Measurable organizational IEP goals for high school - Asperger

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Hi all. I have not posted in awhile. I have a 15yo with Asperger in 9th grade.

His general profile: executive dysfunction, slow processing speed, weak working

memory, moderately gifted, developmental coordination disorder (delays 6-7

years), moderate hypo sensitivities, anxiety. He has an IEP, in all normal

classes, including Pre-AP, with one special ed class period for " study strategy "

(and social skills). Skip to MY REAL QUESTION if you want to skip all the

background stuff.

I put in a written complaint to school administration, copied to all the

teachers. I won't go through the whole thing, but the gist of my complaints

were: 1) son's progress being determined by grades when the problem is

functioning; 2) son's problems being treated as mind problems rather than brain

problems; 3) IEP goals are too subjective. I gave a synopsis of Uta Frith's book

" Autism: Uncovering the Enigma " , a one-pager briefing what is behind autism and

proven methods of intervention. I suggested they see if they can put where my

son is at regarding these things as a starter for discussion. I gave them a

couple of suggestions, which I have pasted below.

His current IEP organizational goals are based on him doing 90 percent such and

such. The typical, I think, unfortunately.

I decided to give them a couple of suggestions for measurable goals. These are

below.

MY REAL QUESTION

Are the below ideas for measurable organizational goals something that might

work? Does anybody have any better ideas or even just ways to make these

better? Any concrete examples (hard copies of " tests " of organizational

skills)? Has anybody tried anything like this? Gotten their school to do

anything like this?

1) Can he go through the exercise of chunking an assignment, following through

and sticking to the plan, and hand an assignment in on time? Even just keeping a

tally of how many assignments are handed in on time would be more meaningful.

But it seems like he could be required to write out plans for long assignments,

including reading assignments and review packets, with any help necessary, and

it could be scored on what percentage he does on his own, how many items he

completes, how many he completes on time, how many he completes correctly

(actual grade) and whether the assignment got in on time, etc.

2) Have him estimate how long he thinks it is going to take to do things, time

himself (or get timed), then compare. Perhaps he could be scored on how close he

comes to estimates. A big part of his reluctance with long-term projects is his

lack of time sense, which causes him to feel like he is being made to work on

unnecessary things since he thinks he can do things much faster than he actually

can.

Any thoughts welcome.

Unfortunately, our health insurance doesn't cover neuropsych evals anymore, so

so much for that thought. Unless I could talk the school into it--unlikely.

Talk to you later. Thanks in advance!

Ruth