IEP Progress Report
These progress reports are as enlightening as the IEPs themselves. Our next IEP meeting is the end of the month. Here are some direct quotes from the report just received.
(And note the new poll of the day on the right.)
Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to meet by the end of this IEP period? How will we know that the student has reached this goal?
Pearlsky will use a variety of communication techniques to request activities, objects or to initiate interactions with peers and adults.
We will know that Pearlsky has reached this goal when her intentions are known to communication partners.
[What the heck does that mean? “… when her intentions are known …” how do you possibly know her intentions if she has no communication? Whatever random, or even purposeful, action she does, how do you prescribe her “intention”?]
Benchmark/Objectives: What will the student need to do to complete this goal?
Pearlsky will respond to her activity book containing questions and choices by hitting the “yes” switch if she is interested in participating in the activity.
[And you will differentiate between “I am interested in participating in this activity so I am hitting the yes switch” and the ever present “I am hitting this thing because I just pooped” … how?]
Measurable Annual Goal: What challenging, yet attainable, goal can we expect the student to meet by the end of this IEP period? How will we know that the student has reached this goal?
Pearlsky will participate in visual activities with decreasing verbal prompts.
Benchmark/Objectives: What will the student need to do to complete this goal?
Pearlsky will respond to a visual stimulus with a physical motion.
Pearlsky will respond to a visual stimulus by shifting her gaze along the path of the stimulus.
[What a proud dad I am. My daughter will look without being told to look and respond by moving … something. Anything, any physical motion while her eyes are open and she meets this goal. I had a dimestore turtle that did that.]
Go to the meeting with this just for kicks:http://www.youtube.com/watch?v=OtBA0F7tWSo&feature=player_embedded
Its the IEP tracking app on the I-phone.
I have a headache. We have our IEP in April.
I know. There were times I simply didn’t read the IEP goals. Son will look when his name is called 8 out of 10 times. Son will hold gaze for 3 seconds when being spoken to, etc. Sometimes his goals have been achieved in trials, but that does not at all mean that the behavior is naturalized and carries over into real life. And while I can appreciate how important it is to have goals and therapies that are goal oriented, seeing the very basic nature of some of these goals in black and white can be very depressing. During the time I trained my dog at the same time I sat in on my sons 12 hours of ABA/week, the approach was so similar, that for a while I consistently mixed up my dog and my son’s names when speaking to either of them.
How much is it worth to you to play in this circus again?
Is this true? At school she is safe, properly managed and in mostly pleasant social atmosphere.
Here’s a goal: Pearlsky will smile when a familiar person addresses her verbally. Being specific adds meaning. (Turtles cannot smile.)
Agreeing with Gimky. ‘Training’ is the most basic form of learning.
Ugh. Evals. Goal Sheets. Very bummer. I also noted the same thing that Gimky did above when I was watching a bit of Bennett’s ABA Therapy this week. Was like when I trained my lab. Big time bummer to make that connection in my head.
Feel for ya bro…
I am approaching these bloody things from the other end. I am the one who has to implement these programs. I don’t know why DSPs are not included as part of the IEP/ISP meetings. I have no idea why the programs are written either by people who only see the individual rarely or someone who just sits in their office and doesn’t really interact with them. I hate getting programs for the individuals that are just TOO ambitious for them. I have seen the pain and frustration on individuals’ faces when they cannot grasp what they know is being expected of them. I am all for programs that actually help them in their lives, but shouldn’t the people who actually interact on a day to day basis be writing the programs? What is wrong with this system?
please listen to me don’t put your children on iep unless they are severely disabled.