CAN be both.
Kathlyn PhilpotParticipantPeer Response to Kaleigh Ryno
Kaleigh wrote…
Filter 4: Again, I need more information from the PLAAFP. I would like to know what the student is currently doing. However, I do feel that this goal can be met in a year’s time based on my assumptions of the student. I would still like to know the baseline of goals for the student.Kaleigh, how do you think progress can be measured, to judge whether it can be achieved within a year, when it covers such a broad range of areas like counting, picking a peer to read to, reading, letters/sounds, identifying characters in a story, handing out napkins, and hanging backpack on a hook? Is it measurable to pair labels/names/actions/symbols to its match/activity? I don’t question whether the child can master the individual activities within a year, I question how it will be measured to determine if the child has mastered these activities when they are all compiled into 1 goal.
Kathlyn PhilpotParticipant• “During a variety of daily activities, (insert child’s name) will correctly pair a label/name, a symbol, and/or an action of one object, person, and/or event to another. The child will correctly pair five different labels, symbols, or actions each day for two consecutive weeks. For example, the child will correctly pair number tags with corresponding objects by counting, child will select a buddy to read with when directed to “find a friend”, child will pair matching letter tags with letter sounds, child will name each animal in a story, child will give each child a napkin during snack, child will hang their backpack on a hook).”
FILTER 1 (disability based): Fail
First, this goal is vague and after reading it several times I still don’t know what they are talking about. The different activities given in the example don’t seem to be connected with a specific disability or need, unless it is developmental delay. Even if it is DD, each goal should be more narrowly focused. Nothing in this goal says what the disability is to me. It should be specific enough to jump out at you.FILTER 2 (negative impact): Pass
If we assume the student’s deficits listed as examples are related to the student’s disability, yes, this would negatively impact the student’s access, participation, and progress.FILTER 3 (SD Instruction):
If we assume the student’s deficits listed as examples are related to the student’s disability, then yes, it would require specially designed instruction. However, I would not include this broad range of activities in one goal. I would separate them into a math goal, a reading goal, a social skill, goal, and a language arts goal. I don’t see this child being able to meet these needs with just exposure, practice, or maturation.FILTER 4 (w/in 1 year):
Like others have said, without the PLAAFP, we can’t really know if this child will be able to achieve this goal within one year. If the goal was separated into its different areas addressed and specific measures were set for each of them, based on the PLAAFP data, I would have to say it is achievable within a year.Kathlyn PhilpotParticipantOk, I am having trouble with this discussion forum. This will be the third time I have posted this initial response. Please forgive me if it shows up 3 times but it is not showing up in the DQ forum.
I have to list a few issues before I address these PLAAFP statements. I am assuming that these are only short pieces of a fuller PLAAFP, as if they are the whole thing, they are all RED! For some statements, I would phrase it a little differently, but it is generally ok (with more information in the rest of the PLAAFP).
-Green or RED? 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.
As others have stated, I would need more information on this one. Does he have times when he can play with others without becoming upset? If so, what does the data show? Is it 70% of the time? What is the difference between success and failure for him? With this data, it can guide his goals and service minutes.
-GREEN or Red? 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.
IEPS need to be written so the students’ parents can read and understand the information, including assessment results. I would rephrase this to make it more understandable. I work in a tiny native village and some parents might not understand the difference between expressive and receptive vocabulary. I might would also say that 48 months is a 4 year old child.
-GREEN or Red? 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.
What does the writer mean by essentially? I think I would say she is non-verbal and be specific in the ways she non-verballie communicates. I would then go into more detail as to the vocalizations and word approximations she makes. So all this is just rephrasing and I am sure some of what I am focusing on would have been clarified with the rest of the PLAAFP.
-Green & RED? Damien’s attention problems result in failure to follow the teacher’s directions, talking out of turn and responding inappropriately during group activities.
This one is too vague. Attention problems can be caused by many things. It could be internal or external. It could have to do with the environment or interactions of peers. We need more information.
-GREEN or Red? 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.
Again, we need more information. What is his current reading level? What is his disability? Does he have a learning disability or is it perhaps extreme ADHD? Knowing that would be helpful as if he is just a few grade levels behind, he might be helped with appropriate ability level reading but if he can’t read than reading alternatives will have to be found.
-Green or RED? 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 question these comments. He does not even know one color? I think the colors he knows should be specified. Stating which colors he knows is positive but that statement is more negative. If he can count to 3 but not always (forgets 2). With this we are including he can stack 3 blocks, which might be fine motor but the others are more academic. I would also want to know what his disability is.
Kathlyn PhilpotParticipantReply to Naomi Buck…
Naomi said:
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/Green: This is useful quantitative information. But again, taken out of context, it means very little. These are only numbers. I would hope that the rest of the paragraph would state what those acronyms are as well as how that delay impacts the student. What does a delay like this look like in the daily life of the student? How does she express her self and get her needs met? What sorts of information does she understand and what is a struggle? Does this impact her behavior? Does it impact her ability to participate? And, if so, in what settings/circumstances?Naomi, as you implied, I think we need more information specifically from Carmen’s parents. Can they share what her communication is like at home? Is she an ELL student? Both at school and home, I too want to know how it impacts her behavior. Helpful information would also include her age (in months) and her disability. We are assuming it is speech but could be developmental delay or other disabilities as well.
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