Guest guest Posted June 12, 2003 Report Share Posted June 12, 2003 In a message dated 6/12/2003 9:55:23 AM Pacific Daylight Time, mlndhall@... writes: > Johanna, > > That is great! I hope that I can get to that point. I > have to laugh though because 's first goal shot > down about almost every accommodation I wanted for him! > They had lumped a lot into one goal. So I was able to > say, " Whoa, we need to address this goal! " And, it > being the first one........ > > I am glad that you had such success. Now I know who to > look to when I need help! > > Melinda > Thanks, I felt like I was whining in my email, but I feel like I have no idea what I'm doing. I got a note back saying that 6 pgs was a lot for the next teacher but that I could bring up my additional goals at the next meeting. I think I wore out my welcome! At any rate, glad for what I have in place and when these get met I will request to add the others. Johanna Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 12, 2003 Report Share Posted June 12, 2003 In a message dated 6/12/03 12:15:46 PM Eastern Daylight Time, sjparvin@... writes: > been going back and forth, but I'm the one initiating the additional goals. > > I'm a little out of my element with this! I thought the psychologist would > write goals as well as her report was key > Johanna, You are going to be a professional at so many things before you know it! lol. I wrote Reece's IEP last time. The teacher had me write it again last month for next school year and I did. I didn't do as good a job last month because I was being overloaded with fifty things to do at once. But I did the outline and the teacher added a few thoughts of her own, which were perfect. Now of course, she knows him well and we get along also. So if she says he doesn't need something, I give her the benefit of the doubt. I am lucky that he will have the same sped teacher next year. I'm still thanking my lucky stars for that. My advice is to visit developmental websites or find books related to development. For Ryder, my 3 yo, I did his totally by finding development appropriate to kids his age and the marking the things he could not do yet. These became the basis for all the goals/objectives that I wrote. For Reece, I did that plus I used the curriculum guide in the ABA book. Again, I pulled out everything he couldn't yet do and those were the basis for the goals/objectives. Another thought you might consider if you have not already done this - group your goals into categories. If you have a lot of goals, it helps to group them. You might have " Academic " as a heading and " Language " or " social " or whatever areas you are focusing on. This becomes the actual goal. I would write, " Reece needs to improve his communication skills with others. " and all the objectives are then related to socialization and communication with others. You are likely to have just a few headings (goals) that way. I think Reece has about 4 or 5 headings and then each heading/goal contains a handful of objectives from that area that he will be working on. I can send you Reece's outline if you ever want to see what we did/are doing. But it sounds like you have everything humming along just fine! Oh, and the books written by Barbara Bateman are great to learn about writing IEPs. She has three I have " Better IEPs " , " Does your IEP measure up? " and " Writing Measureable IEP goals and objectives " The last is new and I haven't had a chance to read it yet! Roxanna ô¿ô Autism Happens... Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 12, 2003 Report Share Posted June 12, 2003 In a message dated 6/12/03 3:27:31 PM Eastern Daylight Time, sjparvin@... writes: > I got a note back saying that 6 pgs was a lot for the next > teacher but that I could bring up my additional goals at the next meeting. > I > think I wore out my welcome! At any rate, glad for what I have in place > and > when these get met I will request to add the others. > Johanna > You may be able to sneak some goals in via " benchmarking " them. IOW, you write that they will teach your ds to do something and once that is accomplished, it goes straight into the next level/step. That way you can include a number of steps in just one objective. Roxanna ò¿ò It makes sense to go up the molehill dressed for the mountain Nan, the Wiser Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 12, 2003 Report Share Posted June 12, 2003 In a message dated 6/12/2003 12:41:47 PM Pacific Daylight Time, kneeleee@... writes: > You may be able to sneak some goals in via " benchmarking " them. IOW, you > write that they will teach your ds to do something and once that is > accomplished, > it goes straight into the next level/step. That way you can include a > number > of steps in just one objective. > Roxanna > ò¿ò > Help! You lost me..... I'm not sure what you are saying, but it has to do with my mild brain damage LOL! Here is one... " ability to repair interpersonal situation through language ie repeating himself over and over or sitting and pouting " This was written in his psych report that he had trouble with this. How to make this a goal is beyond me and they may not see it as educational. Johanna Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 12, 2003 Report Share Posted June 12, 2003 In a message dated 6/12/2003 12:38:33 PM Pacific Daylight Time, kneeleee@... writes: > I wrote Reece's IEP last time. The teacher had me write it again last > month for next school year and I did. Oh, good. Now I feel right in there. Thank you!!! Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 12, 2003 Report Share Posted June 12, 2003 In a message dated 6/12/2003 1:09:11 PM Pacific Daylight Time, uplift@... writes: > <<<<<<... " ability to repair interpersonal situation through language ie > repeating himself over and over or sitting and pouting " >>>>>> > > > ?????????????????????????????? Uh-oh. What happens is he will not move on to another situation and will keep repeating what he wants. Ex: she was passing out chocolate chip cookies and he said, but I want one with rainbow sprinkles. And even though she said she didn't have that kind, it took him quite a while to get over it, stop repeating himself and finally he took the cookie and took all the chips out of it. So he did sort of fix the problem, but it took a long time and during it he kept on telling her he wanted the one with sprinkles. Probably not an educational goal now that I think of it, but it was written in his report as an area that needed improvement. Does that help? Johanna Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 12, 2003 Report Share Posted June 12, 2003 <<<<I felt like I was whining in my email> by tee way, that is allowed here too ! F Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 12, 2003 Report Share Posted June 12, 2003 <<<<<<... " ability to repair interpersonal situation through language ie repeating himself over and over or sitting and pouting " >>>>>> ?????????????????????????????? Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 12, 2003 Report Share Posted June 12, 2003 thanks, Johanna, it seems there is nothing as creative in school s as the written IEPs lol F Re: ( ) Goal/Objective writer In a message dated 6/12/2003 1:09:11 PM Pacific Daylight Time, uplift@... writes: > <<<<<<... " ability to repair interpersonal situation through language ie > repeating himself over and over or sitting and pouting " >>>>>> > > > ?????????????????????????????? Uh-oh. What happens is he will not move on to another situation and will keep repeating what he wants. Ex: she was passing out chocolate chip cookies and he said, but I want one with rainbow sprinkles. And even though she said she didn't have that kind, it took him quite a while to get over it, stop repeating himself and finally he took the cookie and took all the chips out of it. So he did sort of fix the problem, but it took a long time and during it he kept on telling her he wanted the one with sprinkles. Probably not an educational goal now that I think of it, but it was written in his report as an area that needed improvement. Does that help? Johanna Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 13, 2003 Report Share Posted June 13, 2003 In a message dated 6/12/03 4:00:02 PM Eastern Daylight Time, sjparvin@... writes: > Here is one... " ability to repair interpersonal situation through language > ie > repeating himself over and over or sitting and pouting " This was written in > > his psych report that he had trouble with this. How to make this a goal is > beyond me and they may not see it as educational. > Johanna > Of course it's educational. To write this as benchmarks, you would figure out what replacement behavior you want him to do. Say you want him to transition without getting stuck. The objective is then that he will change activities. 1A) He will change activites without repeating words when given a verbal prompt and aide support to move to the next activity. 1B) He will change activities without repeating words when given a verbal prompt and a cue card. 1C) He will change activities without repeating words when given a verbal prompt. I don't know because it's late, I'm tired and this is off the top of my head...BUT, this would be an example of benchmarking a goal/objective. Each letter has a step closer to independence and you can see his progress as he meets each benchmark, plus the staff know what to do next when he meets the first portion. Roxanna ò¿ò It makes sense to go up the molehill dressed for the mountain Nan, the Wiser Quote Link to comment Share on other sites More sharing options...
Guest guest Posted June 14, 2003 Report Share Posted June 14, 2003 In a message dated 6/13/2003 8:01:34 PM Pacific Daylight Time, kneeleee@... writes: > I don't know because it's late, I'm tired and this is off the top of my > head...BUT, this would be an example of benchmarking a goal/objective. Each > letter > has a step closer to independence and you can see his progress as he meets > each benchmark, plus the staff know what to do next when he meets the first > portion. > Roxanna > You did great off the top of your head, Roxanna. Thanks! I get the idea now.... (lightbulb going off) Johanna, so far behind....we are all so chatty Quote Link to comment Share on other sites More sharing options...
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