Re: Question about IEP Goal Setting

[Guest guest]

I thought goals were supposed to be based on the child's needs, not on what

class a child is assigned to. Ask them for a written copy of their policy and

the underlying law to support it. Also, do you have test results you can show

everyone to support your child's needs for these goals or does additional

testing need to be done? Otherwise, can you relate your desired goals to

incorporating articulation into educationally relevant settings. Articulation

alone

isn't enough since articulation needs to appear in " authentic " conversation

and what you have listed would be relevant to certain school settings such as

the classroom, playground, school office, lunchroom, etc. .

[Guest guest]

How old is your daughter?

~K

----- Original Message -----

If anyone has any suggestions for getting her an appropriate IEP,

please let me know.

Thanks,

Suzi

[Guest guest]

7 1/2 going into 2nd grade.

> How old is your daughter?

> ~K

> ----- Original Message -----

>

> If anyone has any suggestions for getting her an appropriate

IEP,

> please let me know.

>

> Thanks,

>

> Suzi

[Guest guest]

Suzi,

My daughter is in first grade and has objectives similar to what you

are requesting. She is not in a SDC. Here are some examples taken

verbatim from her speech/language IEP:

Annual Goals:

Improve oral language skills to communicate and enhance learning in

the areas of syntax/grammar by (date).

Improve receptive language skills by (date).

Objectives:

Expressive language

1 ... will describe pictures and/or objects using attributes such as

size, shape, color, texture, when given a model across 10 trials.

2 ... will produce two attributes when shown an object or picture

with verbal prompts across 10 trials.

3 ... will categorize objects or pictures by attributes (ex: find the

sweet things) across 10 trials.

1 ... will relate the sequence of story events by answering wh-

questions.

2 ... when provided with picture cues, ... will retell a familiar

story in 4/5 trials.

Pragmatic language

1 ... will role play given situations with 1-2 other peers, to

increase ability to appropriately converse using 3-4 verbal exchanges

after modeling from clinician.

2 (same as 1 except)... with verbal cues from clinician.

3 (same as 1 except no modeling/no verbal cues)

Receptive language (to understand and sequence oral directions)

1 ... will follow 3-step oral directions using curriculum-based

vocabulary with verbal cues across 10 trials.

2 ... after hearing directions out of order fro an activity ... will

put them in the correct order and follow them in 4/5 trials.

3 (same as 1 except no verbal cues).

It sounds like your school is focusing primarily on the " speech "

aspect of speech/language therapy. By contrast, my daughter has no

problems whatsoever in producing speech... she can talk a mile a

minute with perfect diction and mimic any accent you can throw at

her, but she has difficulty coming up with the right words in

response to questions or remembering directions. She also needs to

learn social conventions, etc. (pragmatics) because she doesn't pick

up on social cues naturally as other kids do.

Not knowing how old your daughter is, I couldn't say whether the

objectives you requested are realistic or appropriate for her, but

they certainly sound like they fall within the realm of speech

therapy or resource.

Hope this helps,

> We had our IEP for today, and I am very disappointed. I

> wanted to add communication goals to the IEP, but the school staff

> was very reluctant.

>

> Basically, all has are articulation and some RSP support

> goals.

>

> These are the goals I want added. The staff said these are the

type

> of goals for kids that are in a special day class.

>

>

> THE STUDENT will tell familiar story without pictures for cues :

> 4 verbal reminders to do so in 5 attempts by June

> 3 Verbal reminders to do so in 5 attempts by November

> 2 Verbal reminders to do so in 5 attempts by February

> 1 verbal reminders to do so in 5 attempts by May

> Communication Domain

>

> THE STUDENT will use complex sentences (She wants me to come in

> because?) :

> 1 out of 6 requests by November

> 2 out of 6 requests by February

> 3 out of 6 requests by March

> 4 out of 6 requests by April

> 5 out of 6 requests by May

> Communication Domain

>

> THE STUDENT will tell simple jokes:

> 10% accuracy by June

> 25% accuracy by November

> 50% accuracy by February

> 75% accuracy by April

> Communication Domain

>

> THE STUDENT will tell daily experiences :

> 4 verbal reminders to do so in 5 attempts by June

> 3 Verbal reminders to do so in 5 attempts by November

> 2 Verbal reminders to do so in 5 attempts by February

> 1 verbal reminders to do so in 5 attempts by May

> Communication Domain

>

> THE STUDENT will answer why question with an explanation :

> 10% accuracy by June

> 25% accuracy by November

> 50% accuracy by February

> 75% accuracy by April

> Communication Domain

>

> THE STUDENT will put together and tell 3-5 part sequence story :

> 10% accuracy by June

> 25% accuracy by November

> 50% accuracy by February

> 75% accuracy by April

> Communication Domain

>

> If anyone has any suggestions for getting her an appropriate IEP,

> please let me know.

>

> Thanks,

>

> Suzi