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To what extent have you or the IEP teams you have been on engaged in the DDDM process? If you have, do you or your team engage in DDDM in a continuous manner? What steps of the process have you or your team struggled the most with and which step is a strength? If you have not engaged in DDDM specifically, describe how the decision-making process you have been a part of and how that compares to DDDM
I feel that with some teams it happens more often than with others. I feel that more experienced teachers can be very beneficial on a team because that have dug into their data before. I think that newer teachers tend to struggle a little bit more. They may not have the training and knowledge to dig into the data. THat is were we come in as members of that team and we help the teachers get a grasp on all of the data that they have before them.
I agree that teachers do not present their data very well when they are referring students. I feel that maybe as a sped teacher that is where we can really help teachers and anyone on the team to really did into the data and see what needs to drive our discussion and eventually an IEP if it is warranted.
Those are some really good ideas about giving him reinforcers for doing his work at school. I did notice that he grades were down but that may be to show his parents that he just needs to be learning via minecraft.
I don’t believe that Spencer needs Special Education Services. He is performing with the rest of the class and behaves fairly well in school. He may need some interventions which could be covered in a 504. I think that with some work at school with maybe social stories that he may improve his behaviors at home.
I believe that he likes to be at school and maybe there is more going on in the home than we know.
He needs to go to school and perform as he is or better. He needs to respect the people that are working with him or around him (peers/staff).
He wants to be home schooled because he wants to play his game all the time. I do believe that there are some things that can be learned through a game. But he needs to socialize in other ways not just through technology. He needs some person to person live interaction.
I feel that so many kids these days are stuck to their phones and iPads and all of those things that their generation is only going to be technology based and no one will have people skills.
I think that one thing that people don’t always consider is the baseline. So I liked seeing that in your overall description of the goal. I think that we get the information from the testing and from teachers and then some Sped teachers just go and sometimes write lofty goals.
Jane will demonstrate understanding of basic patterns of book reading by turning book right side up and turning pages in correct sequence front to back in 4 out of 5 trials with 80% accuracy. as an Individualized Educational Plan goal, starting 5/17/2018 completed by 5/16/2019.
1. yes it has a begin and end, it is a targeted behavior, two or more people would be able to agree on it
2. yes you can determine mastery
3. yes the target behavior is needed for everyday activities
4. yes if the child does not do this someone else would have to
5. yes it shows a general concept
6. yes the target can be generalized across a variety of settings
7. yes the target behavior can be taught across daily activities
8. yes various team members can teach this target behaviorI agree that the goal needs to be functional because they will use it for the rest of their life. But they also need academic in order to succeed in school.
I believe that sometimes there is a distinction between a functional goal and an academic goal. A functional goal is one that will help a student through out their life like a life skills goal. An academic goal will help them within the classroom. A student could have a goal that would do both like a reading goal or a math goal.
I believe that you are correct that we do not have enough background about this kiddo to be able to meaningfully right a specific goal for this child.
“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: The goal is very hard to break down because there are so many things that are covered in it. We also don’t have the PLAAFP to help us with this students’ needs.
Filter 2: The goal is to broad and needs to be broken down. This student would not have full access to the curriculum or to social interactions.
Filter 3: We are often pulling students out of class to do interventions that we should probably actually push in for so that the student can still make progress with the general ed curriculum. This student does need it modified but also needs the exposure and practice.
Filter 4: It is a goal that is covering a lot of things. I feel that if it was broken down into little pieces or objectives, the student could accomplish them within a year’s time.
I like where you point out the data and that being a plus.
I agreed with all of your choices and for the same reasons.
You mentioned how things are not necessarily data driven. I think that sometimes as teachers we just want to get it done and we forget to focus on the data that we have.
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 feel that the one is red. I think that we could be more clear and give more data.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 feel that this one is green. We are giving them data from test results that tells the members of the team where the child stands.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 that this is green. It gave a good description of how Elsie communicates.Damien’s attention problems result in failure to follow the teacher’s directions, talking out of turn and responding inappropriately during group activities.
I feel that this one is red. We need more data about how often these behaviors happen and what activities does it happen the most.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.
I feel that this one is red because all they say is what doesn’t work well and they are never talking about what he can do.Mark doesn’t know his colors. He can count to 3 but doesn’t always remember the number 2. He can stack 3 blocks.
This one is red. They start out talking about how Mark doesn’t know his colors and then goes into how he can counts and stack blocks.
